Norfolk board hears evidence of early literacy gains; winter growth will be decisive
Summary
At a board workshop, division staff presented fall growth‑assessment data showing hints of improved third‑grade reading and subgroup acceleration but cautioned that winter scores — and further analysis tying interventions to outcomes — are needed before declaring lasting gains.
Christy McGarity, a Norfolk Public Schools presenter, told the school board that fall growth‑assessment data show early signs of improvement in literacy for elementary grades but that the winter administration will be the decisive indicator.
"The growth assessment is computer adaptive and administered to all grade 3 through 8 students in reading and math," McGarity said as she explained the assessment’s vertical‑scaled scores, which range roughly from 900 to 2,000 and allow cross‑grade comparison. She emphasized fall and winter administrations differ from the spring SOL because only spring provides a pass/fail scaled score coupled with vertical scale results.
On Goal 2.2 (third‑grade reading), McGarity reported a 7.44 percentage‑point increase in fall proficiency compared with the previous fall. She described that change as a "hint" of strength in early literacy rather than proof, because the statewide testing window was delayed this year and students had an additional six weeks of instruction before fall testing. "Winter is going to be the big tell," she said.
Board members asked what a meaningful amount of growth would look like from fall to winter. McGarity replied that the division’s internal modeling treats winter as a key juncture: "We want to see winter go up. We don't want to see declines," she said, adding that the division’s aspirational reading benchmark remains about 75% proficiency by year‑end.
The presentation included disaggregated results for gap groups. McGarity said that, in quasi‑cohort comparisons, Black students in several grades showed greater year‑over‑year gains than their comparison groups. "For example, grade‑4 reading improved from 54.2% to 70.1% in our quasi‑cohort comparison," she said. Staff cautioned that some student groups (English learners and students with disabilities) continue to need targeted supports.
Staff outlined next steps: layered timelines tying interventions (tutoring, collaborative walkthroughs, training) to observed changes, expanded use of a VDOE K‑12 walkthrough tool for monitoring text‑dependent questioning, and further disaggregation down to standard‑level items so teachers can target instruction. Several board members pressed staff to link the timing of specific interventions (tutors, Lexia, PLC refinements) to subsequent increases in cohort outcomes.
McGarity and other instructional leaders said the division is providing detailed companion documents — division, school, teacher and student level — and that winter growth results will better identify which strategies appear to be effective. The board did not take formal action on the goals at the workshop; staff said they will return with updated winter data and timelines.
