{"formats":[{"name":"JSON","format":"json","url":"\/downloads\/2025\/code-json\/22.1-253.13_1.json"},{"name":"Plain Text","format":"text","url":"\/downloads\/2025\/code-text\/22.1-253.13_1.txt"},{"name":"XML","format":"xml","url":"\/downloads\/2025\/code-xml\/22.1-253.13_1.xml"},{"name":"HTML","format":"html","url":"\/downloads\/2025\/code-html\/22.1-253.13_1.html"}],"law_id":80280,"edition_id":1,"section_id":80280,"structure_id":15031,"section_number":"22.1-253.13:1","catch_line":"(Effective July 1, 2026) Standard 1. Instructional programs supporting the Standards of Learning and other educational objectives","history":"1988, cc. 645, 682; 1990, cc. 797, 820, 839; 1991, cc. 295, 304; 1992, cc. 132, 591; 1994, cc. 618, 790; 1996, cc. 163, 522; 1997, cc. 466, 828, 829; 1998, cc. 103, 602, 627, 800, 816, 902; 1999, cc. 377, 444, 445, 452, 461, 488, 552, 595, 994; 2000, cc. 504, 547, 653, 662, 677, 684, 710, 750, 867; 2001, c. 483; 2002, c. 837; 2003, cc. 690, 697, 714, 861; 2004, cc. 404, 848, 939, 955; 2005, cc. 331, 450; 2007, c. 234; 2008, c. 661; 2009, c. 802; 2012, cc. 794, 845; 2013, cc. 123, 157, 498, 530; 2014, c. 472; 2015, cc. 562, 589; 2016, cc. 146, 155, 472, 737; 2017, c. 100; 2018, cc. 138, 484, 485, 748, 749; 2019, c. 582; 2020, c. 637; 2021, Sp. Sess. I, c. 167; 2022, cc. 168, 549, 550; 2023, cc. 645, 646; 2024, cc. 7, 12, 44, 144, 433, 647, 657, 666, 684; 2025, cc. 276, 662, 680, 683.","full_text":"A\n\nThe General Assembly and the Board believe that the fundamental goal of the public schools of the Commonwealth must be to enable each student to develop the skills that are necessary for success in school, preparation for life, and reaching their full potential. The General Assembly and the Board find that the quality of education is dependent upon the provision of (i) the appropriate working environment, benefits, and salaries necessary to ensure the availability of high-quality instructional personnel; (ii) the appropriate learning environment designed to promote student achievement; (iii) quality instruction that enables each student to become a productive and educated citizen of Virginia and the United States of America; and (iv) the adequate commitment of other resources. In keeping with this goal, the General Assembly shall provide for the support of public education as set forth in Article VIII, § 1 of the Constitution of Virginia.B\n\nThe Board shall establish educational objectives known as the Standards of Learning, which shall form the core of Virginia’s educational program, and other educational objectives, which together are designed to ensure the development of the skills that are necessary for success in school and for preparation for life in the years beyond. At a minimum, the Board shall establish Standards of Learning for English, mathematics, science, and history and social science. The Standards of Learning shall not be construed to be regulations as defined in § 2.2-4001.\n\t\t\tThe Board shall seek to ensure that the Standards of Learning are consistent with a high-quality foundation educational program. The Standards of Learning shall include, but not be limited to, the basic skills of communication (listening, speaking, reading, and writing); computation and critical reasoning, including problem solving and decision making; proficiency in the use of computers and related technology; computer science and computational thinking, including computer coding; and the skills to manage personal finances and to make sound financial decisions.\n\t\t\tThe English Standards of Learning for reading in kindergarten through grade eight shall align with evidence-based literacy instruction and science-based reading research.\n\t\t\tThe Standards of Learning in all subject areas shall be subject to regular review and revision to maintain rigor and to reflect a balance between content knowledge and the application of knowledge in preparation for eventual employment and lifelong learning. The Board shall establish a regular schedule, in a manner it deems appropriate, for the review, and revision as may be necessary, of the Standards of Learning in all subject areas. Such review of each subject area shall occur at least once every seven years. Nothing in this section shall be construed to prohibit the Board from conducting such review and revision on a more frequent basis.\n\t\t\tTo provide appropriate opportunity for input from the general public, teachers, and local school boards, the Board shall conduct public hearings prior to establishing revised Standards of Learning. Thirty days prior to conducting such hearings, the Board shall give notice of the date, time, and place of the hearings to all local school boards and any other persons requesting to be notified of the hearings and publish notice of its intention to revise the Standards of Learning in the Virginia Register of Regulations. Interested parties shall be given reasonable opportunity to be heard and present information prior to final adoption of any revisions of the Standards of Learning.\n\t\t\tIn addition, the Department shall make available and maintain a website, either separately or through an existing website utilized by the Department, enabling public elementary, middle, and high school educators to submit recommendations for improvements relating to the Standards of Learning, when under review by the Board according to its established schedule, and related assessments required by the Standards of Quality pursuant to this chapter. Such website shall facilitate the submission of recommendations by educators.