The key excerpts of the Division Literacy Plan and PWCS Literacy Vision are provided below. Please view the print version to see the full documents.
PWCS Division Literacy Vision:
In Prince William Public County Schools (PWCS), literacy launches thriving futures.
The PWCS Strategic Mission emphasizes preparing students to be critical thinkers, responsible digital citizens, innovators, visionaries, resilient individuals, and global collaborators. Guided by evidence-based, student-centered literacy practices, PWCS students develop strategies for independent reading, writing, and critical thinking across various content areas. In every class, every day, PWCS students engage in critical reading, writing, speaking, and thinking.
| Stakeholder Group | Timeline | Plan for Communicating |
|---|---|---|
| Division Leadership | Established January 2024, ongoing | Internal division newsletters at least monthly |
| Building Leadership | Established April 2024, monthly thereafter | Internal division newsletters at least monthly |
| Reading Specialists | Established January 2024, monthly | Monthly meetings Weekly updates from the ELA program |
| Teachers | Established May 2024, monthly | Quarterly department chair meetings, principal communications to staff, monthly communication |
| Parents | Established July 2024, ongoing | Webinar, direct messaging, letters home regarding Virginia Language & Literacy Screening System (VALLSS) implementation and data, literacy nights |
| Community | Established August 2024, updated as needed | Public facing PWCS webpage featuring community information, the division literacy plan, resources, updates, webinar |
To communicate and ensure that all school division staff will effectively convey this literacy vision, these are the strategies we will use:
to reinforce the literacy vision and strategies and to share information.
To share progress with the community and demonstrate student success metrics:
By maintaining clear communication channels, providing regular updates, and actively engaging with all stakeholders, PWCS will effectively communicate its literacy vision and the progress being made toward achieving it.
| Instruction Populations | General Education | Special Populations (ELL, Gifted, SWD) |
|---|---|---|
| Core (K-8) | HMH (Houghton Mifflin Harcourt) | HMH (used with all special populations English Language Learners (ELL), Gifted, Students with Disabilities (SWD) |
| Supplemental Instruction (K-8) | UFLI K-2, Newsela grades 3-12 | UFLI K-2, Newsela grades 3-12 (both resources used with all special populations ELL, Gifted, SWD) |
| Intervention (K-8) | Lexia Core5 (K-5) Lexia Power Up! (6-8) |
Lexia Core5 (used with all special populations ELL, Gifted, SWD) Lexia Power Up! (used with all special populations ELL, Gifted, SWD) Read 180 (SWD) grades 6-8 |
PWCS, in alignment with Virginia Department of Education-approved instructional materials, is making significant strides to enhance its educational resources and support for both teachers and students.
Numerous stakeholders will participate in the Virginia Department of Education required or locally required training. This training will ensure all staff are current with Science of Reading research, evidence-based best practices, and updated instructional methods. Training required for the school year 2025-26 is outlined in the table below.
| Name of Training | Target Audience | Date/Year |
|---|---|---|
| LETRS Vol. 1-2 | Returning grades K-5 Reading Specialists, grades K-5 Instructional Coaches, Central Office Leadership Cohort | July 2024-July 2026 |
| VLP Modules | New grades K-5 and all grades 6-8 Reading Specialists | September 2024-August 2026 |
| VLP Modules Grades K-5 | K-5 Grade Level Teachers, EL, Level 1 Special Education, Gifted, Title 1 Reading Teachers | June 2024-June 2026 |
| VLP Modules Grades 6-8 ELA | Grades 6-8 ELA teachers and EL/SPED who support ELA | September 2024-June 2026 |
| VLP Modules Grades 6-8 Core | Grades 6-8 Math, Science, Social Studies, EL/SPED who support those areas, and Gifted | September 2024-June 2026 |
| VLP Training for Administrators (in person and online modules) |
Elementary and Middle School Principals and Assistant Principals | June 2024-August 2026 |
The main goals of our collaboration with TNTP are to provide extensive training to teachers on the effective use of the HMH curriculum, support schools during the year through coaching, and increase the knowledge and capacity of our reading specialists. TNTP will guide teachers in seamlessly integrating the supplemental and HMH curriculums.
The ELA team will be responsible for monitoring implementation practices, providing support, and collaborating with TNTP on training.
Finally, in addition to the state-required training, the ELA team will provide continuous training throughout the year for division and building leaders during our principal and assistant principal/administrative intern regular meetings.
