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: November 2024

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.

Section Three: Ensuring Virginia Literacy Act Evidence-Based Reading Research Training

Core Instructional Program Training

• In Summer 2024, approximately 3853 teachers received 2 days of training on the newly adopted core program, Benchmark Advance. Approximately 1619 teachers and 820 instructional assistants/substitutes that did not attend the summer training received training during the teacher in-service week in August 2024.
• In Fall 2024 approximately 2000 teachers, and instructional assistants/substitutes that did not receive the summer training on Benchmark Advance are being trained.
• Ongoing training on the core program, Benchmark Advance, will occur through division meetings for administrators, literacy leaders, and school-based core teams.

Supplemental and Intervention Program Training

• Previously adopted programs: Training was provided during the adoption period and ongoing training is available through district trainers.
• Newly adopted programs (Steps to Advance and SPIRE only): Training will be provided through a train-the-trainer model in the fall of 2024. Ongoing training will be available through district trainers

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

Section Five: Assessing Division Level Progress

School Monitoring

Division Monitoring

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.

Reading  Specialist: Each school lists Reading Specialist information on their school’s website. Find your school's website

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.