\n\t\t\tSchool boards shall implement the Standards of Learning or objectives specifically designed for their school divisions that are equivalent to or exceed the Board’s requirements. Students shall be expected to achieve the educational objectives established by the school division at appropriate age or grade levels. The curriculum adopted by the local school division shall be aligned to the Standards of Learning.\n\t\t\tThe Board shall include in the Standards of Learning for history and social science the study of contributions to society of diverse people. For the purposes of this subsection, “diverse” includes consideration of disability, ethnicity, race, and gender.\n\t\t\tThe Board shall include in the Standards of Learning for health instruction in emergency first aid, cardiopulmonary resuscitation, and the use of an automated external defibrillator, including hands-on practice of the skills necessary to perform cardiopulmonary resuscitation. Such instruction shall be based on the current national evidence-based emergency cardiovascular care guidelines for cardiopulmonary resuscitation and the use of an automated external defibrillator, such as a program developed by the American Heart Association or the American Red Cross. No teacher who is in compliance with subdivision D 3 of § 22.1-298.1 shall be required to be certified as a trainer of cardiopulmonary resuscitation to provide instruction for non-certification.\n\t\t\tThe Board shall include in the Standards of Learning for physical and health education for grade nine or 10 research-based hazing prevention instruction, in accordance with the Standards of Learning and curriculum guidelines for research-based hazing prevention instruction developed by the Board pursuant to subsection B of § 22.1-207.\n\t\t\tWith such funds as are made available for this purpose, the Board shall regularly review and revise the competencies for career and technical education programs to require the full integration of English, mathematics, science, and history and social science Standards of Learning. Career and technical education programs shall be aligned with industry and professional standard certifications, where they exist.\n\t\t\tThe Board shall establish content standards and curriculum guidelines for courses in career investigation in elementary school, middle school, and high school. Each school board shall (i) require each middle school student to take at least one course in career investigation or (ii) select an alternate means of delivering the career investigation course to each middle school student, provided that such alternative is equivalent in content and rigor and provides the foundation for such students to develop their academic and career plans. Any school board may require (a) such courses in career investigation at the high school level as it deems appropriate, subject to Board approval as required in subsection A of § 22.1-253.13:4, and (b) such courses in career investigation at the elementary school level as it deems appropriate. The Board shall develop and disseminate to each school board career investigation resource materials that are designed to ensure that students have the ability to further explore interest in career and technical education opportunities in middle and high school. In developing such resource materials, the Board shall consult with representatives of career and technical education, industry, skilled trade associations, chambers of commerce or similar organizations, and contractor organizations.C\n\nLocal school boards shall develop and implement a program of instruction for grades K through 12 that is aligned to the Standards of Learning and meets or exceeds the requirements of the Board. The program of instruction shall emphasize reading, writing, speaking, mathematical concepts and computations, proficiency in the use of computers and related technology, computer science and computational thinking, including computer coding, and scientific concepts and processes; essential skills and concepts of citizenship, including knowledge of Virginia history and world and United States history, economics, government, foreign languages, international cultures, health and physical education, environmental issues, and geography necessary for responsible participation in American society and in the international community; fine arts, which may include, but need not be limited to, music and art, and practical arts; knowledge and skills needed to qualify for further education, gainful employment, or training in a career or technical field; and development of the ability to apply such skills and knowledge in preparation for eventual employment and lifelong learning and to achieve economic self-sufficiency.\n\t\t\tLocal school boards shall also develop and implement programs of prevention, intervention, or remediation for students who are educationally at risk including, but not limited to, those who fail to achieve a passing score on any Standards of Learning assessment in grades three through eight or who fail an end-of-course test required for the award of a verified unit of credit. Such programs shall include components that are research-based.\n\t\t\tAny student who achieves a passing score on one or more, but not all, of the Standards of Learning assessments for the relevant grade level in grades three through eight may be required to attend a remediation program.