Focus support early in the school year on students identified as at risk at BOY to get them on track by midyear¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief recommends concentrating support early in the year for students flagged as at risk at the beginning of year, because getting students on track by midyear most often keeps them on track through end of year. It states that "Getting students on track by midyear can help keep them on track" and that early-year focus "can help students in the longer term." This is a timing rule for deploying intervention resources within the school year.

Design Implications¶

Context¶

Requirements¶

• Fall/BOY screening to identify at-risk students early enough to intervene before midyear

Constraints¶

• Based on observational transition patterns; the brief notes initial data are somewhat limited

Target Learners¶

• K–3 students identified as at risk at the beginning of the year

Target Learning Goals¶

• early literacy benchmark attainment and maintenance

Related Strategies¶

• Provide more intensive literacy interventions and supports for at-risk students in later grades

Examples¶

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Key Sources¶

• Lemke, M., Murphy, D., Soo Ping Chow, A., Spencer, H., & Zhang, A. (2023). Supporting students early: Findings from initial analysis of student progress in early literacy in Massachusetts. WestEd. https://eric.ed.gov/?id=ED638614