Reading on-level by Grade 3
During the Academic Matters portion of the School Board meeting on September 28, 2023, Dr. Reid presented on Reading by Grade 3 through the Equitable Access to Literacy (EAL) Plan.
The Fairfax County Public Schools (FCPS) Equitable Access to Literacy (EAL) Plan outlines the division’s constant efforts to improve and align language arts education with scientifically proven reading research.
In FCPS, we provide students with reading and writing lessons based on scientifically proven research. This research helps us understand how students learn to read, what step-by-step skills they need to develop, and what training teachers need to provide these lessons in every classroom. Building these skills ensures students can read and write well in different subjects and types of writing. Reading and writing are important for student success in all courses. They help students understand the world, create empathy for others, and be active global citizens.
The EAL Plan focuses on fairness in teaching and aims to improve literacy across our schools over the next five years. FCPS is dedicated to creating meaningful reading experiences that reflect students' identities and lives. It's important to help our students access a range of texts that provide real learning experiences and respect their unique identities.
FCPS' Portrait of an FCPS Graduate (POG) develops skills that help students succeed in the global community and future workforce. In this plan, students receive clear reading instruction and many chances to explore texts to better understand various subjects and those subjects' reading and writing demands. These opportunities will help students become good communicators, collaborators, ethical and global citizens, creative and critical thinkers, and goal-directed, resilient individuals.
The EAL Plan will adapt to the needs of students, staff, the community, and new laws. Different departments, offices, and schools will work together to improve literacy for students. FCPS staff will gather data and share updates on the plan's progress with families and school communities.
This [Literacy] is the vital equity work: students must comprehend what they’re reading, possess advanced decoding skills, have word wealth, and be able to command all of these literacy skills. Our social justice frame should prompt us to ask these questions: How are students code breakers, how are they text users, how are they text critics, and how are they meaning-makers? Our culturally responsive pedagogies arm us to build these dispositions and skills in our most vulnerable kids.
A Conversation About Instructional Equity by Zaretta Hammond (2020)
FCPS knows that literacy is the key to student success. Being able to read, write, think, and discuss are essential skills for life. Research shows that developing strong early literacy skills is important for learning and achievement in school and beyond. (National Early Literacy Panel, 2008; Foorman et.al., 2016; National Reading Panel, 2000).
Schools have tried hard to meet the literacy needs of all students. However, a lack of understanding about systemic inequities has led to attempts to "fix" students rather than addressing the causes of these inequities. In FCPS, performance data on Virginia Department of Education (VDOE) Standards of Learning (SOL) shows consistent achievement gaps for Black, Hispanic, Multilingual Learners, and Students with Disabilities. To address these gaps, FCPS created the Equitable Access to Literacy (EAL) plan. Started in Fall 2021, this plan uses important findings from literacy research and culturally responsive teaching methods.
FCPS is dedicated to a comprehensive, culturally responsive Pre-K-12 literacy program. This program uses proven methods based on reading research and expands learning opportunities to meet students' needs.
FCPS ensures students get clear reading and writing instruction to become proficient in literacy and eliminate achievement gaps based on race, gender, location, ability, socioeconomic status, or language spoken at home.
FCPS’s approach to literacy is based on science-based reading research, using a structured literacy model guided by three principles: The Simple View of Reading (Gough, P. B., & Tunmer, W. E. 1986), The Four-Part Processing Model (Seidenberg & McCLelland 1989), and The Reading Rope (Scarborough, 2001).
FCPS is committed to:
The EAL Plan outlines how FCPS can align with Virginia's commitment to evidence-based literacy programming, as outlined in theThe Virginia Literacy Act, passed in 2022, § 22.1-253.13:6. This act governs curriculum and instruction, assessment and intervention, family and school partnerships, and professional development across Virginia schools. More information is available on the VDOE’s Virginia Literacy Act page and in the Virginia Literacy Act One Pager (PDF).
The EAL Plan supports the FCPS Strategic Plan 2023-30. Strong literacy skills are fundamental to all learning. Giving students a strong foundation in literacy supports the achievement of each of the Strategic Plan Goals. Metrics are in place to monitor the implementation and impact of the EAL plan, ensuring all students develop literacy skills effectively.
During the Academic Matters portion of the School Board meeting on September 28, 2023, Dr. Reid presented on Reading by Grade 3 through the Equitable Access to Literacy (EAL) Plan.
The EAL plan is a living document created by FCPS staff, families/caregivers, students, and community partners working together. This plan has four main areas for focus, strategic actions, and success measures aimed at providing evidence-based tiered instruction to help students develop literacy skills. The goal for this plan is to close gaps in opportunity, access, and achievement for all students.
The plan includes desired outcomes and an action plan for improving Pre-K-12 literacy practices, focusing on:
FCPS' Literacy Plan as approved by the Virginia Department of Education. The plan is pending FCPS School Board approval.
Key words and definitions that are used in the Equitable Access to Literacy (EAL) Plan.
Presented by the Representative of the FCPS Equitable Access to Literacy Steering Committee to the Advisory Committee for Students with Disabilities.
Strategic actions, metrics, success indicators, etc for this focus area.
In FCPS, high-quality core instruction is paramount. Students with dyslexia benefit tremendously from having access to both a strong structured literacy core program as well as evidence-based interventions to address their specific areas of need.
A portion of School Board meetings is used to provide updates on important academic topics.