\n\t\t\tAny student who fails to achieve a passing score on all of the Standards of Learning assessments for the relevant grade level in grades three through eight or who fails an end-of-course test required for the award of a verified unit of credit shall be required to attend a remediation program or to participate in another form of remediation. Division superintendents shall require such students to take special programs of prevention, intervention, or remediation, which may include attendance in public summer school programs, in accordance with clause (ii) of subsection A of § 22.1-254 and § 22.1-254.01.\n\t\t\tRemediation programs shall include, when applicable, a procedure for early identification of students who are at risk of failing the Standards of Learning assessments in grades three through eight or who fail an end-of-course test required for the award of a verified unit of credit. Such programs may also include summer school for all elementary and middle school grades and for all high school academic courses, as defined by regulations promulgated by the Board, or other forms of remediation. Summer school remediation programs or other forms of remediation shall be chosen by the division superintendent to be appropriate to the academic needs of the student. Students who are required to attend such summer school programs or to participate in another form of remediation shall not be charged tuition by the school division.\n\t\t\tThe requirement for remediation may, however, be satisfied by the student’s attendance in a program of prevention, intervention or remediation that has been selected by his parent, in consultation with the division superintendent or his designee, and is either (i) conducted by an accredited private school or (ii) a special program that has been determined to be comparable to the required public school remediation program by the division superintendent. The costs of such private school remediation program or other special remediation program shall be borne by the student’s parent.\n\t\t\tThe Board shall establish standards for full funding of summer remedial programs that shall include, but not be limited to, the minimum number of instructional hours or the equivalent thereof required for full funding and an assessment system designed to evaluate program effectiveness. Based on the number of students attending and the Commonwealth’s share of the per pupil instructional costs, state funds shall be provided for the full cost of summer and other remediation programs as set forth in the appropriation act, provided such programs comply with such standards as shall be established by the Board, pursuant to § 22.1-199.2.D\n\nLocal school boards shall also implement the following:1\n\nPrograms in grades K through three that emphasize developmentally appropriate learning to enhance success.2\n\nPrograms based on prevention, intervention, or remediation designed to increase the number of students who earn a high school diploma and to prevent students from dropping out of school. Such programs shall include components that are research-based.3\n\nCareer and technical education programs incorporated into the K through 12 curricula that include:\n\t\t\t\ta. Knowledge of careers and all types of employment opportunities, including, but not limited to, apprenticeships, entrepreneurship and small business ownership, the military, and the teaching profession, and emphasize the advantages of completing school with marketable skills;\n\t\t\t\tb. Career exploration opportunities in the middle school grades;\n\t\t\t\tc. Competency-based career and technical education programs that integrate academic outcomes, career guidance, and job-seeking skills for all secondary students. Programs shall be based upon labor market needs and student interest. Career guidance shall include counseling about available employment opportunities and placement services for students exiting school. Each school board shall develop and implement a plan to ensure compliance with the provisions of this subdivision. Such plan shall be developed with the input of area business and industry representatives and local comprehensive community colleges and shall be submitted to the Superintendent in accordance with the timelines established by federal law;\n\t\t\t\td. Annual notice on its website to enrolled high school students and their parents of (i) the availability of the postsecondary education and employment data published by the State Council of Higher Education on its website pursuant to § 23.1-204.1 and (ii) the opportunity for such students to obtain a nationally recognized career readiness certificate at a local public high school, comprehensive community college, or workforce center; and\n\t\t\t\te. As part of each student’s academic and career plan, a list of (i) the top 100 professions in the Commonwealth by median pay and the education, training, and skills required for each such profession and (ii) the top 10 degree programs at institutions of higher education in the Commonwealth by median pay of program graduates. The Department shall annually compile such lists and provide them to each local school board.4\n\nEducational objectives in middle and high school that emphasize economic education and financial literacy pursuant to § 22.1-200.03.5\n\nEarly identification of students with disabilities and enrollment of such students in appropriate instructional