FCPS Division Literacy Plan
The plan has been approved by VDOE. It is pending FCPS School Board approval.
Per the Virginia Literacy Act, each local school board shall post, maintain, and update as necessary on each school board’s website a copy of its division wide literacy plan and the job description and contact information for any reading specialist employed by such school division pursuant to subsection G of § 22.1-253.13:2 and for any dyslexia specialist employed by such school division.
Dyslexia Specialist Job Description
Contact FCPS's Dyslexia Specialist
Reading Specialist
Each school lists Reading Specialist information on their school's site.
The Reading Specialist oversees the literacy program at their school. This includes, but is not limited to:
- Managing reading plans
- Communicating with families and teachers regarding student progress
- Organizing intervention for students
- Supporting literacy lessons with teachers
- Managing basal materials
- Guiding teachers in using best practices with the division curriculum
Division Contact Information
- Superintendent: Michelle Reid
- Local School Board Chair: Karl Frisch
- Division VLA Lead: Noel Klimenko
- Local Board Adoption Date for Division Comprehensive Plan: TBD
Section One: Planning for Comprehensive Communication
FCPS is unified in our commitment to a division-wide, comprehensive, and culturally responsive PreK-12 literacy program that uses evidence-based practices, is grounded in science-based reading research, and intentionally expands learning opportunities in accordance with students’ needs. The Academic Growth and Excellence Goal (Goal 3) of the FCPS Strategic Plan (2022-2030) includes two important measures related to literacy success for all students: growth and performance on state/national/international assessments in reading, and students reading on grade level by the end of 3rd grade.
FCPS ensures students receive explicit instruction in reading and writing to achieve proficiency in literacy and eliminate disproportionate outcomes based on race, gender, zip code, ability, socioeconomic status, or languages spoken at home.
FCPS’ approach to literacy acquisition is grounded in science-based reading research, implemented through a structured literacy model, and guided by three anchors: The Simple View of Reading (Gough, P. B., & Tunmer, W. E. 1986), The Four-Part Processing Model (Seidenberg & McCLelland 1989), and The Reading Rope (Scarborough, 2001).
FCPS is committed to system-wide fidelity in:
- Using disaggregated data (qualitative and quantitative) by VDOE student groups to identify systemic barriers to student performance, interrogate current instructional practices, monitor outcome gaps, and inform changes to the system (policies, practices, resources, etc.).
- Implementation of a multi-tiered system of support to ensure evidence-based tier one instruction and early student identification and intervention in reading and writing.
- Daily, explicit, systematic, and cumulative tier 1 instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing to ensure all students receive a solid foundation in literacy through high quality instructional materials.
- Deepening educators’ knowledge of evidence-based literacy practices grounded in science-based reading research.
- Deepening educators’ practice in culturally responsive pedagogies.
- Ongoing communication with families/caregivers and the community about student literacy outcomes.
- Deepening educators’ knowledge and understanding of the essential practices for scaffolding for multilingual learners and students with disabilities.
- Implementation of practices that explicitly address student growth in language comprehension, i.e. classroom where English learners are consistently engaged in speaking and listening with English-proficient peers and their teachers.
| TIMELINE | PLAN FOR COMMUNICATING |
|---|---|
| Fall 2023 (ongoing) | Weekly newsletter to staff (called the Tuesday Folder) |
| Spring 2024 | Letter from Dr. Reid to staff |
| Fall 2024 (ongoing) | Principal Toolkits with regular updates for Principals to use with their communities |
| TIMELINE | PLAN FOR COMMUNICATING |
|---|---|
| Fall 2021 (ongoing) |
|
| February 2023 | FCPS’s vision for the division's literacy plan is accessible on the public website |
| June 2023 | FCPS Strategic Plan, created with community input, includes the outcome of students reading on grade level by the end of 3rd Grade |
| TIMELINE | PLAN FOR COMMUNICATING |
|---|---|
| Fall 2024 |
|
| Fall 2024 (ongoing) |
|
| Weekly | Dr. Reid’s Weekly Reflections |
Section Two: Selecting High-Quality Instructional Materials
* The selection of core materials for students with significant cognitive disabilities were not reviewed by the Virginia Literacy Partnership (VLP).
