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The report explains the Early Literacy Program’s focus on foundational skills and targeted intervention for at-risk students, and describes how statewide tracking via SSID supports short- and long-term analysis. It highlights key findings on benchmark changes across SY 2023–2024, including progress by grade level and testing 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is the purpose of the Early Literacy Program described in the report?","Question",{"text":112,"@type":113},"The program focuses on developing early literacy skills for all students and provides additional intervention for at-risk students who may not meet grade-based reading benchmarks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How often do LEAs assess and report reading benchmarks to the state?",{"text":117,"@type":113},"LEAs assess and report students’ reading composites and benchmarks three times per year (beginning, middle, and end of the school year) using the Acadience Reading assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key benchmark trends in SY 2023 compared with pre-pandemic years?",{"text":121,"@type":113},"Reading benchmark rates declined in SY 2023 compared with pre-pandemic years, though the report indicates benchmark performance was maintained from SY 2023 onward.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587730,1792193334,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","2023-2024 Early Literacy Report  \nContents  \n2023-2024 Early Literacy Report............................................................................................................................................. 1  \nBackground ......................................................................................................................................................................... 1  \nKey Findings ........................................................................................................................................................................ 1  \nEarly Literacy Program ........................................................................................................................................................ 2  \nReading Benchmarks by Grade Level .................................................................................................................................. 2  \nReading Benchmarks over Time.......................................................................................................................................... 3  \nPathways of Progress .......................................................................................................................................................... 6  \nReading Benchmark by LEA................................................................................................................................................. 6  \nAppendix A: Students Included in the Data Set .................................................................................................................... 10  \nBackground  \n• The Early Literacy Program focuses on the development of early literacy skills, with additional emphasis on intervention for students at risk of not meeting grade-based reading benchmarks.  \n• Districts and charter schools (LEAs) assess, and report to the state, students’ reading composites and benchmarks three (3) times a year using the Acadience Reading assessment. The results of those assessments are reported here.  \n• The Utah State Board of Education (USBE) uses a Statewide Student Identifier (SSID) to accurately track each student. This allows for analysis of the short-and long-term effects of instruction.  \n• End of year assessments were not completed in the end of the 2019-2020 school year (SY 2020), due to the COVID-19 Pandemic soft school closures. As such, many of the charts in this report omit SY 2020 data. (The SY 2020 Early Literacy report looks at beginning of year to middle of year data, and thus, is not comparable with data in this report, which primarily looks at beginning of year to end of year data.)  \nKey Findings  \n• Reading benchmark rates declined in SY 2023 as compared with pre-pandemic years, though it maintained from SY 2023 (See Exhibit 2) .  \n• Kindergarten students had the most improvement throughout the year. At the beginning of the 2023-2024 school year (SY 2024), the percentages of kindergarten students who met grade-level based reading benchmarks were 59% and 78% at the end of year (See Exhibit 1b) .  \nEarly Literacy Program  \nThe Early Literacy 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 K-3, ongoing professional learning, and the use of data to inform instruction.  \nBeginning in SY 2013, 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 Acadience Reading assessment. Acadience Reading data includes several measures that can be used together to evaluate whether students’ reading abilities meet grade level reading standard","cbCaidgyxO7og59M","https://ap.wps.com/l/cbCaidgyxO7og59M","pdf",1179506,"English","# Background\n# Key Findings\n# Early Literacy Program\n# Reading Benchmarks by Grade Level\n# Reading Benchmarks over Time\n# Pathways of Progress\n# Reading Benchmark by LEA\n# Appendix A: Students Included in the Data Set","[{\"question\":\"What is the purpose of the Early Literacy Program described in the report?\",\"answer\":\"The program focuses on developing early literacy skills for all students and provides additional intervention for at-risk students who may not meet grade-based reading benchmarks.\"},{\"question\":\"How often do LEAs assess and report reading benchmarks to the state?\",\"answer\":\"LEAs assess and report students’ reading composites and benchmarks three times per year (beginning, middle, and end of the school year) using the Acadience Reading assessment.\"},{\"question\":\"What were the key benchmark trends in SY 2023 compared with pre-pandemic years?\",\"answer\":\"Reading benchmark rates declined in SY 2023 compared with pre-pandemic years, though the report indicates benchmark performance was maintained from SY 2023 onward.\"}]","2023-2024 Early Literacy Report | PDF",1792062818,25]