programs consistent with state and federal law.6\n\nEarly identification of gifted students and enrollment of such students in appropriately differentiated instructional programs.7\n\nEducational alternatives for students whose needs are not met in programs prescribed elsewhere in these standards. Such students shall be counted in average daily membership (ADM) in accordance with the regulations of the Board.8\n\nAdult education programs for individuals functioning below the high school completion level. Such programs may be conducted by the school board as the primary agency or through a collaborative arrangement between the school board and other agencies.9\n\nA plan to make achievements for students who are educationally at risk a divisionwide priority that shall include procedures for measuring the progress of such students.10\n\nAn agreement for postsecondary credit and degree attainment with any comprehensive community college in the Commonwealth specifying the options for students to complete an associate degree, a one-year Uniform Certificate of General Studies, or the Passport Program from a comprehensive community college concurrent with a high school diploma, consistent with the requirements for the College and Career Ready Virginia Program set forth in Article 5.1 (§ 22.1-237.1 et seq.) of Chapter 13. Such agreement shall specify the credit available for dual enrollment courses and Advanced Placement courses with qualifying exam scores of three or higher.11\n\nA plan to notify students and their parents of the availability of dual enrollment and advanced placement classes; career and technical education programs, including internships, externships, apprenticeships, credentialing programs, certification programs, licensure programs, and other work-based learning experiences; the International Baccalaureate Program and Academic Year Governor’s School Programs; the qualifications for enrolling in such classes, programs, and experiences; and the availability of financial assistance to low-income and needy students to take the advanced placement and International Baccalaureate examinations. This plan shall include notification to students and parents of the College and Career Ready Virginia Program established pursuant to Article 5.1. (§ 22.1-237.1 et seq.) of Chapter 13 and its agreement with a comprehensive community college in the Commonwealth pursuant to subdivision 10 to enable students to complete an associate degree, a one-year Uniform Certificate of General Studies, or the Passport Program concurrent with a high school diploma.12\n\nIdentification of students with limited English proficiency and enrollment of such students in appropriate instructional programs, which programs may include dual language programs whereby such students receive instruction in English and in a second language.13\n\nEarly identification, diagnosis, and assistance for students with mathematics problems and provision of instructional strategies and mathematics practices that benefit the development of mathematics skills for all students.\n\t\t\t\tLocal school divisions shall provide algebra readiness intervention services to students in grades six through nine who are at risk of failing the Algebra I end-of-course test, as demonstrated by their individual performance on any diagnostic test that has been approved by the Department. Local school divisions shall report the results of the diagnostic tests to the Department on an annual basis, at a time to be determined by the Superintendent. Each student who receives algebra readiness intervention services will be assessed again at the end of that school year. Funds appropriated for prevention, intervention, and remediation; summer school remediation; at-risk; or algebra readiness intervention services may be used to meet the requirements of this subdivision.14\n\nIncorporation of art, music, and physical education as a part of the instructional program at the elementary school level.15\n\nA program of physical activity available to all students in grades kindergarten through five consisting of at least 20 minutes per day or an average of 100 minutes per week during the regular school year and available to all students in grades six through 12 with a goal of at least 150 minutes per week on average during the regular school year. Such program may include any combination of (i) physical education classes, (ii) extracurricular athletics, (iii) recess, or (iv) other programs and physical activities deemed appropriate by the local school board. Each local school board shall implement such program during the regular school year. Any physical education class offered to students in grades seven and eight shall include at least one hour of personal safety training per school year in each such grade level that is developed and delivered in partnership with the local law-enforcement agency and consists of situational safety awareness training and social media education. Each local school board shall offer to all students in grade nine or 10 a physical education class that includes research-based hazing prevention instruction pursuant to subsection C of § 22.1-207, unless such hazing prevention instruction is provided as part of a separate health education class offered to students in grade nine or 10. Each local school board may accept participation in the Junior Reserve Officers’ Training Corps as fulfillment of any physical education requirements applicable to