In a pressing response to alarming findings from a recent report, state leaders and educators in Utah convened to tackle the significant reading challenges facing young students across the state. The Kem C. Gardner Policy Institute at the University of Utah revealed that nearly half of K-3 students are not reading at grade level, igniting urgent discussions among policymakers and educators alike. This meeting, held during the Literacy and Reading Symposium in Ogden, attracted prominent figures including Governor Spencer Cox and First Lady Abby Cox, who are keen to address the literacy crisis that has been described as an epidemic in the state. Megan Montoya, a third-grade teacher at Mona Elementary School, emphasized that the journey to literacy begins much earlier than formal schooling. "Parents need to recognize that it doesn't start in Kindergarten; early literacy starts at age zero," she stated. Montoya's sentiments reflect a growing consensus among educators that foundational literacy skills must be cultivated at home before children even enter the classroom. Her school has been proactive in implementing strategies to enhance literacy over the past five years, and she reports that they are finally beginning to see positive outcomes. The data presented in the report is startling. According to the Kem C. Gardner Policy Institute, a staggering 48% of students in grades K-3 failed to meet the established reading proficiency benchmarks. This statistic has raised alarms among educators and policymakers alike, sparking a call for immediate action. "We've been told this for years that we have a literacy epidemic in the state," Montoya remarked, underscoring the urgency of the situation. In response to these findings, Governor Cox highlighted the importance of developing supportive policies that could include a retention policy for students who do not meet reading standards. "If you're not reading, we're not going to move you forward because you're not going to progress the way you need to," Cox explained. However, he also acknowledged the stigma often attached to retention, suggesting that there needs to be a balance in determining the best approach, especially concerning whether third grade is the appropriate time for such decisions. Cox has made it clear that addressing the literacy crisis will require substantial changes and funding. He noted the challenges posed by large class sizes and the need for additional support personnel, such as para-professionals, who can provide individualized attention to struggling students. "We need more money from more people. We have big class sizes, and so we need para-professional people who can go one-on-one with a child who's struggling and who can work with the parents as well," he stated. This highlights a critical aspect of the current educational landscape in Utah, where resources are stretched thin amid rising demands. Rich Nye, the governor's senior advisor on education, echoed these sentiments, calling for a community-wide effort to prioritize early literacy as a core value in Utah. "What we're looking to do as a state is to bring in communities, municipalities, parent engagement; we need everyone to come around and say early literacy is a Utah core value," Nye emphasized. This plea for collective involvement underscores the idea that improving literacy is not solely the responsibility of schools but requires a concerted effort from families and communities. Schools across Utah are increasingly seeking additional support from the community. Montoya believes that fostering collaboration among state leaders, educators, and families is essential for creating a supportive environment for students. "Having people throughout the whole state as a whole community recognize that we're all in this together is vital," she stated. This perspective aligns with ongoing efforts to engage parents and local organizations in initiatives that promote literacy and reading skills. As the discussion continues, educators like Montoya are hopeful that the recent focus on reading challenges will lead to actionable solutions and increased resources for classrooms. The stakes are high, as the ability to read proficiently is foundational not only for academic success but for lifelong learning. With nearly half of young learners in Utah struggling, the time for decisive action is now. The Literacy and Reading Symposium represents just one step in a broader movement to address the literacy crisis, but the path ahead will require dedication, innovation, and collaboration among all stakeholders involved in the education of Utah's children. As leaders and educators work to implement effective strategies, the hope remains that every child in the state will have the opportunity to become a proficient reader, equipped for success in the future.