SCS DIVISION LITERACY PLAN
Division Contact Information
School Division: Salem City Schools
Superintendent: Curtis Hicks | chicks@salem.k12.va.us
Local School Board Chair: Nancy Bradley | nbradley@salem.k12.va.us
Division VLA Lead: Jennifer Dean|jdean@salem.k12.va.us, Leigh Leslie|
lleslie@salem.k12.va.us
Local Board Adoption Date for Division Comprehensive Plan: 06/11/2024
Section 1: Planning for Comprehensive Communication
School Division Literacy Vision:
Every student in kindergarten to grade five will receive core literacy instruction anchored in scientifically based reading research and evidence-based literacy instruction, as defined in the VLA. Students in kindergarten through grade eight will also receive evidence-based supplemental instruction and intervention, as outlined in an individualized student reading plan, if they do not meet literacy benchmarks.
Provide students with consistent opportunities to build their vocabulary and knowledge of the world using complex texts on a wide variety of topics
Consistently engage students in using text evidence to make meaning of complex texts both through writing and speaking
In the primary grades (K-3), provide explicit instruction and targeted practice opportunities with foundational reading skills, using a structured phonics approach. Students in Grades 3-12 will also receive phonics instruction via the supplemental/intervention instructional program.
Ensure equitable opportunities for all students to do the cognitive work of each lesson and receive targeted support as needed.
Families will have access to online resources to support literacy development at home, and will be able to participate in the development of their child’s student reading plan, if their child does not meet literacy benchmarks.
STAKEHOLDER GROUP | TIMELINE | PLAN FOR COMMUNICATING |
|---|---|---|
Salem Employees | 2024-2025 | HQIM Trainings, convocation, school board meetings, website, social media, curriculum guides, faculty meetings |
Parents and families | 2024-2025 | Posted on division website, school board meetings, Back-to-School Nights, Title I Curriculum Events, School Newsletters, website, social media |
Community | 2024-2025 | Posted on division website, school board meetings, Back-to-School Nights, Title I Curriculum Events, School Newsletters, website, social media |
Section 2: Selecting High-Quality Instructional Materials
Instruction Populations | GENERAL EDUCATION | SPECIAL POPULATIONS (ELL, Gifted, SSWD) |
|---|---|---|
Core (K-5): | Imagine Learning EL Education | All special populations will receive the same core program by the school. |
Supplemental Instruction (K-5): | Reading Horizons Discovery V9 (K-3) UFLI | EL Students with Disabilities identified screener |
Intervention (K-5): | Reading Horizons Elevate (4-5) SIPPS | EL Students with Disabilities identified screener |
Section 3 :Ensuring Virginia Literacy Act Evidence-Based Reading Research Training
Completed Training:
NAME OF TRAINING | TARGET AUDIENCE | DATE/YEAR |
|---|---|---|
Language Essentials for Teachers of Reading and Spelling (LETRS) | All Core Teachers, EL, SPED | K-3 September 2019-June 2023 Anyone not completed: September 2024-June 2025 |
VLP Reading Specialist Institute and Modules | Elementary Reading Specialists | October 2023-December 2024 |
VLP Reading Specialist Institute and Modules | Middle School Reading Specialists | September 2024-May 2025 |
VLP Teacher Canvas Course | All teachers k-8 that have not completed LETRS or Orton-Gillingham | June 2024-May 2025 |
VLP Capstone Canvas Course | All teachers k-3 that have completed LETRS | June 2024-May 2025 |
VLP Administrators Professional Development | Elementary and Middle School Principals | June 2024 |
Additional Training:
NAME OF TRAINING | TARGET AUDIENCE | DATE/YEAR |
|---|---|---|
Imagine Learning EL Education | All Core Area Teachers, EL Instructors, Reading Specialists, Gifted and Special Education Teachers | June 2024-May 2024 |
Reading Horizons Discovery | All K-3 Core Area Teachers, EL Instructors, Reading Specialists, Gifted and Special Education Teachers | August 2020 - June 2024 Anyone not completed: August 2024 |
Reading Horizons Elevate | All 4-5 Core Area Teachers, EL Instructors, Reading Specialists, Gifted and Special Education Teachers | August 2022 - June 2024 Anyone not completed: August 2024 |
