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Board adopts biennial literacy plan; administration outlines rollout, assessments and training
Summary
The board approved the 2025–27 Division Literacy Plan required by the Virginia Literacy Act. Administration described curriculum choices, professional learning, VALS screening expansion and next steps for monitoring.
CHARLOTTESVILLE, Va. — The Charlottesville City School Board on June 5 approved the division's 2025–27 Biennial Division Literacy Plan, a required document under the Virginia Literacy Act that lays out curriculum, screening, professional development and monitoring strategies for literacy instruction across K–12.
Division leaders presented the plan and described its six parts: communication plans for families and teachers; selection of high-quality instructional materials (HQIM); evidence-based professional development; screening and progress monitoring; intervention resources; and ongoing monitoring through literacy walks and data reviews. For K–5 the district will use HMH Into Reading as the core program and supplement with targeted interventions such as Really Great Reading for foundational skills. For grades 6–8 the plan continues existing materials (My Perspectives) and adds novel-study work to deepen comprehension.
Key points from the presentation and board discussion - Screening and tools: The division implemented VALS (Virginia Literacy and Language Screener) for K–3 this year and will expand VALS to grades 4–8 next year while continuing MAP and DIBELS for progress monitoring. Guidance on VALS subtests and indicators is still awaited from VDOE and Virginia Literacy Partnership (VLP). - Professional learning: Nearly 350 staff participated in at least one literacy-focused course this year; the division reported LETRS and VLP training and plans to sustain coaching and school-based partnerships (e.g., Walker and CHS) for comprehension and background-knowledge work. - Intervention and alignment: Targeted interventions for Tier 2 and Tier 3 needs include programs such as Countdown Blast, HD Word, Rewards and SPIRE. Administration emphasized alignment between core instruction and interventions to reduce gaps. - Parent communication: The division acknowledged limits in this year's parent outreach (VALS reporting and explanation) and signaled plans to add clearer materials and back-to-school events that explain scores and student reading plans. - Data and outcomes: Administration reported a decrease in the share of students with student reading plans from about 21% at the start of the year to 17% at year-end, and said some elementary schools showed gains on screening measures; board members asked for fall data tied to strategic-plan targets.
Vote and next steps The board adopted the plan by voice vote. Administration will expand VALS usage to grades 4–8 for 2025–26, continue professional development and monitoring, and return to the board with fall data and periodic progress updates, including literacy walks and school-level action steps.
Why it matters: Literacy strategy and screening inform early intervention, grade-level readiness and resource allocation. The plan outlines a multi-year implementation that will affect classroom instruction, specialist caseloads and family outreach.
