Alabama, How To, Oklahoma, Tennessee, Wisconsin
Getting More Out of aimswebPlus® in Tennessee, Wisconsin, Alabama, Oklahoma, and Ohio
Every screening system runs on the same cycle: measure, sort, act, check whether it worked, and adjust. In Tennessee, Wisconsin, Alabama, Oklahoma, and Ohio, aimswebPlus® handles the first two steps for many K–3 classrooms. It’s how many districts find out, a few times a year, which students are reading below where they should be.
What happens next depends on your state, and most of it happens in the weeks between screening windows. Here’s how each state uses aimswebPlus®, what its reports tell you, which questions they leave open, and how to get more done between benchmarks.
How aimswebPlus® Is Used in Different States
The same general screener can play a slightly different role in each of these states.
| State Assessment and Literacy Policies Updated November 2026 | progresslearning.com |
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|---|---|---|---|---|
| State | What is aimswebPlus®’s role in 2026–27? | What is the cost to districts? | When is a student flagged? | What decides grade 3 promotion? |
| Wisconsin | The state-required universal reading screener for 4K–3 under Act 20 | Provided by the state for 4K–3 early literacy and reading; grades 4 and up, math, and add-ons are district purchases | Below the 25th percentile: a diagnostic assessment and, in 5K–3, a Personal Reading Plan | Local promotion policy required by September 1, 2027; exiting a grade 3 Personal Reading Plan requires Meeting Expectations on the Forward Exam in reading |
| Tennessee | The state-provided screener (TN-URS), one of seven approved options | Provided by the state for K–3, including the Shaywitz DyslexiaScreen and RAN | 15th percentile or below: Significant Reading Deficiency; 16th–40th percentile: At Risk | TCAP ELA, with spring TN-URS results used in the promotion pathway and appeals for students scoring Approaching |
| Alabama | One of four approved K–3 reading screeners | State allocation of $6 per pupil; the district selects the screener | A reading deficiency: a Student Reading Improvement Plan within 30 days, parent notice, and summer reading camp | ACAP reading, with a cut score of 454 in 2026–27 |
| Oklahoma | One of eight approved K–3 reading screeners under the Strong Readers Act | Amira is provided by the state at no cost; other approved screeners are a district choice | Below the 40th percentile: a Student Literacy Intervention Plan within 30 days of the screening window closing | A local decision in 2026–27; based on the state ELA test starting in 2027–28 |
| Ohio | A K–3 reading diagnostic under a transition period, and an approved K–3 math diagnostic | District purchase | Not on track in reading: a Reading Improvement and Monitoring Plan within 60 days | Proficient (700 or higher) on the grade 3 Ohio State Test in ELA, or a reading subscore of 50 or higher |
A few additional details the table doesn’t capture:
- Wisconsin: DPI selected aimswebPlus® for all 4K–3 screening. Our Act 20 guide covers the rest of the law.
- Tennessee: 108 of 143 districts used TN-URS as their only K–3 screener in 2024–25. A third grader who scores Approaching on TCAP and reaches the 50th percentile on the spring composite can be promoted with a year of grade 4 tutoring; the 40th percentile is an appeal ground.
- Alabama: Students who miss the ACAP cut have other routes, including the ACAP Supplemental, a reading portfolio, and good-cause exemptions. See our ACAP scores post.
- Oklahoma: Senate Bill 1778 moves the state to one statewide screener in 2027–28, and a vendor is being selected now. More in our Strong Readers Act overview.
- Ohio: aimswebPlus® isn’t on the 2026–27 approved reading diagnostic list, but the 315 districts and community schools that used it in 2024–25 can keep it under a pre-September 30, 2025 contract until that contract ends or July 1, 2028. Since September 23, 2026, a K–3 student can’t take reading diagnostics from more than one provider, outside IEP or dyslexia-risk exceptions.
How Often aimswebPlus® Returns Data
aimswebPlus® benchmarks K–3 students three times a year in most of these states (Wisconsin screens 4K twice), and Ohio’s K–3 diagnostics are due by September 30. Plans for flagged students require progress to be documented far more often:
| Progress Monitoring Frequency Requirements Updated November 2026 | progresslearning.com |
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|---|---|---|
| State | Plan | How often is progress checked? |
| Wisconsin | Personal Reading Plan | At least weekly, with family updates at least every 10 weeks; DPI doesn’t name a monitoring tool |
| Tennessee | RTI2 Tier II and Tier III intervention | At least every two weeks |
| Alabama | Student Reading Improvement Plan | Frequent monitoring, review after every grading period, and written updates to parents at least monthly |
| Oklahoma | Student Literacy Intervention Plan | Recommended monthly for Tier 2 and weekly for Tier 3; no tool mandated |
Between benchmarks, that evidence has to come from progress-monitoring probes, classroom assessments, and practice data.
