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District updates literacy plan to VDOE feedback; HMH adoption and screening data drive intervention flow
Summary
Superintendent and literacy leaders reported updates to the division literacy plan after VDOE feedback, explained Vals/STAR screening and intervention tiers, and described HMH core materials, Lexia supplemental use and parent engagement plans.
Division literacy leaders and the superintendent reported progress on the Gloucester County literacy plan — updated after Virginia Department of Education (VDOE) feedback — and described how screening, core curriculum and intervention resources work together under the Virginia Literacy Act.
Officials said the division’s July literacy plan was approved with feedback; staff added a communications plan for stakeholders, identified supplemental and intervention materials (Lexia, UFLI, Visualizing & Verbalizing, Benchmark Phonics, Comprehension 95 and others), and clarified how student progress will be monitored using growth assessments (STAR/STAAR growth measures, CIP mock SOLs and benchmark tests).
Administrators explained how the Vals (replacing PALS) screener is identifying more students in need; those in high‑risk or medium‑risk bands receive Lexia online for 60–80 minutes weekly, teacher-directed small-group instruction and, for high‑risk students, personalized Student Reading Plans with parent involvement and up to 2.5 hours per week with a reading specialist.
HMH Into Reading is the adopted core; staff said implementation remains a focus. Teams are conducting classroom walkthroughs and collaborative teacher planning, division literacy committees meet to troubleshoot implementation, and the district is using CIP mock SOLs this year as an interim growth measure because standards have changed. The district also emphasized family engagement events, module-level family letters and online resources for parents.
Board members asked about grading and assessment cadence; administrators said formal grade reporting will resume in quarter 3 and that the district is collecting baseline data now to compare to future growth measures. No board vote was required; staff planned school-level follow-up and scheduled data-informed adjustments.