students in grades nine through 12.16\n\nA program of student services for kindergarten through grade 12 that shall be designed to aid students in their educational, social, and career development.17\n\nThe collection and analysis of data and the use of the results to evaluate and make decisions about the instructional program.18\n\nA program of instruction in the high school Virginia and U.S. Government course on all information and concepts contained in the civics portion of the U.S. Naturalization Test.E\n\nFrom such funds as may be appropriated or otherwise received for such purpose, there shall be established within the Department a unit to (i) conduct evaluative studies; (ii) provide the resources and technical assistance to increase the capacity for school divisions to deliver quality instruction; and (iii) assist school divisions in implementing those programs and practices that will enhance pupil academic performance and improve family and community involvement in the public schools. Such unit shall identify and analyze effective instructional programs and practices and professional development initiatives; evaluate the success of programs encouraging parental and family involvement; assess changes in student outcomes prompted by family involvement; and collect and disseminate among school divisions information regarding effective instructional programs and practices, initiatives promoting family and community involvement, and potential funding and support sources. Such unit may also provide resources supporting professional development for administrators and teachers. In providing such information, resources, and other services to school divisions, the unit shall give priority to those divisions demonstrating a less than 70 percent passing rate on the Standards of Learning assessments.F\n\nThe Board shall, in collaboration with the Virginia Community College System, Career and Technical Education directors, and industry partners, develop and maintain a current, comprehensive, and uniform list of industry-recognized workforce credentials that students may take as a substitute for certain credits required for graduation pursuant to 8VAC20-131-51of the Virginia Administrative Code, including industry-recognized workforce credentials that students may take as a substitute for elective credits and industry-recognized workforce credentials completed outside of regular school hours. The Board shall include on such list its diploma seal of biliteracy established pursuant to subdivision E 4 of § 22.1-253.13:4and shall consider such seal to be a high-demand industry workforce credential for the purpose of satisfying graduation requirements. The Board, in collaboration with the Virginia Community College System, shall ensure that such list reflects the current credit requirements for graduation and the current credentials accepted as substitutes. The Board shall post such list in a publicly accessible location on its website. Each school board shall accept as a substitute for a required credit any credential listed as an accepted substitute for such required credit.G\n\nEach local school board may enter into agreements for postsecondary course credit, credential, certification, or license attainment, hereinafter referred to as College and Career Access Pathways Partnerships (Partnerships), with comprehensive community colleges or other public institutions of higher education or educational institutions established pursuant to Title 23.1 that offer a career and technical education curriculum. Such Partnerships shall (i) specify the options for students to take courses as part of the career and technical education curriculum that lead to course credit or an industry-recognized credential, certification, or license concurrent with a high school diploma; (ii) specify the credit, credentials, certifications, or licenses available for such courses; (iii) specify the industry-recognized credentials that are accepted as substitutes for certain credits required for high school graduation, consistent with the list developed and maintained by the Board pursuant to subsection F; and (iv) specify available options for students to participate in pre-apprenticeship and apprenticeship programs at comprehensive community colleges concurrent with the pursuit of a high school diploma and receive college credit and high school credit for successful completion of any such program.H\n\nEach local school board shall provide a program of literacy instruction that is aligned with science-based reading research and provides evidenced-based literacy instruction to students in kindergarten through grade eight and is consistent with the school board’s literacy plan as required by subsection B of \u00a7 22.1-253.13:6. Pursuant to such program:1\n\nEach local school board shall provide reading intervention services to students in kindergarten through grade eight who demonstrate substantial deficiencies based on their individual performance on the Standards of Learning reading assessment or a literacy screener provided by the Department. Such reading intervention services shall consist of evidence-based literacy instruction, align with science-based reading research, and be documented for each student in a written student reading plan, consistent with the requirements in subdivision 2 and the list developed by the Department pursuant to subdivision I 2.2\n\nA reading specialist, in collaboration with the teacher of any student who