Per Wis. Stat. §§ 118.016, “‘at-risk’ means a pupil scored below the 25th percentile on a universal screening assessment or diagnostic assessment, as indicated by the publisher of the assessment (aimsWeb Plus). If a student is identified as at-risk a Personal Reading Plan is developed and must include the following per Act 20:
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The pupil's specific early literacy skill deficiencies, as identified by the applicable assessment.
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Goals and benchmarks for the pupil's progress toward grade-level literacy skills.
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How the pupil's progress will be monitored.
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A description of the interventions and any additional instructional services that will be provided to the pupil to address the pupil's early literacy skill deficiencies.
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The programming that the pupil's teacher will use to provide reading instruction to the pupil. This programming must align to the definition of science-based early literacy instruction as stated in Act 20 and address the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
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Strategies the pupil's parent is encouraged to use to help the pupil achieve grade-level literacy skills.
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Any additional services available and appropriate to accelerate the pupil's early literacy skill development.
In 5K through grade 3, the first time a student scores at or below the 25th percentile on the universal screener, the student is engaged in diagnostic assessment and a personal reading plan is created. A personal reading plan begins the first time a student scores below the 25th percentile on the universal screener. Therefore, a personal reading plan could begin after fall, midyear, or spring administration of the screener. A personal reading plan is considered to have been completed if parents/caregivers and the school agree the student has met the goals in the personal reading plan and the student scores at or above grade-level on the reading portion of the Wisconsin Forward exam in grade 3 (118.016(5)(d)).
