Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Act 20 topic
No spam. Unsubscribe anytime.
School board adopts 3rd‑to‑4th grade promotion policy to meet state Act 20 deadline
Summary
The New London School District board approved a 3rd‑to‑4th grade promotion and retention policy required by Wisconsin Act 20, voting to adopt the policy now while postponing administrative guidelines for a subsequent committee review.
The New London School District Board of Education voted to adopt a 3rd‑to‑4th grade promotion and retention policy intended to comply with Wisconsin Act 20, approving the policy language while deferring administrative guidelines for later development.
Board director Chris Bartonsen moved to adopt the policy “as presented, but not at this time to move forward the administrative guidelines,” and Andy Thorpe seconded. The board approved the motion by voice vote.
The discussion that preceded the vote focused on timing and scope. Several board members argued interventions and possible retention should be considered earlier than third grade. “I think that retention needs to happen before 3rd grade,” said Holly Switzer, describing her experience as a parent and pleading for earlier identification and testing. Others emphasized the state mandate requires the district to include a 3rd‑to‑4th grade policy and that the district’s existing practices already allow retention at earlier grades and provide interventions.
District staff said Act 20 is only one piece of a broader strategy, noting supports should begin in kindergarten and earlier. Staff also reported that legislation includes funding for reading specialists but that the money’s release remained uncertain at the time of the meeting. “There’s supposed to be some money forthcoming for grants, specifically to hire reading specialists to comply with Act 20,” a staff member said, adding the bill had passed but not yet been funded.
The board agreed to route implementation and additional intervention policy language to the policy committee for further work. Board members also set a reporting plan: staff will provide an update at the next regular board meeting with Title‑1 teachers and intervention specialists present to show district findings and implementation progress.
The board’s action meets the immediate statutory requirement while signaling further committee work on administrative guidelines, earlier interventions and communication with families.