Students will be assessed, and their progress will be monitored through various screeners and diagnostic tools as outlined below. The division ELA team will provide continued support as needed on the following assessments.
| Assessment | How Often | Person(s) Responsible for Administration |
|---|---|---|
| VALLSS grades K-1 | Beginning, middle, and end of year | Classroom teachers, reading specialists, reading teachers |
| VALLSS grade 2 | Beginning and middle of the year for all students, end of year for students who are identified as high or moderate risk. | Classroom teachers, reading specialists, reading teachers. |
| VALLSS grade 3 | Beginning for all new students to VA, middle and end of the year for students identified as high or moderate risk | Classroom teachers, reading specialists, reading teachers. |
| VALLSS grades 4-8 | As directed by the state. | Classroom teachers, reading specialists, reading teachers. |
| HMH Growth Measure grades 2-8 |
Beginning, middle, and end of year. | Classroom teachers, ELA teachers, reading specialists |
| Lexia grades K-8 | As needed to monitor progress through intervention. | Classroom teachers, ELA teachers, reading specialists |
| Reading and writing assessments grades 3-5 | After each module of study (every three weeks) | Classroom teachers |
| Reading and writing assessments grades 6-8 | One assessment per unit | Classroom teachers |
| Progress Monitoring Tool | Person(s) Responsible for Administration | How Often |
|---|---|---|
| Lexia Core5 and Power Up monitoring | Building leaders, teachers, MTSS coaches, and reading specialists | Two through six weeks |
| aimswebPlus for students already receiving Tier two intervention | Building leaders, teachers, MTSS coaches, and reading specialists | Two through six weeks |
| Classroom walkthrough tool | ELA Team, school leadership, and division leadership will utilize the TNTP/PWCS walkthrough tool to monitor implementation and progress | Following the regular observation schedule |
| Instructional Rounds walkthrough tool | Building and division leaders participating in rounds may utilize the TNTP/PWCS walkthrough tool | Regularly from October to March |
| MTSS Dashboard in Synergy for Reading Support Plans | Division and building leaders, reading specialists | Quarterly |
| HMH Growth Measure progress | Classroom teachers and the ELA team | Three times a year |
| VALLSS | Teachers, Reading Specialists, and ELA team | Per assessment calendar |
| VALLSS Progress Monitoring Tools | Teachers, Reading Specialists | As needed per student reading plan to monitor progress on intervention |
The division will monitor the implementation of the Division Literacy Plan through several strategies:
The division will monitor data collection and provide information to schools regarding assessment results in the following ways:
By implementing these strategies, the division will effectively monitor the implementation of the Division's Literacy Plan, collect and analyze data, and provide valuable feedback to schools. This will contribute to improving literacy outcomes for all students and meeting our PWCS Strategic Plan goals.
PWCS is committed to ensuring that every student graduates on time with the knowledge, skills, and habits of mind necessary for a thriving future for themselves and their community. As part of our strategic plan and in accordance with the requirements of the VLA, PWCS has outlined several initiatives to engage parents and caregivers in the development and implementation of student reading plans based on diagnostic screener results.
Student Reading Plans:
Overall, PWCS aims to create a strong partnership between schools and families, ensuring that students receive the necessary support in their literacy journey.
PWCS has a comprehensive plan to enhance literacy development and foster strong partnerships with parents, caregivers, and the community. Here is a summary of the key initiatives:
Through these initiatives, PWCS aims to create a supportive and collaborative environment that enhances literacy development and ensures every student’s success. The active involvement of parents and caregivers in their children’s education is crucial, and these measures are designed to empower them with the knowledge and resources they need to effectively support their children’s literacy development.
Last revised: November 2025
The mission of the Prince William County Public Schoolsʼ (PWCS) Literacy Program pre-K-12 is to nurture, enhance, and guarantee the literacy development of each student to prepare all our students with the knowledge, skills, and habits of mind necessary to create a thriving future for themselves and their community.
This plan is developed to transform literacy instructional practice in alignment with the Science of Reading and the Virginia Literacy Act (VLA), thus improving the learning outcomes of all students. The key goals of the plan are to:
Prince William County Public Schools (PWCS) understands the importance of literacy as the foundation of learning and is committed to our studentsʼ academic, economic, and life success. Students must read, write, and communicate at high levels to ensure thriving futures and post-secondary success. As such, we are committed to providing equitable, high-quality learning experiences and high expectations to meet and exceed the goals set forth by the PWCS Vision 2025 Launching Thriving Futures Strategic Plan.
