Agenda Item
Meeting Date: 11/12/2020 - 4:00 PM
Category: Old Business and Action Items
Type: Info
Subject: Areas of Focus Update - Academic Disparities (PreK-2 Literacy)--(30 Mins.)
ACPS 2025 Strategic Plan Goal:
Goal 2: Instructional Excellence
ACPS will ensure that all students have access to and engagement with high-quality instruction.
Policy: IA - Instructional Goals and Objectives
Funding Source or Fiscal Impact (where applicable):
File Attachment:
201112_Memo_Area_of_Focus_Update_Academic_Disparities_Pre-K-2_Literacy.pdf
201112_Presentation_Area_of_Focus_Academic_Disparities_PreK-2_Literacy.pdf
K-2 Literacy Task Force Project Plan.pdf
Agenda Item Summary:
Background: Literacy in the 21st century involves students becoming active and intelligent users of print and non-print text, including using critical, creative, and self-regulated thinking processes to understand and contribute to their world. The ACPS literacy program aims to develop students’ ability to navigate, critically analyze, synthesize, and communicate in the ever-changing world around them.

Literacy involves students’ capacity for communicating with themselves and others. It requires that students engage in discourse domains, including reading, writing, speaking, and listening. Additionally, students who demonstrate literacy skills can investigate, explain, analyze, synthesize, and evaluate information presented in various media.

The ACPS literacy program utilizes a gradual release of responsibility model to move students towards independent mastery of new knowledge and skills with whole-group, small-group, and individual instructional practices. In all of these contexts, teachers work to foster conditions that provide culturally sustaining pedagogies and maximize learners’ engagement. Through the ACPS Multi-Tiered System of Supports, data is continuously reviewed to ensure students receive differentiated instruction targeted to their individual needs.
Daily instructional practices within these structures include the following:
Minilessons providing explicit modeling and guided practice;
Interactive read-alouds with accountable talk;
Shared reading and interactive writing;
Word study (including phonics and vocabulary instruction);
Accountable, goal-directed independent reading and writing; and
Assessment-based differentiated small group instruction.
Recommendation: The Superintendent recommends that the School Board review the Pre-K-2 Virtual PLUS+ instructional models and resources as well as the recommendations of the K-2 Literacy Task Force.
Approvals:
Recommended By:
Signed By:
Terri Mozingo - Chief Academic Officer
Signed By:
Gregory Hutchings - Superintendent