What aimswebPlus® Reports Tell You and What They Don’t
What your district has access to
What your teachers see in aimswebPlus® depends on what your state provides and what your district buys. Not every district has every feature.
| State Program Inclusions Updated November 2026 | progresslearning.com |
|
|---|---|
| Where you are | What’s typically included |
| Wisconsin | Early literacy and reading measures for 4K–3, provided by the state. Grades 4 and up, math, RAN, and the Shaywitz DyslexiaScreen are separate district purchases. |
| Tennessee | aimswebPlus® for K–3, including progress monitoring, the Shaywitz DyslexiaScreen, the Dyslexia Probability Calculator, and RAN, provided by the state. |
| Alabama, Oklahoma, Ohio | Whatever the district purchases: a Complete, Reading, or Math subscription, with add-ons such as the Shaywitz DyslexiaScreen, RAN, and spelling bought separately. |
What the platform can show you
Depending on your package, aimswebPlus® provides:
- Brief fluency measures, most of which take about a minute each: letter naming, letter-word sounds, and nonsense words in the early grades, plus word reading and oral reading fluency from grade 1. Vocabulary and comprehension start in grade 2.
- National percentiles and risk categories, based on early literacy and reading norms updated in fall 2025.
- Growth and progress monitoring, including rate of improvement percentiles and forms for tracking individual goals.
- Lexile and Quantile measures and reports from the student level up to the district level, including skills reports that link to instructional resources.
Pearson positions aimswebPlus® as a screening and progress-monitoring system within MTSS and points districts to intervention partners for instruction.
Five questions you might have that the reports don’t fully answer
- Which grade-level standards is this student missing? aimswebPlus® content was guided by the Common Core. Its results center on national percentiles and early literacy skills, not your state’s specific standards.
- How will this student do on the state test? A percentile rank shows how a student compares with a national sample, while the state test measures mastery of grade-level standards. Although the two are related, they measure different things.
- Is the intervention working on grade-level content? Probes show fluency growth, but they don’t necessarily demonstrate mastery of the standards being taught that month.
- Did students complete their assigned practice? A screener doesn’t track whether students complete their assigned work.
- What about students past grade 3? Wisconsin’s state access stops at grade 3, Tennessee’s RTI2 screens through grade 8, and Ohio’s reading plans now extend through grade 7.
Addressing Gaps Between aimswebPlus® Windows
aimswebPlus® helps identify students who need additional support. Progress Learning helps teachers address those needs in the weeks after results come in, alongside your state-required screener.
- Start from the standards. Practice and assessments are aligned to your state’s standards (the Tennessee Academic Standards, Wisconsin’s ELA standards, the Alabama Course of Study, the Oklahoma Academic Standards, or Ohio’s Learning Standards), with results reported by standard. Teachers get a clearer picture of a flagged student’s performance against grade-level standards long before spring testing.
- Assign targeted work. Teachers assign practice and video lessons on the standards a plan focuses on, with accommodations such as text-to-speech set per student.
- Let scoring and follow-up run automatically. Assessments and assignments are automatically scored, completion is tracked, and Quick Click Remediation sends follow-up practice directly from assessment results. This sits alongside your fluency probes, not in place of them.
- Go deeper where needed. Liftoff provides adaptive Tier 2 and Tier 3 intervention for grades 2–8, and reports roll up from individual students to the district level.
That matters at scale: in 2024–25, 86,228 Wisconsin students started Personal Reading Plans, and 231,637 Ohio K–5 students were on Reading Improvement and Monitoring Plans. Pre-built, auto-scored assignments cut the time teachers spend documenting progress.
A few state notes: in Alabama, Progress Learning is on ALSDE’s approved Formative Benchmark Assessments list for K–5 math through 2026–27. In Oklahoma, interventions can’t be delivered only through technology, so online practice is one part of a plan. In Ohio, Progress Learning complements the intervention program a reading plan names. Progress Learning holds ESSA Tier 2 Moderate Evidence from independent studies.
How aimswebPlus®, the State Test, and Progress Learning Fit Together
aimswebPlus® tells you which students need additional support, while the state test tells you once a year whether they’ve reached grade level. Progress Learning bridges the gap between the two with tools to support instruction and monitor progress.
- Standards, not just percentiles. For every flagged student, you see which of your state’s grade-level standards they’re missing.
- Evidence on your plan’s schedule. Auto-scored work and completion data keep pace with weekly, biweekly, or monthly monitoring.
- Coverage that outlasts the mandate. K–12 practice and Liftoff for grades 2–8 extend beyond grade 3, and the data carries through a screener change in Ohio or Oklahoma.
The screener sets the caseload. The state test sets the bar. The work in between decides how many students clear it.
Want to see how Progress Learning builds on your aimswebPlus® results? Book a demo below, and we’ll walk through it with your state’s standards and data.
aimswebPlus® is a trademark of Pearson Education, Inc. or its affiliates. Progress Learning is not affiliated with, sponsored by, or endorsed by Pearson. References to aimswebPlus® are for descriptive purposes only and are based on publicly available information from Pearson and state education agencies.
