Portsmouth updates reading instruction under Virginia Literacy Act; division outlines screeners, interventions and student reading plans

Division literacy leaders updated the Portsmouth City School Board on Oct. 23 about steps to align reading instruction and interventions with the Virginia Literacy Act.

Presenters said the division is using the Virginia Language and Literacy Screener (VOWLS) to identify K–3 students at high risk for reading difficulties and expanded VALS screening in grades 4–8 for students who did not pass the prior year’s reading Standards of Learning (SOL). The district’s interventions include SPIRE, Read 180, IXL and small-group targeted instruction led by reading specialists and VALS instructors, the presenters said.

Why it matters: The Virginia Literacy Act sets statewide expectations for evidence‑based literacy instruction and requires that districts identify students at risk of reading difficulty and implement timely interventions. Student reading plans are required for K–3 high‑risk students and for grades 4–8 students who did not pass the prior year’s SOL and score below a specified threshold, presenters said.

Details from the presentation: Elementary reading blocks were described as 120 minutes for K–2 with an additional 30 minutes for intervention; grades 4–5 have between 62 and 83 minutes depending on staffing. The division reported using NWEA MAP, VALS and SOL data at middle school, moving to an AB schedule that alternates ELA days with intervention or enrichment days, and offering a ninth-grade structured literacy course for students who did not pass the 8th-grade SOL.

Professional development: The division reported ongoing professional development through Virginia Literacy Partnership (VLP) coaches, an after‑school FOCUS PD series, two‑week rotations called “Look For’s” to monitor high‑quality instructional materials (HQIM), and VLP Canvas course completion incentives for new teachers.

Clarifying notes: Presenters named specific programs (SPIRE, Read 180, IXL), noted that VOWLS replaced prior screeners, and described the reading plan requirement as collaborative among reading specialists, classroom teachers, administrators and families. The transcript shows board members asked about interventions at high school and the new ninth‑grade course.

Ending: The literacy presentation concluded with board appreciation; the transcript records questions from board members about intervention continuity into high school and notes of progress and professional support across the division.