Whether you are a literacy leader in your school division, or an educator who works directly with students, have you had a chance to pause and really reflect upon on how the Virginia Literacy Act is meant to impact not only students to become more proficient readers, but also how the initiative can support you? Yes, there will be lots of change. Indeed, the change is happening quickly. And, granted, we are anticipating a whole lot of ‘new’ and with that may also come a host of very real worries. That said, it is important everyone feels empowered to embrace the many changes that are coming soon with VLA implementation. We must first acknowledge that we each come from different experiences and background as it relates to our literacy practices. Using the infamous K-W-L method, let’s evaluate what we might already know, what some of us would like to know, and what resources are readily available to learn more about VLA and the science of reading.
Resources to Explore
A high-quality curriculum and training in science-based reading instruction, as outlined in VLA, are meant to help us all know better so we can do better – together. Division leadership teams are currently developing literacy plans in response to the new initiative to create a vision and plan for professional development. Other goals in response to VLA include targeted support for educators and students, while also including family engagement and education. Rest assured, once these plans are communicated widely, the impact on student learning and outcomes is at the forefront. In essence, the overarching purpose of VLA relates to a question posed in The Right to Read, “what becomes of those kids who don’t learn how to read?” Finally, there are opportunities for you to ask questions and seek clarification through multiple channels for providing feedback now.
The Virginia Literacy Act Updates
Visit VDOE’s Virginia Literacy Act page for additional VLA updates and review the VLA Implementation Playbook to learn more about the efforts division leadership teams are engaged in. The Draft Student Reading Plan Template is a working document you are invited to provide input on. Public comment on the draft student reading plan may be submitted to vla@doe.virginia.gov. For any other comments or questions related to VLA, contact literacy@virginia.edu.
Virginia Literacy Partnerships
Aligned with VLA, free professional development resources across the 5 key components of evidence-based literacy instruction are available from the Virginia Literacy Partnership’s Value Series. Some notable resources include the Science-Based Reading Research Infographic and additional topics such as explicit instruction and data literacy. VLP also has shareable Resources for Families.
All Means All
VLA language clearly states every child, Kindergarten through eighth grade, will have access to evidence-based literacy instruction. Review Karen Erickson and David Koppenhaver’s Literacy Bill of Rights which emphasizes the need to include all children, regardless of severity of disability, in addressing literacy as a basic right. Grounded in the belief that all students can learn to read and write print, Comprehensive Literacy for All: Teaching Students with Significant Reading Disabilities by Erickson and Koppenhaver is a thorough yet practical guide, aligned with the science of reading, for teaching students literacy with significant disabilities. It is available for check out from our T-TAC at ODU Library.
The Big Picture
The Right to Read is a prominent film which tells the story of the reading crisis in America. Additionally, Emily Hanford’s Sold a Story: How Teaching Kids to Read Went So Wrong explains more about the reading crisis and the skills children need to learn how to read. Both are wonderful resources to help put VLA in context.
Simply told, legislation by itself is not enough to motivate. An established ‘why’ for VLA is fundamental. If the ‘why’ is not well-established for you or your colleagues, it is recommended as a starting place for learning. By navigating the above resources, you will find the facts and data supporting much needed change.
Reading proficiency as a crisis is an everyone issue; not a personal one. It’s something that happened and it’s time to collectively make that shift toward the science of reading. Of the many factors, it’s not your fault a problem exists and VLA aims to help guide us forward. Most importantly, after reflecting, emphasize what you already know about the shift. Give yourself credit – and grace.
In contrast, if you are totally bought in already, take on the role of peer leadership and support by taking advantage of opportunities to showcase best practices and success stories to encourage and motivate staff members along the way. After all, it’s contagious, and we need everyone on board for this journey. Only together can we inspire change and put the systems in place to realize it!
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