Learning and Achievement for All is our most critical commitment – it represents our promise to provide academic excellence for all.
We prepare our students to be critical thinkers, responsible digital citizens, innovators and visionaries, resilient individuals, and global collaborators.
Guided by evidence-based, student-centered literacy practices, PWCS students will develop strategies for independent reading, writing, and critical thinking across various content areas.
PWCS students will read, write, speak, listen, and think critically in every class, every day.
The VLA, passed in 2022, aims to improve early literacy outcomes for students in Virginia. It mandates evidence-based literacy instruction for students from kindergarten to grade eight, with use of high-quality instructional materials approved by the state to ensure all students are receiving instruction from quality curriculum. Interventions and supplemental instruction for those not meeting literacy benchmarks must come from state-approved resources as well.
Students benefit from explicit and systematic instruction in all areas of literacy, including phonological and phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing. The Virginia Department of Education (VDOE) Standards of Learning for English Language Arts 2024 outline the explicit instruction, which involves directly explaining concepts, consistent feedback, and support to achieve mastery. The methodology outlined in the standards ensures that learning intentions are clear to both the teacher and the student.
Every student in Virginia deserves exceptional, evidence-based literacy instruction, including opportunities to read, write, listen, and discuss rich texts. In PWCS, this level of instruction is accessible to all students in every classroom across the division.
The PWCS literacy model ensures high-quality, inclusive, and equitable literacy instruction. It focuses on engagement, continuous improvement, and the Multi-Tiered System of Support Framework. This plan aligns literacy expectations with strategic changes to enhance learning for all students, including those with disabilities, English learners, and advanced learners. This literacy plan supports rigorous, standards-aligned instructional practices and clarifies routines and supports for all learners.
This plan will serve as a framework to guide decision-making regarding curriculum, programming, professional development, and resource allocation to ensure equitable access to instruction.
As of 2025, literacy rates among school-aged children in the United States show significant variation across states. Nationally, about 34% of fourth graders perform below the basic reading level. States like Massachusetts have the highest child literacy rates, while New Mexico has the lowest. Efforts to improve literacy include various educational programs and initiatives aimed at enhancing reading skills from an early age. Despite these efforts, challenges remain, particularly in underfunded and underserved communities.
In Virginia, approximately 40% of fourth graders perform below the basic reading level. The state has implemented several initiatives, such as the VLA, to address these challenges and improve early literacy outcomes. The VLA focuses on enhancing reading instruction and providing targeted support to struggling readers. Recent efforts, including the ALL In Virginia initiative, have shown promising results in recovering from post-pandemic learning loss. These efforts are complemented by community partnerships and resources such as the Virginia Literacy Partnership, which provide additional support for students and families. However, the state continues to focus on providing tailored support and resources to ensure all students achieve literacy proficiency.
The PWCS balanced assessment framework ensures that the divisionʼs instructional staff utilizes robust data to inform its instructional planning, delivery, monitoring, and evaluation of student progress.
Teachers benefit from understanding the assessment framework because it provides essential learner data that helps them design purposeful instruction and respond effectively to student needs through core teaching, intervention, and enrichment.
Before introducing a new concept or skill, teachers use pre-assessments to determine which students already understand the material, who is ready to learn, and who may need support. These assessments also help activate prior knowledge and guide instructional planning. Pre-assessments can be informal—such as oral questions, quick quizzes, entrance tickets, or targeted activities—or formal, like universal screeners such as the Virginia Language and Literacy Screening System (VALLSS).
The expanded framework on the next page outlines the role of assessment for every teacher to plan, support, monitor, and verify the learning of the full range of learners in every class or course.
| Data Type | Planning Learning | Support Learning | Monitoring Learning | Verifying Learning |
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| Formative Data/Evidence (Inform instruction and student learning) |
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| Interim/Benchmark Data (Monitor student learning) |
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Summative Data |
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The Virginia Language and Literacy Screening System (VALLSS) is a state-provided tool designed to assess the risk of reading difficulties in young students. Developed by the VDOE in collaboration with the University of Virginia's School of Education and Human Development, VALLSS aims to identify students who may need additional support in developing their reading skills.
Purpose and Benefits:
By using VALLSS, educators can ensure that students receive the necessary support to develop strong reading skills, setting a solid foundation for their academic success.
