Wisconsin Read to Lead Final Report (PDF), via several readers.  Mary Newton kindly provided this summary:

Summary of the Wisconsin Read to Lead Task Force Recommendations, January, 2012
 

Teacher Preparation and Professional Development
All teachers and administrators should receive more instruction in reading pedagogy that focuses on evidence-based practices and the five components of reading as defined by the National Reading Panel (phonemic awareness, phonics, fluency, vocabulary, and comprehension).
1. There must be more accountability at the state level and a commitment by institutions of higher education to improving teacher preparation.
   Licensure requirements should be strengthened to include the Massachusetts Foundations of Reading exam by 2013.
   Teacher preparation programs should expand partnerships with local school districts and early childhood programs.
   Information on the performance of graduates of teacher preparation programs should be available to the public.
   A professional development conference should be convened for reading specialists and elementary school principals.
   DPI should make high quality, science-based, online professional development in reading available to all teachers.
   Professional development plans for all initial educators should include a component on instructional strategies for reading and writing.
   Professional development in reading instruction should be required for all teachers whose students continually show low levels of achievement and/or growth in reading.

2. Screening, Assessment, and Intervention
   Wisconsin should use a universal statewide screening tool in pre-kindergarten through second grade to ensure that struggling readers are identified as early as possible.
   Proper accommodations should be given to English language learners and special education students.
   Formal assessments should not replace informal assessments, and schools should assess for formative and summative purposes.
   Educators should be given the knowledge to interpret assessments in a way that guides instruction.
   Student data should be shared among early childhood programs, K-12 schools, teachers, parents, reading specialists, and administrators.
   Wisconsin should explore the creation of a program similar to the Minnesota Reading Corps in 2013.
    

3. Early Childhood
   DPI and the Department of Children and Families should work together to share data, allowing for evaluation of early childhood practices.
   All 4K programs should have an adequate literacy component.
   DPI will update the Wisconsin Model Early Learning Standards to ensure accuracy and alignment with the Common Core State Standards, and place more emphasis on fidelity of implementation of the WMELS.
   The YoungStar rating system for early childhood programs should include more specific early literacy criteria.
    
    

4. Accountability
   The Educator Effectiveness Design Team should consider reading outcomes in its evaluation systems.
   The Wisconsin School Accountability Design Team should emphasize early reading proficiency as a key measure for schools and districts. Struggling schools and districts should be given ongoing quality professional development and required to implement scientific research-based screening, assessment, curriculum, and intervention.
   Educators and administrators should receive training on best practices in order to provide effective instruction for struggling readers.
   The state should enforce the federal definition for scientific research-based practices, encourage the use of What Works Clearinghouse, and facilitate communication about effective strategies.
   In addition to effective intervention throughout the school year, Wisconsin should consider mandatory evidence-based summer school programs for struggling readers, especially in the lower grades, and hold the programs accountable for results.
    

5. Family Involvement
   Support should be given to programs such as Reach Out and Read that reach low-income families in settings that are well-attended by parents, provide books to low-income children, and encourage adults to read to children.
   The state should support programs that show families and caregivers how to foster oral language and reading skill development in children.
   Adult literacy agencies and K-12 schools should collaborate at the community level so that parents can improve their own literacy skills.

Related:  Erin Richards’ summary (and Google News aggregation) and many SIS links.