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York schools report large spring gains on new VOWS literacy screener for K–2
Summary
York County School Division reported higher percentages of kindergarten through second-grade students in the low-risk band on the spring administration of VOWS, the Virginia Language and Literacy Screener System, and described summer and fall uses of the data including targeted summer resources and updated reading plans for high-risk students.
York County School Division officials on June 2 presented spring results from VOWS, the Virginia Language and Literacy Screener System, saying large shares of kindergarten through second-grade students moved into the “low risk” band compared with fall results.
The division’s staff member presenting the results told the school board that “this is a state required screener for literacy, and it's called VOWs,” and that the screener is given in fall, midyear and spring to K–2 and selected third graders to identify students at risk for reading difficulties.
The presenter said the division tested 796 kindergarten students in spring, with 80 percent in the low-risk band, 10 percent moderate and 10 percent high risk, down from 24 percent high risk in the fall. In first grade the presenter reported 906 students tested in spring with 78 percent low risk (55 percent in the fall) and 11 percent each in moderate and high risk. In second grade the presenter said 908 students were tested: 71 percent low risk (46 percent in the fall), 16 percent moderate and 13 percent high risk in spring.
The presenter emphasized that VOWS scale scores and “wristband” risk ranges increase across administrations (fall → midyear → spring), so growth on score does not always result in unchanged band placement. The presentation used a first-grade example to show a student who gained points each administration but shifted risk bands because the spring band thresholds are higher.
Division staff described how the division will use the spring data: identifying students for summer academy and summer school; providing families with targeted resources and materials over the summer for students at high risk; and giving teachers immediate access to reports in the fall so targeted, explicit instruction can begin at the start of next school year. The presenter stated that “students in the high risk are at the greatest risk for reading difficulty and should have a student reading plan.” Board members asked whether parents could request summer assignments for moderate-risk students; the presenter said teachers would likely communicate summer opportunities and materials to families.
Officials also said the division is updating its K–5 division literacy plan to a biennial plan due June 30 that must describe VOWS implementation for fourth, fifth and middle school students and list interventions and supplemental materials. The presenter said the division will add an intervention specifically for students with disabilities after reviewing this first year of data. The presenter identified Molly Brown as the division’s coordinator for English and credited literacy coaches and teachers for the gains shown in the dashboards.
The presentation included a preliminary comparison between the division’s fall and midyear high-risk percentages and state numbers; the presenter said the Virginia Department of Education (VDOE) had not yet released spring statewide comparisons and said the division would provide those when available.
Board members and staff discussed program details: the presenter said VOWS contains multiple subtests (decoding, encoding/spelling, passage comprehension, fluency) and that the vendor’s scoring weights are not public but that subtest results allow teachers to target instruction. The presenter said the VDOE provides an approved list of interventions and that some intervention programs are specific to comprehension, some to decoding and some a combination.
Officials described implementation steps: aligning the K–2 standards-based report card with VOWS, providing professional development tied to the screener results, and ensuring a reading plan for every high-risk student. The presenter said the division will use spring data to guide summer programming and will make the spring results available to teachers right after the administration so fall instruction can start with targeted plans.
The board’s discussion and questions centered on family resources and whether summer interventions repeat the school-year methods; staff replied that summer resources and interventions will be data-driven and targeted to subtest needs rather than simply repeating a single method.
York County School Division staff provided these results and described the follow-up steps but did not propose any action requiring a board vote at this meeting.