General Education
Benchmark Advance K-6
Special Populations (EL, Gifted, SWD)
Benchmark Advance K-6
General Education
- Lexia Core 5 and PowerUp
- Newsela ELA
- UFLI Foundations (K-2)
Special Populations (EL, Gifted, SWD)
- Lexia Core 5 and PowerUp
- Newsela ELA
- UFLI Foundations (K-2)
- Attainment (vendor asked to submit for students with significant cognitive disabilities)
- Grades K-2: Pathways to Literacy or Early Literacy Skills Builder and Building with Stories
- Grades 3-5: Pathways to Literacy or Early Literacy Skills Builder or Early Reading Skills Builder (grades 5 and up only)
- Grades 3-5 Access English Language Arts
- Grade 6: Pathways to Literacy or Early Literacy Skills Builder or Early Literacy Skills Builder for Older Students or Early Reading Skills Builder and Adapted Classics
General Education
- Lexia Core 5 and PowerUp
- Orton-Gillingham IMSE/Brainspring (TBD)
- UFLI Foundations (vendor asked to submit program as an intervention)
- Fundations
- SPIRE
- Bridge the Gap
- REWARDS
- Benchmark Steps to Advance (TBD)
- Wilson
- Read Naturally (Read Live)
- Other needs - TBD
Special Populations (EL, Gifted, SWD)
- Lexia Core 5 and PowerUp
- OG IMSE/Brainspring(TBD)
- UFLI Foundations
- SPIRE
- Bridge the Gap
- REWARDS
- Language! Live
- Benchmark Steps to Advance (TBD)
- Wilson
- Read Naturally (Read Live)
- Read 180
- Other needs - TBD
- BridgingTwoLiteracies (Biliteracy for ELs)
Section Three: Ensuring Virginia Literacy Act Evidence-Based Reading Research Training
| Name Of Training | Target Audience | Date or Year |
|---|---|---|
| LETRS | K-6, ESOL, Special Education, & Advanced Academics teachers, Reading Specialists, Admin | Previous Completions SY 2024-25 |
| Orton-Gillingham IMSE/Brainspring | K-6, ESOL, Special Education, & Advanced Academics teachers, Reading Specialists, Admin | Previous Completions SY 2024-25 |
| VLA Canvas Course on EBLI | K-6, ESOL, Special Education, & Advanced Academics teachers, Reading Specialists | SY 2024-25 |
| VLA Principal Training on EBLI | ES and MS principals; Assistant Principals (optional) | June 2024 or Fall 2024 |
Additional Training
Summer 2024, teachers will receive 2 days of training on the newly adopted core program, Benchmark Advance. Teachers who cannot attend in the summer will receive training during the teacher in-service week and in the fall of 2024.
Ongoing PD on the program will occur through division meetings for administrators, literacy leaders, and school-based core teams.
Section Four: Monitoring Student Assessment and Progress
| Assessment | How Often | Person(s) Responsible for Administration |
|---|---|---|
| VALLSS K-2 |
| Administration - Classroom Teachers Monitoring - Office of Assessment and Reporting (OAR) and School Testing Coordinators (STC) |
| VALLSS 3 |
| Administration - Classroom Teachers Monitoring - Office of Assessment and Reporting (OAR) and School Testing Coordinators (STC) |
| iReady (Diagnostic & ORF) 3-6 |
| Administration - Classroom Teachers Monitoring - Office of Assessment and Reporting (OAR) and School Testing Coordinators (STC) |
| Developmental Spelling Assessment (DSA) 4-6 |
| Administration - Classroom Teachers Monitoring - Office of Assessment and Reporting (OAR) and School Testing Coordinators (STC) |
| CORE Phonics Survey K-6 | Fall, as needed | Administration - Classroom Teachers Monitoring - Office of Assessment and Reporting (OAR) and School Testing Coordinators (STC) |
Section Five: Assessing Division Level Progress
School Monitoring
| Progress Monitoring Tool | Person(s) Responsible For Administration | How Often |
|---|---|---|
| School Improvement and Innovation Plans for Reading by Grade 3 | Principals | Quarterly reflections on close the gap and universal measurable outcomes |
| VLA School level self-assessment and reflection (include process monitoring) | Principals/Core Team | 2-3 times a year |
| Instructional walkthroughs, including debriefing with observed teachers to coach and provide feedback on HQIM | Core team (literacy leadership) | Quarterly |
Division Monitoring
| Progress Monitoring Tool | Person(s) Responsible For Administration | How Often |
|---|---|---|
| Review of VLA School-level self-assessment and reflection | Central Office | 2-3 times a year |
| VLA Division-level self-assessment and reflection (Completion of, focus on development structures and practices) | Central Office | 1-2 times a year |
| Surveys of teachers and school-based administrators to identify to what extent they feel supported and to provide feedback. | Central Office | 1-2 times a year |
| Tools will be provided for Instructional walkthroughs, including debriefing with school leaders, coaches, and other school-based literacy core team members to develop shared vision and coach and expectations for implementation | Region Leadership and Central Office Literacy Staff | Quarterly |
Section Six: Engaging Parents, Caregivers, and Community
How does FCPS plan to involve parents and caregivers in the development and implementation of the Student Reading Plans based on diagnostic screener results?
Parents and caregivers will be:
- Notified by a letter mailed home and other modes of communication that their students will be screened. Letters will be translated into the students' home language and made ADA accessible.
- Notified by letter and other modes of communication about the screening results to include if their student is eligible for a reading plan and an invitation to be a part of the reading plan process. Letters will be translated into the students' home language and made ADA accessible.
- Invited to discuss student progress in literacy at the Quarter one parent teacher conference.
- Provided with Student results and progress in literacy via posting to the Student Information System ParentVue application.
- Provided with videos that describe the reading plan and intervention process.
How does FCPS plan to build successful school, parent, caregiver, and community partnerships especially in relation to literacy development?
Schools will partner parent/caregiver/community partnership by:
- Providing families and caregivers with a Back-to-School Night presentation.
- Discussing student progress in literacy at the Quarter one parent teacher conference.
- Developing a website for families and caregivers with links to resources so that they can support literacy at home.
- Publishing school literacy goals on the school’s website.
- Including community member participation on a quarterly stakeholder committee that provides feedback and input on division-level decision making for the Division’s literacy plan.