DATA USE AND SYSTEMS' ROLE TO GUIDE READING LITERACY ACHIEVEMENT

EXECUTIVE SUMMARY

It is compulsory for schools to utilize data to improve student outcomes by identifying student needs and directing instruction. The analysis of student data must be a priority of all educators, in all schools and districts.

Issue:

Approximately one-third of students read on grade level. Student achievement can only improve if every district, school, and education staff becomes familiar with data analysis, data interpretation, and data use to inform plans of actions and instruction that assist individual students in achieving grade-level reading proficiency.

Why this is important:

  • Without the use of data, students progress farther than they need to without receiving necessary services.
  • Data will also be used to track the impact of staff development efforts and student learning to ensure students are on track for postsecondary or workforce success.
  • Up through third grade children learn to read; after third grade they read to learn. However, two-thirds of students leave third grade not reading on grade level. Using data along the continuum will help to ensure that more students are reading on grade level.

Goals of section:

  • That all districts, schools, and education staff use data to ensure that all students achieve grade-level proficiency in literacy.
  • To ensure that all students enrolling in a public school are screened and assessed for literacy attainment.
  • To identify students who are not at grade level, and intervene immediately.

How to achieve these goals:

  • All students enrolling in public school must be screened and assessed for literacy attainment.
  • To ensure that students are reading for knowledge by the end of third grade, appropriate supports must be provided until grade-level reading skills are secured.
  • All screenings must be conducted by a trained specialist.

Key points:

Data-driven identification of students from their initial assessment will help to ensure that more students receive the services they need in a timely fashion.

Without the use of data, too many students go unidentified for the services and interventions they need.

All adults within a school must know how to use data to improve student outcomes.

Executive Summary

KEY COMPONENTS

ROADMAP AND SPECIFICS

MODEL LEGISLATION LANGUAGE