Grades 3-8
The Houghton Mifflin Harcourt (HMH) Reading Growth Measure is a computer-adaptive test of reading growth administered to students in grades three through eight in the fall, winter, and spring. This universal assessment should function as an initial screening and inform decisions about further diagnostic assessment that may be needed.
All students in PWCS participated in the HMH Growth Measure three times during the 2024-25 school year (fall, winter, and spring). This assessment measured studentsʼ comprehension of text. The assessment placed students into a tier of proficiency ranging from well below, below, approaching, on grade level, and above grade level. The data in this table represents the percentage of second through eighth grade students who scored in the on or above grade level range according to the measure.
Star Reading™ is a trademarked, computer-adaptive assessment by Renaissance Learning that measures reading comprehension and skills for students in grades 9-12. During the 2024-25 school year, all students in grades 9-11 enrolled in SOL English Language Arts courses, as well as 12th graders who did not pass the (End of Course) EOC Reading SOL, took the Star Reading assessment three times—fall, winter, and spring.
Finalized SOL data for the 2024-25 school year is not available at this time. However, the preliminary data indicates the following pass rates:
To ensure students have the habits of mind to create a thriving future for themselves and their community, every PWCS student will develop the knowledge and skills throughout their pre-K-12 experience to graduate with the following qualities.
PWCS is committed to providing meaningful access to grade-level academic content through appropriate instruction. Instruction by both the general education teacher and EL teacher should complement one another in support of developing a studentʼs academic English language proficiency. English language instruction is designed to help English learners learn and acquire English to a level of proficiency that maximizes their capacity to engage successfully in academic studies taught in English (Saunders & Goldberg, 2008). According to the WIDA Access, all English language learners identified as levels 1-5 must be provided adequate and appropriate EL services by an ESL-endorsed teacher. English language development must include thoughtful and strategic instruction with listening, speaking, reading, and writing opportunities.
Supporting students with disabilities is the responsibility of the general education and special education teams. Effective instruction begins with the planning process. Ensuring both teachers participate or meet regularly to plan and reflect will increase student instructional progress.
Planning should ensure instruction is on grade level standards and learning targets with appropriate scaffolds required for the learner. Special educators are responsible for specially designed instruction based on the Individualized Education Program (IEP) goals of students with disabilities as a part of this planning process. They will need to consider IEP accommodations while they plan to ensure the child is accessing the general education goals through this specially designed instruction. The general education and special education teams will ensure assessments are designed to monitor student progress on learning outcomes and monitor the progress of students on their IEP goals as part of this planning work. Careful attention should be paid to students who are also multilingual language learners as a component of this planning process.
Dyslexia is a specific learning disability diagnosed by a medical professional. Dyslexia affects word recognition, spelling, and decoding abilities, all of which impact reading. Students with dyslexia characteristics may meet the criteria for special education evaluation processes under the Individuals with Disabilities Education Act (IDEA, 2004). It is important to note that having dyslexia does not mean a person requires an IEP. It does mean that specialized instruction may be required for these students.
Gifted students require advanced, complex content that caters to their intellectual curiosity, problem-solving abilities, and rapid information mastery. Conceptual thinking stimulates deeper understanding and provides differentiation opportunities in all content areas. Learning is advanced through differentiation in language arts instruction, with opportunities for extended thinking
Passionate and knowledgeable teachers are crucial for developing literate citizens, employees, parents, and lifelong learners. Teachers champion all students and foster a diverse and inclusive classroom culture. They create a literacy-rich environment with culturally relevant texts and integrate literacy into all subjects, encouraging reading, writing, listening, speaking, and critical thinking. Teachers analyze data to tailor instruction to student needs and interests, use balanced assessments, and collaborate with stakeholders for consistent instruction. Additionally, they model the application of literacy skills in various subjects and engage in ongoing professional development.
Language arts teachers teach strategies for understanding and experiencing a variety of texts. They make the process of selecting, problem-solving, comprehending, and self-monitoring visible to students. Furthermore, they set literacy goals with students and communicate progress to students, families, and administrators.
Teachers play a vital role in fostering literacy and creating an inclusive, supportive classroom environment. They must be passionate, knowledgeable, and committed to continuous improvement.
Language Arts teachers focus on developing students' understanding and enjoyment of texts, making literacy processes clear, and setting and communicating literacy goals.
