Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 6 |
Descriptor
| Educational Policy | 6 |
| Progress Monitoring | 6 |
| Screening Tests | 6 |
| Reading Instruction | 5 |
| Grade Repetition | 4 |
| Intervention | 4 |
| Parent Participation | 4 |
| At Risk Students | 3 |
| Grade 3 | 3 |
| Reading Difficulties | 3 |
| Reading Skills | 3 |
| More ▼ | |
Publication Type
| Reports - Descriptive | 5 |
| Guides - General | 2 |
| Book/Product Reviews | 1 |
| Guides - Non-Classroom | 1 |
Education Level
| Elementary Education | 6 |
| Early Childhood Education | 4 |
| Primary Education | 4 |
| Grade 3 | 3 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
| Kindergarten | 1 |
Audience
| Practitioners | 1 |
Location
| Florida | 3 |
| Iowa | 1 |
| Mississippi | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Download full textFoundation for Excellence in Education (ExcelinEd), 2024
A Comprehensive early literacy policy establishes support and intensive reading interventions for K-3 students to ensure they read on grade level by the end of 3rd grade. The policy also requires 3rd grade students to demonstrate sufficient reading skills for promotion to 4th grade. For students severely below grade level and who do not qualify…
Descriptors: Emergent Literacy, Educational Policy, Kindergarten, Grade 1
Ruedel, Kristin; Nelson, Gena; Bailey, Tessie – National Center for Systemic Improvement at WestEd, 2017
Many states struggle with collecting reliable and valid data that can be easily analyzed at the state level. This can be particularly challenging in states where schools and districts have local control over the selection of their assessment tools. This state spotlight presents the strategies that the Iowa Department of Education (IDE) used to…
Descriptors: Data Use, Data Collection, State Policy, Educational Policy
Foundation for Excellence in Education (ExcelinEd), 2020
The goal of a Comprehensive K-3 Reading Policy is to ensure all students read on grade level by the end of third grade. A comprehensive policy ensures early identification of struggling readers and establishes intensive reading intervention for K-3 students who need more support to become successful readers. The policy focuses on demonstrated…
Descriptors: Emergent Literacy, Educational Policy, Reading Instruction, Primary Education
Foundation for Excellence in Education (ExcelinEd), 2020
A Comprehensive K-3 Reading Policy establishes support and intensive reading interventions for K-3 students to ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. For students severely below grade level and who do not…
Descriptors: Reading Instruction, Educational Policy, Early Childhood Education, Grade 3
Foundation for Excellence in Education (ExcelinEd), 2017
A Comprehensive K-3 Reading Policy establishes intensive reading intervention for K-3 students to ensure they read on grade level by the end of third grade. The policy then requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. Retention provides struggling readers the additional time and intensive…
Descriptors: Reading Instruction, Educational Policy, Early Childhood Education, Grade 3
Direct linkMellard, Daryl F.; Johnson, Evelyn S. – Corwin, 2008
Written by leading special education researchers with the National Research Center on Learning Disabilities and the University of Kansas, this comprehensive yet accessible reference provides administrators with practical guidelines for launching RTI in their schools. Highlighting the powerful role that RTI can play in prevention, early…
Descriptors: Response to Intervention, Guidelines, Learning Disabilities, Prevention
