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FCPS reports gains in secondary literacy after expanded core instruction and targeted interventions
Summary
Superintendent Reed and instructional staff told the Fairfax County School Board that secondary literacy efforts, including evidence‑based core instruction and tiered interventions, produced measurable reductions in students at risk and double‑digit gains for several cohorts.
Fairfax County Public Schools presented a progress report to the School Board on May 21 showing improvements in secondary literacy after implementing evidence‑based core instruction, diagnostic screening and tiered interventions.
Superintendent Dr. Reid and instructional staff described work at middle and high schools that pairs stronger core materials with short, targeted interventions (tier 2 and tier 3). Reading specialists showcased classroom practices, Orton‑Gillingham‑based interventions and diagnostic tools (iReady, VALS, MAP) used to identify student needs and build individualized reading plans.
Results highlighted by staff included meaningful reductions in the number of middle and high school students identified as "at risk" compared with last winter, with some cohorts showing double‑digit improvements. Staff also noted a 100% pass rate in a 10th‑grade AP Seminar course for students with disabilities in one example and double‑digit gains for some formerly at‑risk students in high school growth assessments.
Boardmembers asked for disaggregated and longitudinal data, including how growth maps to SOL performance and whether improvements are consistent across all schools. Staff said they would provide additional breakdowns and stressed the work is intended to be sustained rather than a short‑term intervention.
Why this matters: stronger secondary literacy supports can improve long‑term outcomes for students who did not receive early structured literacy instruction. Boardmembers and staff framed the work as a multi‑year, discipline‑wide effort that relies on teacher capacity, instructional materials, and sustained professional development.
What’s next: the board requested school‑level disaggregation and continued progress reporting as cohorts move through the system.
Attribution: Presentation and data were provided by Superintendent Dr. Reed, and instructional staff including reading specialists and Dr. Presidio.
