Virginia Literacy Act

The goal of literacy instruction in Fauquier County Public Schools is to ensure our students are effective communicators who purposefully read, write, and speak paired with critical thinking skills that are required as they progress and transition through their lives.

In Fauquier County Public Schools, excellent literacy instruction will:

Use high-quality instructional materials (HQIM) that is rooted in science-based reading research (SBRR) and best practices for evidence-based literacy instruction (EBLI).
Utilize data to provide explicit instruction and targeted practice opportunities with foundational reading skills and structured phonics through core instruction.
Engage students in using text evidence to make meaning from complex text, build vocabulary knowledge, and participate in writing and discussions to promote comprehension while reading.
Ensure equitable opportunities for all students to do the cognitive work of each lesson and receive targeted support as needed.

STAKEHOLDER GROUP	TIMELINE	PLAN FOR COMMUNICATING
Ex. Parents	April 2024	Division Parent Engagement Event and PTO meetings
FCPS1 Staff and Parent Community	March 2024	Superintendent Memo regarding VLA vision, upcoming VLA Plan timeline, 1 pager on SOR sent out to community.
Special Education Community (SEAC March Meeting)	March 2024	Communicated VLA vision and timeline
Elementary Visits	April-May 2024	Communicate timeline for VLA and Q&A
FCPS1 Staff and Community	April 2024	Addition of VLA webpage attached to FCPS1 division website.

Selecting High-Quality Instructional Materials

List below the HQIM selected from the Virginia Board of Education approved list for each of the following tiers and populations. Instructional resources for special populations may be the same as those for general education. If a resource material is different for special populations, indicate which population is receiving the resource. More than one resource per division may be utilized with the school and/or grade level indicated in the chart below. “Supplemental Instruction” and “Intervention” may be listed as “TBD” until final Board approved lists are provided. Divisions may only use the approved instructional components of selected Board approved supplemental and intervention materials. (Example: Core (K-5): General Education: Approved Program 1, Special Populations: Approved Program 1).

Instructional Populations	General Education	Special Populations (ELL, Gifted, SWD)
Core (K-5):	HMH Into Reading Virginia	Special populations (ELL, Gifted, SWD) will have access.
Supplemental Instruction (K-5):	TBD	TBD
Intervention (K-5):	TBD	TBD

Ensuring Virginia Literacy Act Evidence-Based Reading Research Training

List below the evidence-based reading research training that will be utilized in the division. Include name of training, who will attend each training, and when the training will be provided. Consider how training extends beyond the core literacy instructors in the division. List each training topic separately. Add a description of each training below the chart in the space provided.

Name of Training	Target Audience	Date/Year
Ex. LETRS	All Core Area Teachers, EL Instructors, Gifted and Special Education Teachers	June 2024-December 2024
Ex. IMSE	Core Area Teachers	2022-2023 school year
IMSE	Core Area Teachers in all three levels, Special Education Teachers, ELL Teachers	2019-present
Introduction to new materials for school administrators and teachers	K-5 teachers using materials; all K-5 school administration	June 11, 2024 (Administrators) June 9, 16, August 8 (Teachers)
Foundational Professional Learning: HMH Into Virginia (on-going coaching support)	K-5 teachers and K-5 school administrators	Opening of 2024-2025 school year First check-in: September 2024
VALUE Series from Virginia Literacy Partnership	K-5 teachers and K-5 school administrators, Reading Specialist	Opening of 2024-2025 school year
School-based PLC's: HQIM-based lesson planning, celebrate successes and address trends or challenges that have emerged.	K-5 teachers and K-5 administrators, Reading Specialist	2024-2025 school. year

Please describe what additional training will be provided for educators on adopted curricular materials and when this training will occur.

In October 2024, HMH coaches will visit all 11 elementary schools to meet with teachers. A second visit from HMH coaches will occur in January 2025 to meet with teachers to provide feedback and answer any questions.

Monitoring Student Assessment and Progress

List below the student assessments, screeners, and diagnostic tools that will be utilized in the division. Include how often these tools will be used. Screeners associated with Board approved materials may be listed as “TBD” until final approvals are complete.

Assessment	How Often	Person(s) Responsible for Administration
Ex. Virginia Language & Literacy Screener (VALLSS): PreK	Beginning, middle and end of year	Reading Specialist, VALLSS coordinator
Virginia Language & Literacy Screener (VALLSS): PreK-3rd grade	Beginning, middle and end of year	K-5 teachers, Reading Specialists, VALLSS
NWEA MAP Growth Assessment: 3rd-5th grade	Beginning, middle and end of year	3-5 grade teachers
DIBELS	TBD	Reading Specialists

Assessing Division Level Progress

Provide below the progress monitoring tools and resources utilized to monitor literacy progress in the division, who is responsible, and how often monitoring will occur.

Progress Monitoring Tool	Person(s) Responsible for Administration	How Often
Ex. Classroom Walkthroughs	Principals	Bi-weekly
Ex. Collaborative Planning Sessions with Lessons Plan Debrief	Principal and Reading Specialist	Weekly
Classroom Walkthroughs	Principals, Instructional Supervisors, Literacy Coaches	Monthly (ongoing with consistency)
School-based PLC's: HQIM-based lesson planning, celebrate successes and address trends or challenges that have emerged.	K-5 teachers and administrators, Reading Specialists, Literacy Coaches, Department of Instruction personnel	2024-2025 school year

Engaging Parents, Caregivers, and Community

Complete the chart including information regarding parent and community engagement.

Describe your plan to involve parents and caregivers in the development and implementation of the Student Reading Plans based on diagnostic screener results.

We are currently exploring options to embed the Student Reading Plans within our learning management system and how to utilize the results of the screener to adequately set goals for students. Once the VALLSS teacher training is released from Virginia Literacy Partnerships, we will plan meetings to assist teachers in developing measurable goals for student reading plans.

Describe your plan to build successful school, parent, caregiver, and community partnerships especially in relation to literacy development.

Family Literacy Nights at all 11 Elementary Schools- On-going throughout 2024-2025 SY
Literacy Highlights in Division-wide newsletter
Superintendents Forums throughout 2024-2025 SY
School board meeting updates
VLA Updates presented to SEAC (Special Education Advisory Committee)
VLA HUB and access to literacy resources for FCPS1 staff and community
FRESH Community events throughout the 2024-2025 to promote literacy

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 divisionwide 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 The Department shall post each divisionwide literacy plan on its website.

Contact Our Reading Specialists

SCHOOL	READING SPECIALIST
Bradley Elementary	Tesa Standish
Brumfield Elementary	Robin Goolsby
Coleman Elementary	N/A ( currently filled with LTS)
Greenville Elementary	Stacey Babish
Miller Elementary	Victoria Schell
Pearson Elementary	Darcy Owens
Pierce Elementary	Mary Nagal and Holly Spagnolo
Ritchie Elementary	Lynsey Brubaker
Smith Elementary	Jason Stern
Thompson Elementary	Jennifer Armstrong and Kim Kroes
Walter Elementary	Jennifer Oldham and Rebecca Rendell

Dyslexia Coordinator: Amanda Osburn, Special Education Department

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