In PWCS, building principals create a cohesive school community and guide the learning experience by setting building-level expectations and procedures. They interact daily with teachers, staff, and students to build trust, communication, and collaboration. To foster literacy, school leaders develop a culture that values literacy and aligns with the division's goals; create schedules that facilitate literacy instruction; analyze data to establish a schoolwide focus and identify supports to close gaps; develop long-range plans to monitor and close reading gaps; secure materials and resources for literacy activities; ensure the implementation of literacy instruction through walkthroughs and feedback; and engage in ongoing professional learning to expand their understanding of literacy instruction.
Division leaders create the infrastructure that makes the learning experience possible in schools. They maximize learning by providing necessary resources, designing curriculum materials, and setting procedures to enhance instruction. To foster literacy, these leaders create a collaborative culture that encourages innovation; establish and plan to achieve division literacy goals; review and provide resources; fund literacy initiatives; maintain a visible presence in schools, monitor literacy instruction effectiveness through data analysis; develop supportive curricula; offer professional learning opportunities; and engage in ongoing professional learning to expand their understanding of literacy instruction.
Families are essential partners in the learning experience, preparing students for learning and collaborating with teachers and school staff to ensure student growth. They foster literacy by ensuring daily, on-time school attendance, providing reading and writing materials at home, practicing speaking and listening skills with students, modeling lifelong literacy, participating in school literacy events, and celebrating student achievements.
The school community, including non-instructional staff, business partners, and community members, plays a crucial role in the instructional experience. These stakeholders bridge school-based learning with authentic community experiences to strengthen literacy. Community members foster literacy growth by embracing a culture of lifelong learning, supporting school literacy events, collaborating with school personnel, forging partnerships for enhanced literacy experiences, and advocating for literacy-rich experiences both in and out of the classroom.
In PWCS, instruction is driven by Virginia and the PWCS Profile of a Graduate and the Instructional Core, grounded in cultural relevance, inclusivity, Universal Design for Learning (UDL), and 7-Steps core principles, and centered on following both the curriculum with fidelity and implementing research-based and evidence-based practices for ALL students and across ALL content areas pre-K-12.
The Virginia Literacy Act (2022) requires all Virginia school divisions to adopt high-quality instructional materials for K-8 classrooms by the 2024-25 school year. Our division uses Houghton Mifflin Harcourt (HMH) as the core resource for grades K-8 and SAVVAS for grades 9-12. Supplemental resources include UFLI for phonics instruction in grades K-3 and NewsELA for reading comprehension in grades 3-12. These materials support consistent, high-quality literacy instruction in every classroom.
Daily English Language Arts lessons must be grounded in these adopted materials. Students need access to a curriculum that builds foundational skills in a systematic sequence and develops knowledge coherently from grade to grade. The adopted resources ensure all students have equitable access to rigorous literacy learning.
Explicit and systematic instruction in all literacy areas—such as phonological and phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing—benefits students. Literacy instruction in PWCS will center around explicit instruction, which includes clear explanations of concepts, consistent feedback, and support to help students achieve mastery.
The 2024 English Standards of Learning establish a foundation for teachers to implement an evidence-based approach. This approach begins with a strong foundation, progresses rigorously, and focuses on applying skills to challenging texts and learning experiences.
The planned progression of reading skills and knowledge is systematically introduced at various grade levels, with mastery perfected as students gain more reading experience. Engaging in these skills is an expectation for all students. Classroom teachers and reading specialists identify those needing additional support to ensure that students who require more time, alternative strategies, and approaches can close performance gaps quickly. Some highlights of the reading skills progress are detailed here for pre-K-12.
In grades K-5, students will receive foundational instruction in both reading (FFR) and writing (FFW) as they develop their skills in reading unfamiliar words within grade-level texts. The foundational standards provide the essential building blocks for students to engage with these texts. As students progress from kindergarten to grade 5, they will enhance their reading fluency, read complex grade-level texts, and respond to text-based questions and instruction both in writing and orally. Literacy instruction remains focused on the importance of students reading challenging grade-level literary and informational texts fluently, while also learning vocabulary, writing, collaborating, and researching within these texts.
When students enter middle and high school, their teachers expect they have learned the basic skills and strategies for reading and comprehending text.
Students still working to develop these proficiencies may need assistance from their classroom teachers and, in some cases, from specialists in reading or special education to support their reading and writing in the classroom.
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Last updated: August 2025