receives reading intervention services pursuant to subdivision 1, shall develop, oversee implementation of, and monitor student progress on a student reading plan. The parent of each student who receives reading intervention services pursuant to subdivision 1 shall receive notice of and have the opportunity to participate in the development of the student reading plan. Each student reading plan (i) shall follow the Department template created pursuant to subdivision I 3; (ii) shall document such reading intervention services; (iii) shall include, at a minimum, (a) the student’s specific, diagnosed reading skill deficiencies as determined or identified by diagnostic assessment data or the literacy screener provided by the Department; (b) the goals and benchmarks for student growth in reading; (c) a description of the specific measures that will be used to evaluate and monitor the student’s reading progress; (d) the specific evidence-based literacy instruction that the student will receive; (e) the strategies, resources, and materials that will be provided to the student’s parent to support the student to make reading progress; and (f) any additional services the teacher deems available and appropriate to accelerate the student’s reading skill development; and (iv) may include the following services for the student: instruction from a reading specialist, trained aide, computer-based reading tutorial program, or classroom teacher with support from an aide, extended instructional time in the school day or school year, or, for students in grades six through eight, a literacy course, in addition to the course required by the Standards of Learning in English, that provides the specific evidence-based literacy instruction identified in the student’s reading plan. In accordance with § 22.1-215.2, the parent of each student shall receive notice before services begin and a copy of the student reading plan.3\n\nEach student who receives such reading intervention services shall be assessed utilizing either the literacy screener provided by the Department or the grade-level reading Standards of Learning assessment again at the end of that school year.\n\t\t\t\tFunds appropriated for prevention, intervention, and remediation, summer school remediation, the at-risk add-on, or early intervention reading may be used to meet the requirements of this subsection.I\n\nIn order to assist local school boards to implement the provisions of subsection H:1\n\nThe Board shall provide guidance on the content of student reading plans;2\n\nThe Department shall develop a list of core literacy curricula for students in kindergarten through grade five and supplemental instruction practices and programs and intervention programs for students in kindergarten through grade eight that consist of evidence-based literacy instruction aligned with science-based reading research. The list shall be approved by the Board;3\n\nThe Department shall develop a template for student reading plans that aligns with the requirements of subsection H;4\n\nThe Department shall develop and implement a plan for the annual collection and public reporting of division-level and school-level literacy data, at a time to be determined by the Superintendent, to include results on the literacy screeners provided by the Department and the reading Standards of Learning assessments; and5\n\nThe Department shall provide free online evidence-based literacy instruction resources that can be accessed by parents and local school boards to support student literacy development at home.J\n\nAs used in this subsection:\n\t\t\t“Digital citizenship” means a diverse set of skills related to current technology and social media, including the norms of appropriate, responsible, and healthy behavior.\n\t\t\t“Media literacy” means the ability to access, analyze, evaluate, and use media and information. “Media literacy” includes the foundational skills that lead to digital citizenship.\n\t\t\tThe Board shall consider, during each regularly scheduled revision to the Standards of Learning and any associated curriculum framework, including the Digital Learning Integration Standards of Learning, incorporating media literacy and digital citizenship standards at each grade level.K\n\nEach local school board shall adopt and implement textbooks and other high-quality instructional materials in English language arts for grades six through 12 and mathematics, science, and history and social science for grades kindergarten through 12. Except as otherwise provided in subdivision I 2 and subsection B of § 22.1-253.13:6, such textbooks and other high-quality instructional materials shall be selected from the list approved by the Board pursuant to § 22.1-238 or through a local adoption process that incorporates requirements for textbooks and other high-quality instructional materials in accordance with regulations promulgated by the Board.L\n\nTo support local adoption and implementation of textbooks and other high-quality instructional materials, the Department shall:1\n\nReview and update its “Virginia’s Textbook Review Process” document to identify textbooks and other high-quality instructional materials for Board approval pursuant to § 22.1-238. Such review process shall include guidelines and timelines for the submission of, review of, comment on, and evaluation of textbooks and instructional materials, the development and update at least every seven years of evaluation rubrics to determine