Trainer stresses targeted interventions and interim checkpoints to raise third-grade reading
Knox told trustees third-grade reading is a high-leverage outcome: early reading gains correlate with later success. He urged boards to require inputs (curriculum, teacher training, interim assessments) and to monitor goal progress measures.
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Knox emphasized the critical nature of third-grade reading—students who are 'at approaches' in early grades often require targeted interventions to reach grade level. He cited research that early reading proficiency strongly correlates with higher-level outcomes and said boards should monitor interim checkpoints (e.g., second-grade benchmarks) to ensure students are on track for third-grade STAR success.
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