2017-18 Early Literacy Report

Institution	Utah State Board of Education
Titel	2017-18 Early Literacy Report
Quelle	(2019), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Emergent Literacy; Reading Programs; Reading Instruction; Reading Improvement; Intervention; Benchmarking; Primary Education; Progress Monitoring; Reading Tests; At Risk Students; Students with Disabilities; English Language Learners; Low Income Students; Minority Group Students; Program Effectiveness; Utah + Suchen Sie Ihr Suchwort? Frühleseunterricht; Leseunterricht; Primarbereich; Lesetest; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	The K-3 Reading Improvement Program focuses on the development of early literacy skills in all students, with additional emphasis placed on intervention for "at-risk" students. Resources available to aid these students include interventions and supports for students in grades kindergarten through third grade, standards and assessments for testing and monitoring reading benchmark status three times per year in grades 1-3, ongoing professional development, and the use of data to inform instruction. Beginning in SY 2013, districts and charter schools (LEAs) were required to assess, and report to the state, students' reading competency three (3) times a year (beginning, middle, and end of the school year) using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment. DIBELS data includes several measures that can be used together to evaluate whether students' reading abilities meet grade level reading standards (Lexiles), whether a student is likely to need support to achieve future reading goals (DIBELS Benchmarks), and meet adequate growth thresholds as compared with similarly performing students (DIBELS Pathways of Progress). LEAs must also report to the state on whether the student received reading interventions at any time during the school year. Key findings from the report include: (1) K-3 Reading Improvement Program resources make a difference. A student who did not meet reading benchmarks on his/her beginning of year test and received a reading intervention is six times as likely to meet reading benchmarks on his/her end of year test than if the student had not received a reading intervention; (2) Interventions reached their intended target audience. Students in "at-risk" student groups, including students with a disability (SWD), English learners, students from a low-income household, and students who identify as a race other than White or identify as Hispanic/Latino ethnicity (collectively referred to as "minority" students), were more likely to receive an intervention; and (3) Reading benchmark rates improved throughout the school year. At the beginning of the 2017-2018 school year (SY 2018), the percentages of students who met grade-level based reading benchmarks were 59% of first graders, 73% of second graders, and 70% of third graders. By the end of SY 2018, the overall percentages of students who met grade-level based reading benchmarks were 66% of first graders, 72% of second graders, and 74% of third graders. (ERIC).
Anmerkungen	Utah State Board of Education. 250 East 500 South, Salt Lake City, UT 84111. Tel: 801-538-7500; Web site: https://www.schools.utah.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01