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Districts and charter schools (LEAs) administer Acadience Reading assessments three times annually and report reading composites and benchmark results to the state. Key findings highlight kindergarten gains and changes in grade 1–3 end-of-year benchmark attainment. The report also details program components, progress pathways, and the supporting 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assessments and reporting schedule are used for early literacy benchmarks?","Question",{"text":112,"@type":113},"LEAs assess reading competency three times per year (beginning, middle, and end of the school year) using the Acadience Reading assessment, then report results to the state.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the key findings for kindergarten improvement?",{"text":117,"@type":113},"Kindergarten showed the largest improvement in FY 2025, increasing from 56% at BOY to 78% at EOY, a 22-percentage point gain.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report define the Early Literacy Program and its focus?",{"text":121,"@type":113},"The Early Literacy Program targets early literacy skill development for all students, with added intervention support for at-risk students in grades K–3, using diagnostic assessments, progress monitoring, and ongoing professional learning.","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},588052,1792211558,{"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},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","2024‐2025 Early Literacy Report  \nContents  \n2024-2025 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  \nbenchmarks 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.  \nKey Findings  \n• Kindergarten Improvement: Kindergarten students showed the most improvement during FY 2025. The percentage of kindergarten students who met grade-level reading benchmarks increased from 56% at the beginning of the year (BOY) to 78% at the end of the year (EOY), a 22-percentage point gain.  \n• Overall Grade 1-3 Benchmark: The overall percentage of students in grades 1–3 meeting the EOY benchmark was 68% in SY 2025, which represents an increase from the previous four school years (SY 2021-2024), where the rate fluctuated between 64% and 67% .  \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, the use of diagnostic assessments to identify specific learning needs, standards and assessments for testing and monitoring reading benchmark status three times per year in grades K-3, progress monitoring to track student growth and achievement between benchmark periods, 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 standards (Acadience Reading EOY Composite Score), whether a student is likely to need support to achieve future re","cbCailMJf97cjn2R","https://ap.wps.com/l/cbCailMJf97cjn2R","pdf",1051297,"English","# Contents\n## 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 assessments and reporting schedule are used for early literacy benchmarks?\",\"answer\":\"LEAs assess reading competency three times per year (beginning, middle, and end of the school year) using the Acadience Reading assessment, then report results to the state.\"},{\"question\":\"What were the key findings for kindergarten improvement?\",\"answer\":\"Kindergarten showed the largest improvement in FY 2025, increasing from 56% at BOY to 78% at EOY, a 22-percentage point gain.\"},{\"question\":\"How does the report define the Early Literacy Program and its focus?\",\"answer\":\"The Early Literacy Program targets early literacy skill development for all students, with added intervention support for at-risk students in grades K–3, using diagnostic assessments, progress monitoring, and ongoing professional learning.\"}]","2024-2025 Early Literacy Report | PDF",1792064388,25]