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Norfolk Public Schools reports winter gains on new Virginia reading assessment; concerns remain for EL and special-education groups
Summary
The division reported winter VALS and STAR screening results that show improvement in early grades and third-grade screening, while noting gaps remain for English learners and students with disabilities. Staff outlined tutoring, curriculum and professional development steps.
Norfolk Public Schools on March 18 reported winter assessment results that show gains in early-literacy screening and third‑grade STAR benchmarks, and outlined ongoing interventions under Board Goal 2 to increase third‑grade reading proficiency.
Dr. Pohl (English office) presented winter VALS (a new state-aligned reading diagnostic) data and said first- and second-grade populations showed double-digit movement from the fall into a lower-risk band. The division said reading intervention plans (student reading plans) were created for approximately 2,891 students and that the early-literacy tutor program, Lexia Core5 and SIPPS interventions continue to be central to instruction and remediation.
“Both grade levels saw double digit gains of students moving into the low level risk band from the fall to the winter VALS assessment,” Dr. Pohl said, summarizing progress. He cautioned that 36.5% of first graders and 28.8% of second graders remain in the high-risk band and need sustained intervention.
For third grade STAR screening (measure 2.2), the division said winter proficiency rose above the target set for the year and urgent‑intervention percentages declined; winter proficiency was reported at about 69.8% for the cohort tracked and urgent-intervention at about 12.9% in the division’s winter snapshot. Staff said 18 of 30 schools met the winter proficiency target for third grade.
Presenters credited a multi-pronged approach: expanded early-literacy tutors (the division reported roughly 82 tutors), structured intervention programs (SIPPS for tiers 2/3, Lexia Core5 for tiered use), monthly professional development for reading specialists and tutors, and family resources tied to each student reading plan. Division staff said they are conducting intervention walks and using a VDOE English-learning walkthrough protocol to monitor implementation fidelity.
Board members asked about winter targets, participation rates, the sustainment of tutoring and curricular supports in the proposed budget and how literacy strategies will be adapted for English learners and students with disabilities. Staff said third-grade participation rates on STAR are high (roughly 92–95% reported) and confirmed the budget continues to include funding for tutors and curricular resources. For English learners, staff said the division is expanding EL staffing and certification (additional EL positions are included in the budget proposal) so students with the highest need receive more targeted EL teacher time.
Officials said the division will provide more comparative statewide benchmarking when VDOE releases broader VALS comparative data and will continue to update the board with intervention and monitoring results.
