Featured Act 20 Support Resources

• Changing Course: Large Scale Implementation of the Science of Reading - A School Board Member’s Insights by Brenda Warren, previous Wisconsin School Board Member

• Wisconsin Act 20 Quick Reference Guide, The School District of New Berlin

• Early Literacy Curriculum and Instructional Materials Criteria, WI DPI Early Literacy Curriculum Council

Dyslexia is the most common learning disability. As many as 80% of all people with learning disabilities have dyslexia.

Many states have have passed legislation and published a dyslexia guidebook or handbook to inform and support  K-12 schools in addressing the needs of dyslexic learners to meet state and federal laws pertaining to dyslexia.

• Structured literacy is necessary for dyslexic learners. 

• Structured Literacy is also effective and accelerates learning for all, it does not harm any learners.

WI 2019 ACT 86 required: 

• the creation of an Informational Guidebook on Dyslexia and Related Conditions

  • • Screening and identification

    • Instruction and intervention

    • Resources and services

• Co-Chairs and Advisory Committee representatives from

• WI Branch of the International Dyslexia Association

• Wisconsin State Reading Association

• DPI

*Must be linked to by each Wisconsin school district by December 1, 2021, will be reviewed every 3 years.

WI 2023 ACT 20 requires:

• universal screening of foundational reading skills 4K-3 grade

• further diagnostic assessment for all students scoring below the 25th percentile

• intervention (Reading Plan) for all students , including students with characteristics of dyslexia

• parent notification including notification of characteristics of dyslexia and right to request an evaluation

• weekly progress monitoring

• enforcement includes adjudication

WI Reads Recommended Resources:

• Wisconsin's Informational Guidebook on Dyslexia and Related Conditions

  • • Wisconsin’s Informational Guidebook on Dyslexia and Related Conditions: A Summary (1 page)

    • Using Wisconsin’s Informational Guidebook on Dyslexia and Related Conditions to Support Collaborative Conversations for Improved Reading Outcomes: A Guidance Document

    • Pages 10-12 - Table 1: Myths and Misunderstandings about Dyslexia Explained

    • Pages  17- 26 - Screening Processes and Tools 

    • Pages 34-39 - Table 5: Critical Principles of Reading Instruction for Students with Dyslexia and Related Conditions

    • Page 49 - Table 7:  Suggestions for Supporting a Child’s Literacy Development

• WI Dyslexia Roadmap

  • • Characteristics of Dyslexia at Different Ages

    • Equity through Literacy Reflection Tool

    • Example Diagnostic & Progress Monitoring Reading Assessments

    • Types of Reading Assessments, WI Dyslexia Roadmap

Learn More from Other States:

• California Dyslexia Guidelines (2017)

• Colorado Department of Education Dyslexia Handbook (2020)

• Georgia Dyslexia Informational Handbook (2019)

• International Dyslexia Association Dyslexia Handbook: What Every Family Should Know (2019)

• International Dyslexia Association Fact Sheets

• Idaho Dyslexia HandbookArizona Technical Assistance System (AZ-TAS): Dyslexia Handbook (2022)

• Kentucky K-3 Dyslexia Toolkit (2019)

• Massachusetts Dyslexia Guidelines (2020)

• Minnesota Department of Education

• Mississippi Department of Education

• New Jersey Dyslexia Handbook : A Guide to Early Literacy Development & Reading Struggles (2017)

• Ohio Dyslexia Roadmap (2020)

• Tennessee Department of Education - Dyslexia Resource Guide (2018)

• Texas Dyslexia Handbook (2021)

• Dyslexia affects 20% of the population and represents 80-90% of all those with learning disabilities. It is the most common of all neurocognitive disorders. Yale University (Shaywitz, 2020)

• The prevalence of Dyslexia among learning issues facing school children is higher than ADHD, diagnosed behavioral problems, anxiety, PTSD, depression, and autism; it is almost equal to ESL.

• Dyslexic learners are over-represented in negative life outcomes including chronic absenteeism, social services, juvenile detention, special education, prison, homelessness. 

• California estimated that economic losses due to dyslexia would cost the state $12 billion dollars in 2020 and $1 trillion over the working lifetime of today’s students. By contrast, an investment of $880 million in early screening, teacher training, and intervention will give an 800% return on investment as the life impacts mentioned above are avoided. The Economic Impact of Dyslexia on California

• Marysville Exempted Village School District (MEVSD) in Ohio (2,302 K-5 students) did a cost/benefit analysis and found that investing in early screening, teacher training, and assistive technology to address dyslexia would produce yearly savings (Ohio Dyslexia Roadmap).

  • • MEVSD 25 Year Cost Savings Model:

      • • conservative savings - $6,180824.96

        • realistic savings - $11,908,351.25

        • dramatic savings - $18,954,434.45

WI Reads Recommended Resources:

• Costs & ROI, WI Dyslexia Roadmap

Learn More:

• Cost of Ignoring Dyslexia

• The Economic Impact of Dyslexia on California white paper

• Ohio Dyslexia Roadmap

Exhibit visitors are eligible to enter a raffle for Professional Learning. 

When selecting a professional learning raffle to enter, please consider your commitment and the capacity of individuals in your school district to complete the professional learning by December, 31 2025.

The Professional Learning Raffle complies with state law and the Wisconsin Code of Ethics for Local Public Officials. 

District officials may accept at the Convention educational or informational materials, prizes, or other giveaway items for the purpose of conveying the item to the district for the use or benefit of the district. District policies my address the issue of receipt of gifts by district officials.

Winners, along with their school district administrator, school board president, and school business officer will be notified and provided a receipt noting the professional learning title, value, and donor via an email from WI Reads no later than Thursday, February 29, 2024.

Exhibit visitors are eligible for a Science of Reading book from WI Reads donors.

When selecting a book please consider what you are committed to reading and a leader in your school district you would pass the book on to when you are finished.

The Book Giveaway complies with state law and the Wisconsin Code of Ethics for Local Public Officials. 

District officials may accept at the Convention educational or informational materials, prizes, or other giveaway items for the purpose of conveying the item to the district for the use or benefit of the district. District policies my address the issue of receipt of gifts by district officials.

Recipients will receive an email receipt from WI Reads noting the book title and value no later than February 29, 2024.