Literacy

In MVWSD, we believe that literacy--the ability to read, write, and comprehend--is a fundamental civil right. We know that learning to read is a gatekeeper to academic success, and that it is our responsibility to ensure that every student leaves MVWSD a skilled reader. We know that reading is not a natural process and must be explicitly and systematically taught.

We believe in education research and utilize evidence-based practices. We know that skilled reading is the product of increasingly automatic word recognition skills and increasingly strategic language comprehension. We know that the most effective way to develop skilled readers is through a rigorous, evidence-based and research-aligned core curriculum, paired with screening for reading risk and early, targeted reading intervention.

We follow a multi-tiered system of supports (MTSS) framework to literacy instruction, which includes evidence-based literacy instruction for all students, reading risk screening for all students grades K-2, interventions and additional supports for striving readers, and assessments to monitor student learning and adjust instruction.

Reading Difficulty Risk Screening 

What is screening for reading difficulties, including risk of dyslexia?
Universal screening consists of brief assessments focused on target skills that are highly predictive of future outcomes (). Screening students for risk of reading difficulties, including dyslexia, is one of many tools that we use to gain information about how to support our students’ learning. Screening is part of our comprehensive instructional strategy, and should be used like other types of formative and summative assessments: to inform instruction, measure a student’s progress, identify student learning needs, and enable parents and educators to discuss student needs in a more informed way. 

Screening is for all K-2 students to determine risk and who needs additional assessment and early intervention. In K-2, students are still receiving foundational skills instruction; therefore, screening results are a predictor for future outcomes. Students in K-2 who are found “at risk for reading difficulties” are likely to have later reading difficulties without targeted instruction; however, with explicit, evidence-based reading instruction and intervention, the majority of students found “at risk” will learn how to read. 

What screening is NOT

Screening is NOT an evaluation or diagnostic tool to establish eligibility for special education and related services or an evaluation to determine eligibility for a Section 504 plan. Screening is NOT used for any high stakes purpose and is NOT a diagnosis of a disability.

Screening as a predictor of outcomes is no longer needed past grade 2 because students in those grades have already received the majority of their foundational skills instruction. Other assessment data, including benchmark assessments, already indicate that a student has reading difficulties and that data can be used to drive instruction and intervention decisions.

The district sends a pre-screener notification to all K-2 students in August. 1st and 2nd grade students will be screened in September. Kindergarten students will be screened in December.

Within 45 days of RDRS administration, all families will receive an mCLASS DIBELS score report. See sample parent report. Families of students who are found at-risk for reading difficulties will receive a post-screener notification indicating risk for reading difficulties and next steps for instruction.

Early Literacy Reading Intervention

MVWSD recognizes the importance of a holistic approach to address the needs of emerging readers. Each school site has a reading intervention program with staff trained in the Orton-Gillingham methodology.  An additional team of intervention teachers work with students and staff at schools that demonstrate lower student achievement for emerging readers (K-2).

Reading/Language Arts program

K-5 students learn with Amplify Core Knowledge Language Arts (CKLA). It is built from the science of reading, includes explicit and systematic foundational skills instruction, and builds deep knowledge and vocabulary in content across the sciences, social sciences, humanities, and literature. 


PK/TK students learn with Savvas Three Cheers for PreK. It is aligned with the science of reading and the continuum of play-based learning. It also provides ample opportunities for students to develop oral language and vocabulary through rich discussions, engaging content, and playful learning. 


Amplify CKLA and Savvas Three Cheers for PreK were adopted by the Board of Trustees on May 30, 2024. For more information about the adoption process, please see the May 16, 2024 Board presentation.