Reading Horizons Elevate | All 6-8 English and Supplemental Teachers | August 2023 - June 2024 Anyone not completed: August 2024 |
Section 4: Monitoring Student Assessment and Progress
ASSESSMENT | HOW OFTEN | PERSON(S) RESPONSIBLE FOR ADMINISTRATION |
|---|---|---|
Virginia Language & Literacy Screener (VALLS): PK-3 | Beginning, Middle and End of Year | Core Teachers,Reading Specialists |
Reading Horizons Discovery Readiness and Cumulative assessments (k-2) | Beginning, Middle, and End of Year | Core Teachers,Reading Specialists |
Reading Horizons Elevate Diagnostic (4-5) | Beginning, Middle, and End of Year | Core Teachers,Reading Specialists |
Reading Horizons Elevate Library Assessment (3-5) | Beginning, Middle, and End of Year | Core Teachers,Reading Specialists |
Comprehensive Instructional Program Benchmarks (CIP) | Beginning, Middle, and End of Year | Core Teachers |
SOL Assessments (grades 3+) | annual | All school staff |
WIDA for EL students | annual | EL teachers |
Section Five: Assessing Division Level Progress
PROGRESS MONITORING TOOL | PERSON(S) RESPONSIBLE FOR ADMINISTRATION | HOW OFTEN |
|---|---|---|
Lesson Delivery | Classroom teachers supported by reading specialists and reading specialists | daily |
Classroom Walkthroughs | Principals and Division Supervisors | Bi-Weekly |
Collaborative Planning Sessions with Lesson Plan Debrief | Principal and Reading Specialist | Weekly |
Data Meetings | Building leadership | Monthly |
Section Six: Engaging Parents, Caregivers, and Community
Directions: Complete the chart including information regarding parent and community engagement.
Describe your plan to involve parents and caregivers in the development and implementation of the Student Reading Plans based on diagnostic screener results.
Parents and caregivers will be informed of diagnostic screener results once completed. If the results indicate that a student has been identified as needing a Student Reading Plan, they will have the opportunity to participate in a meeting to determine the appropriate supplemental and/or interventions that will be used to support the individual student’s needs. If the parent does not attend the meeting to set goals and determine the best course of action, the Reading Intervention Team will make those determinations to build the plan. All Student Reading Plans will be provided to parents and caregivers.
Describe your plan to build successful school, parent, caregiver, and community partnerships especially in relation to literacy development.
The following strategies will be used to grow our partnerships with families and other stakeholders.
Elementary PTA meetings will host parent training sessions.
Title I will host Family Engagement curriculum night sessions.
Family engagement staff will share resources and opportunities with families
Our website will include resources for parents explaining terms and definitions that are discussed on our reading plans. In addition, we will provide resources and links for parents to learn more about the fundamentals of learning to read.
Per the Virginia Literacy Act, each local school board shall post, maintain, and update as necessary on each school board’s website a copy of its divisionwide literacy plan and the job description and contact information for any reading specialist employed by such school division pursuant to subsection G of § 22.1-253.13:2 and for any dyslexia specialist employed by such school division The Department shall post each divisionwide literacy plan on its website.
Provide the link to where the divisionwide literacy plan will be housed on your school division website: www.salem.k12.va.us/instruction
Division Literacy Plan Certification:
We certify that the information reported in the division literacy plan is accurate. This information includes:
Section One: Planning for Comprehensive Communication
Section Two: Selecting High-Quality Instructional Materials
Section Three: Ensuring Virginia Literacy Act Evidence-Based Reading Research Training
Section Four: Monitoring Student Assessment and Progress
Section Five: Assessing Division Level Progress
Section Six: Engaging Parents, Caregivers, and Community
Division Superintendent/ Authorized Designee Signature
Print Name
Date