Powhatan schools report gains on early-reading screens; literacy plans and interventions expanded under Virginia Literacy Act

Powhatan County Public Schools presented an update on reading performance and the local implementation of the Virginia Literacy Act (VLA) at the Aug. 12 school board meeting, reporting improved early-reading screening results and changes to curriculum pacing to address identified gaps.

Division staff reviewed K–2 screening results under the Virginia Language and Literacy Screening (VALS) framework and 3–11 Standards of Learning (SOL) results. Officials said the district’s kindergarten cohort moved from 176 students classified as low-to-moderate risk in the fall to 215 (about 91 percent) in the spring, indicating most students entered first grade with foundational reading skills. First-grade results showed a small dip in the spring linked to timing of phonics instruction in the new HMH curriculum and students’ performance on pseudo‑word items; the division has revised pacing to provide earlier and more repetitive phonics and nonsense‑word practice.

Division leaders reported steady or improved SOL pass rates across several cohorts and schools: for example, Pocahontas Elementary cohorts were reported moving from mid‑70s to upper‑70s pass rates, and Flat Rock showed improvement in some cohorts. At the middle and high school levels, administrators cited targeted pacing, revised module assessments to mimic SOL item types, and expanded reading-coach support including an additional coach assigned to work with tier‑3 and special‑education students.

Under the VLA, the division will expand VALS screening to grades 4–8 for students who failed the prior year’s reading SOL or when teachers have concerns. The district will also require reading plans for grades 4–8 detailing intervention frequency, required resources and parent involvement; parents must sign and approve plans before implementation, staff said. Interventions will begin earlier this year — in September rather than late September or October — and will include mid‑year updates to reading plans.

Board members praised the presentation and asked clarifying questions about dyslexia screening and how VALS functions as a reading-difficulty screener. Staff emphasized VALS is not a dyslexia diagnosis but said the assessment’s added components (rapid naming and pseudo‑word subtests) better identify students who need targeted support. Staff also noted increased collaboration between special-education and English departments.

Powhatan officials said the division will continue to monitor data and report back; board members thanked staff for additional reading resources and for planning earlier interventions in the 2025–26 school year.