Charlottesville schools report early-grade literacy gains but 507 students in grades 4—— need reading plans
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Summary
The division presented a fall 2025 literacy update showing K——2 improvements attributed to structured literacy training and new resources but identified 507 students in grades 4—— who require student reading plans under the Virginia Literacy Act; the board discussed tiered interventions, cohort trends and family engagement.
Charlottesville City Schools presented a fall 2025 literacy update on Nov. 6 showing progress in early grades but persistent needs in later elementary and middle grades.
"The data we will show ... demonstrate proficiency in tier 1 instruction," literacy director Miss Bridal told the board, describing the districts use of three assessments: the Virginia Literacy and Language Screener (VALS), DIBELS and the MAP growth assessment. Bridal said the district has adopted new HMH structured literacy modules in kindergarten through second grade and purchased decodable reader libraries and Lexia licenses to support reading practice.
Bridal said early-grade results show improvement compared with last year. "Last year, 36 percent of our kindergarten students began the school year in the high risk band. This year, only 31 percent," she said, noting that a greater share of Black kindergarten students are now in the moderate or low risk bands. However, she reported that 507 students in grades 4 through 8 now require a student reading plan because of SOL outcomes or accommodations, and that target groups (including Black students and students with disabilities) remain a focus.
The presentation emphasized tiered supports: stronger Tier 1 classroom instruction, reading specialists pushing into classrooms, two full-time reading specialists at each secondary site, Lexia PowerUp licenses, novel studies and collaborative planning across ESL, gifted and special education teachers. The team also described a cohort analysis approach to drill down to individual studentsperformance and link MAP outcomes to absenteeism and other indicators.
Board members asked for clarification on the mid-grade drop in cohort performance between grades 4 and 5 and on the districts capacity for high school interventions. Miss Bridal and other instructional leaders said the district is increasing in-class intervention and wraparound supports, and that reconfiguration of grade spans is expected to reduce transition-related dips.
Board members also pushed for stronger family engagement for student reading plans; Bridal said elementary schools distributed plans at parent-teacher conferences and are working to expand outreach at middle and high school levels.
No new district policy was adopted at the meeting. The literacy presentation tied progress to the district strategic goal of increasing reading achievement and laid out ongoing implementation steps: continued structured literacy instruction, professional development (including LETRS training for early childhood staff), expanded decodable libraries, Lexia monitoring, and strengthened data analysis practices.
