Radford City Schools

7 CIVIL AND MUNICIPAL VOLUME 4, ISSUE 12 RADFORD CI T Y SCHOOLS Reading is still fundamental While providing alternative and innovative programs for its students, Radford City Schools also pays attention to the more traditional learning strategies, particularly when it comes to the first of the three “Rs”– Reading. “We have taken the bull by the horns concerning literacy,” Denny asserts. “We now have an elementary literacy coach who works very hard, pre-K through 6th grade, to ensure our teachers are well-trained with best practices and research-based practices in the science of reading, and that our students are getting sound instruction. The literacy program is robust and complete with many different components working together, including our special education teachers, to support all students in the quest to become literate.” The district is also aligned with the newly formulated provisions of the Virginia Literacy Act (VLA). Passed by the state legislature in 2022, the VLA mandates “urgent and significant action to produce early universal literacy across the state.” According to the Act, beginning in the 2024-2025 school year: • Every student in kindergarten to grade three will receive core literacy instruction based in scientifically-based reading research and evidence-based literacy instruction. Students will also receive evidence-based instruction and intervention, as outlined in an individualized student reading plan, if they do not meet literacy benchmarks. • Every family 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. • Every teacher will use evidence-based literacy curriculum, assess student learning using approved literacy screeners, use student-level data to inform instruction and intervention, and participate in pre-service preparation or training on evidence-based literacy instruction. • Every reading specialist, in consultation with classroom teachers, will coordinate and oversee intervention for students not meeting literacy benchmarks, and will develop and monitor student progress on student reading plans, working closely with families and teachers. • Every division will develop a literacy plan, ensure the use of evidence-based literacy curriculum, staff enough reading specialists to support intervention needs, and provide professional development to support teachers, reading specialists, and principals. School safety is paramount Finally, because of the dangerous times in which we live, school safety and security measures have become increasingly important to administrators,