Evidence-Based Curriculum, Instruction and Assessments
Equitable Access to Literacy Focus Area
Focus Area
Design and implement Evidence-Based Curriculum, Instruction, and Assessments Aligned to Science Based Reading Research
Indicators of Success
Eliminate literacy achievement gaps for student groups including:
- Black
- Hispanic
- English Learners
- Economically Disadvantaged
- Students with Disabilities
Aspiration
All students will meet grade level criterion expectations. (metrics below)
Metrics
- Kindergarten: Phonological Awareness Literacy Screener (PALS) (Meets/Does Not Meet Expectations)
- Grades 1-2
- iReady (Scale Score, Grade Level Proficiency)
- Passage Reading Fluency (On or Approaching Grade Level, 50th-74th Percentile & 75th -99th Percentile)
- Grade 3:
- Grades 4-6
- iReady (Scale Score, Grade Level Proficiency)
- SOL (On Grade Level Scale Score >399, Pass Proficient/Pass Advanced)
- Grades 6-11
- Reading Inventory (Meets Proficient/Advanced )
- SOL (Scale Score >399, Pass Proficient/Pass Advanced)
- Number of students who require Tier 2 and 3 Intervention
- Percent of students identified for special education services in literacy
Strategic Actions
Each strategic action is organized by year of implementation with the desired goal of sustained support.
Legend
- DA = Developing Awareness
- BK = Building Knowledge
- TP = Translating into Practice
(Beginning Implementation) - AR = Advancing and Refining
(Mid Implementation) - SI = Sustaining with Integrity
(Full Implementation)
Note:Items with an * are required by the Virginia Literacy Act
Strategic Action | 2021 - 22 School Year |
2022 - 23 School Year |
2023 - 24 School Year |
2024 - 25 School Year |
2025 - 26 School Year |
2026 - 27 School Year |
---|---|---|---|---|---|---|
Engage in the procurement process to identify evidence-based core and intervention literacy instructional materials*
|
BK | TP | TP | AR | SI | SI |
Build collective knowledge and understanding of evidence-based theory, assessment, and instructional practices aligned to the science of reading*
|
BK | TP | TP | AR | SI | SI |
Develop, introduce, and implement daily explicit and systematic phonemic awareness and phonics lessons in grades K-2*
|
BK | TP | TP | AR | SI | SI |
Develop curriculum and content resources that cultivate skills and support learners to read and write across a variety of genres and disciplines.
|
DA | BK | TP | TP | AR | SI |
Implement evidenced-based screening and diagnostic assessment practices in grades K-6*
|
DA | BK | TP | TP | AR | SI |
Implement daily word study lessons in grades 3-6 to include morphology and syllabication units
|
DA | BK | TP | TP | AR | SI |
Revise K-6 literacy block to create teaching and learning opportunities for oral language development, fluent word reading, small group instruction, language comprehension, writing, and intervention*
|
DA | BK | TP | TP | AR | SI |
Implement small skill-based groups informed by ongoing evidenced-based diagnostic data*
|
DA | BK | TP | TP | AR | SI |
Provided Multi Tiered intervention support using evidence-based intervention resources aligned to Science Based Reading Research*
|
DA | BK | TP | TP | AR | SI |
Develop tools, resources, and meeting structures to improve collective collaboration across schools and the division
|
DA | BK | TP | TP | AR | SI |
Utilize evidence-based literacy curriculum for the entire literacy block*
|
DA | DA | BK | TP | AR | SI |
Adopt culturally and linguistically responsive instructional resources
|
DA | DA | BK | TP | AR | SI |
Provide daily, explicit, systematic, and cumulative instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing to ensure all students receive a solid foundation in literacy*
|
DA | DA | BK | TP | AR | SI |
Ensure schools have appropriate time embedded in the school schedule to provide intervention support*
|
DA | DA | BK | TP | AR | SI |
Introduce and use progress monitoring routines to ensure students are making appropriate progress with interventions in place*
|
DA | DA | BK | TP | AR | SI |
Create individual reading plans for each student who demonstrate specific literacy needs*
|
DA | DA | DA | TP | AR | SI |
Create systems and processes to develop, implement and monitor student progress on student reading plans in collaboration with teachers and families*
|
DA | DA | DA | TP | AR | SI |
Implement evidenced-based screening and diagnostic assessment practices in grades 6-12*
|
DA | DA | DA | TP | AR | SI |