Utah Investing Recovery Funds in Targeting, Improving Literacy Instruction Based on Data

This is a best practice firstly because Utah is prioritizing a core subject area in which students experienced unfinished learning. In addition, Utah is prioritizing younger grades. In addition, Utah is using assessment results to target supports to students who have experienced the greatest amount of unfinished learning.

This is an excellent use of training funds to build knowledge and capacity for early educators and the science of reading. Targeting limited resources based on recent data is critical to pour those resources into areas where they are needed the most. Special education teachers, paraprofessionals, and English learner educators should be prioritized if additional funding is made available (unless the term “K-3 teachers” is already inclusive of those educators).

An evidence-based focus on early literacy with the science of reading has been proven to help students in other states. Targeting funds to students most in need is the right approach.

Utah is using data and evidence-based practices to strategically address early literacy needs – excellent use of funds. Providing training for multiple roles (teachers, coaches, administrators, and psychologists) will help schools collectively improve student outcomes.

To ensure this will benefit English learners, more information is needed about how teachers, administrators, literacy coaches, and school psychologists will be trained to integrate ELs’ linguistic and content needs.

Utah’s plan relies on state data to assess need and on research to determine how to train educators based on best practices for learning. Utah’s plan uses data and evidence to both develop and deploy this initiative.