Act 20 Coaching and Support

Meet Your Act 20 Requirements with CESA 2

CESA 2 has prepared multiple options to meet your Act 20 requirements. Our Literacy team and Centers of Excellence can provide you with trainings, coaching, and more to help you with science-based literacy instruction in your school or district. Read about our opportunities below, or reach out to us regarding your unique situation to set up a time to chat!

In-District Coaching Support for Implementing Act 20

Overview

This structured approach provides a CESA 2 literacy consultant for in-district coaching support to teachers following their initial training on Act 20. The focus is on embedding the key components of systematic and explicit instruction as outlined in Act 20 into daily teaching practices. The coaching will address phonological awareness, phonemic awareness, phonics, building background knowledge, oral language development, vocabulary building, instruction in writing, comprehension, and reading fluency.

Goals and Outcomes

  • Enhanced Instructional Practices: Teachers will integrate the key components of Act 20 into their literacy instruction, moving towards a more systematic and explicit approach.

  • Improved Student Literacy Outcomes: As a result of improved instruction, students will demonstrate increased proficiency in phonemic awareness, decoding skills, and comprehension.

  • Sustainable Implementation: Teachers will develop the confidence and skills to continue implementing Act 20 principles independently, ensuring long-term improvements in literacy instruction.

  • Compliance with Act 20: Ensure that all literacy instruction aligns with Act 20, specifically avoiding prohibited "three cueing" methods in favor of phonics and decoding skills.

 

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  • Initial Assessment and Planning

    • Assess Current Practices: Observe classroom instruction and review lesson plans to identify areas for alignment with Act 20.

    • Set Individual Goals: Work with teachers to set personalized goals based on the initial assessment and their specific needs.

    Targeted Instructional Coaching

    • Phonics and Decoding Skills: Conduct model lessons and co-teaching sessions focused on phonics and decoding, emphasizing the importance of solving words first with decoding skills.

    • Comprehension Strategies: Guide teachers in incorporating instruction in context clues for comprehension, following Act 20's guidance.

    • Explicit Instruction Techniques: Demonstrate and coach teachers on how to make their instruction more systematic and explicit, particularly in phonological awareness, vocabulary building, and oral language development.

    Integration and Application

    • Lesson Planning Support: Assist teachers in planning lessons that integrate Act 20 components comprehensively across the literacy curriculum.

    • Classroom Management Strategies: Offer strategies for managing differentiated instruction to meet the diverse needs of learners within the framework of Act 20.

    • Feedback and Reflection: Provide ongoing feedback on teaching practice and facilitate reflection sessions to discuss progress towards goals and identify areas for continued focus.

    Evaluation and Future Planning

    • Evaluate Progress: Review the progress towards the initial goals set at the beginning of the coaching period, utilizing student data, teacher reflection, and observation notes.

    • Plan for Sustainability: Develop a plan with teachers for the continued integration of Act 20 components into their instruction, including professional development goals and strategies for peer collaboration.

    • Final Reporting: Summarize the coaching intervention outcomes, teacher progress, and recommendations for future professional development and support.

    Additional CESA 2 Coaching Support Implementation:

    • One-on-One Coaching Sessions: Provide personalized support and feedback to teachers on their instructional practices.

    • Group Workshops: Facilitate group learning sessions for teachers to share experiences, strategies, and challenges in implementing Act 20.

    • Resource Sharing: Compile and distribute resources, such as lesson plans, instructional videos, and articles, to support teachers in implementing Act 20 components.

    • Classroom Observations: Regularly observe classroom instruction to provide specific, actionable feedback and to model effective instructional strategies.

    This support is designed to ensure that teachers are not only compliant with Act 20 mandates but are also equipped to provide high-quality, evidence-based literacy instruction that supports all students in becoming proficient readers and writers.

Act 20 Leadership Institute

Overview

The Act 20 Leadership Institute is intentionally designed for district and school leaders aiming to boost early literacy outcomes by embedding science-based reading instruction. This comprehensive workshop emphasizes cultivating a deep comprehension of reading science, structured literacy, and the practical nuances of Act 20 mandates within educational settings. A prerequisite for participation is completion of one of the approved Act 20 literacy trainings, such as Cox, LETRs, or Keys to Success. The program is structured to foster collaborative learning, enabling participants to formulate strategic literacy implementation plans congruent with both current research and legislative stipulations.


Learning Experience

The institute is characterized by a dynamic blend of lectures, interactive activities, collaborative planning sessions, and expert insights, ensuring a rich and engaging learning environment. It encourages participants to apply their learning through both individual and group efforts, leading to the development of actionable plans tailored to the specific needs of their districts. Facilitators will offer continuous feedback and guidance, empowering leaders to spearhead successful literacy initiatives within their schools and districts.


Goals and Outcomes

Participants will exit the institute with:

  • A Deep Understanding of the Science of Reading: Insights into the science-based research that underpins effective reading instruction and its application within districts.

  • Mastery of Act 20 Components: A thorough understanding of each component of Act 20, its implications for literacy instruction, including prohibited practices, and a focus on phonics and decoding skills.

  • Developed Leadership Strategies: Skills to implement high-impact leadership strategies that bolster educators in enhancing literacy instruction and student achievement.

  • Plans for Effective Assessment: Knowledge of high-impact assessment practices and data utilization to monitor student progress and guide instructional decisions.

  • Implementation Plans: Collaborative strategies for developing a strategic plan for district-wide literacy instruction implementation and monitoring.

 

  • Day 1: Understanding the Science of Reading, Act 20, and Their Impact on Early Literacy in Our Districts
    Facilitated by the Literacy Team

    • Goals and current reality: Identify strengths and gaps in Early Literacy Curriculum K-3 alignment.

    • Curriculum considerations, including WI Focused Shifts (Shift 1 - Identity, Shift 2 - Flexible Users of Language), review processes, and budgeting.

    • Implementation communication plans.

    Day 2: Leadership Strategies and High-Impact Instruction: Creating and Supporting Change!
    Facilitated by the Literacy Team, Language and Culture Team, and Systems for Inclusive Learning Team

    • Review and planning for interventions within the MTSS system.

    • Building an understanding of key high-leverage instructional routines aligned with reading science.

    • Exploration of structured literacy components and necessary practice shifts, especially for subgroups.

    Day 3: Assessment Practices and Data-Driven Decision-Making
    Facilitated by the Literacy Team and Continuous Improvement Team

    • Review and alignment of early literacy screener assessments.

    • Expansion of district capacity for implementing and monitoring instructional practices and literacy data.

    • Crosswalk between Act 20 requirements and Educator Effectiveness

    • Current assessment system review, MTSS process updates with Act 20 Criteria, and identification of professional learning needs.

    Day 4: Implementation Planning and Professional Learning
    Facilitated by the Literacy Team and Systems for Inclusive Learning Team

    • Development or adjustment of the District Professional Learning Plan.

    • Planning current and future training for teachers and leaders.

    • Next step options:  CESA 2 consulting support for job-embedded coaching, including district systems implementation coaching, leadership coaching,  instructional/literacy coaching and job-embedded teacher coaching.