the extent to which submitted textbooks and instructional materials meet the definition of textbooks and other high-quality instructional materials, the selection and training of Virginia review teams that represent educators from various geographical regions of the Commonwealth and the diversity of the Commonwealth’s schools, opportunity for public comment, and the publication of ratings and reports based on the reviews;2\n\nImplement the review process developed pursuant to subdivision 1 to develop a list of textbooks and other high-quality instructional materials for English language arts for grades six through 12 and mathematics, science, and history and social science for grades kindergarten through 12;3\n\nDevelop, adopt, and publish a list of approved vendors of professional learning resources that support teachers to implement the textbooks and other high-quality instructional materials approved by the Board pursuant to § 22.1-238;4\n\nFor any school that requires improvement, based on federal indicators or a failure to meet Board standards pursuant to § 22.1-253.13:3, (i) complete a review of the curricula in use at such school, (ii) from such funds as may be appropriated, develop a grant program to support the school to adopt textbooks and other high-quality instructional materials from the list approved by the Board pursuant to § 22.1-238 and contract with vendors of professional learning resources from the list approved in accordance with subdivision 3, and (iii) monitor implementation of the adopted textbooks and high-quality instructional materials and professional learning resources; and5\n\nPublish annually a list of the textbooks and other high-quality instructional materials and professional learning resources adopted and procured by each local school board.","order_by":null,"text":{"0":{"id":287366,"text":"The General Assembly and the Board believe that the fundamental goal of the public schools of the Commonwealth must be to enable each student to develop the skills that are necessary for success in school, preparation for life, and reaching their full potential. The General Assembly and the Board find that the quality of education is dependent upon the provision of (i) the appropriate working environment, benefits, and salaries necessary to ensure the availability of high-quality instructional personnel; (ii) the appropriate learning environment designed to promote student achievement; (iii) quality instruction that enables each student to become a productive and educated citizen of Virginia and the United States of America; and (iv) the adequate commitment of other resources. In keeping with this goal, the General Assembly shall provide for the support of public education as set forth in Article VIII, § 1 of the Constitution of Virginia.","type":"section","prefixes":["A"],"prefix":"A","entire_prefix":"A","prefix_anchor":"A","level":1,"next_prefix":"B"},"1":{"id":287367,"text":"The Board shall establish educational objectives known as the Standards of Learning, which shall form the core of Virginia’s educational program, and other educational objectives, which together are designed to ensure the development of the skills that are necessary for success in school and for preparation for life in the years beyond. At a minimum, the Board shall establish Standards of Learning for English, mathematics, science, and history and social science. The Standards of Learning shall not be construed to be regulations as defined in § 2.2-4001.\n\t\t\tThe Board shall seek to ensure that the Standards of Learning are consistent with a high-quality foundation educational program. The Standards of Learning shall include, but not be limited to, the basic skills of communication (listening, speaking, reading, and writing); computation and critical reasoning, including problem solving and decision making; proficiency in the use of computers and related technology; computer science and computational thinking, including computer coding; and the skills to manage personal finances and to make sound financial decisions.\n\t\t\tThe English Standards of Learning for reading in kindergarten through grade eight shall align with evidence-based literacy instruction and science-based reading research.\n\t\t\tThe Standards of Learning in all subject areas shall be subject to regular review and revision to maintain rigor and to reflect a balance between content knowledge and the application of knowledge in preparation for eventual employment and lifelong learning. The Board shall establish a regular schedule, in a manner it deems appropriate, for the review, and revision as may be necessary, of the Standards of Learning in all subject areas. Such review of each subject area shall occur at least once every seven years. Nothing in this section shall be construed to prohibit the Board from conducting such review and revision on a more frequent basis.\n\t\t\tTo provide appropriate opportunity for input from the general public, teachers, and local school boards, the Board shall conduct public hearings prior to establishing revised Standards of Learning. Thirty days prior to conducting such hearings, the Board shall give notice of the date, time, and place of the hearings to all local school boards and any other persons requesting to be notified of the hearings and publish notice of its intention to revise the Standards of Learning in the Virginia Register of Regulations. Interested parties shall be given reasonable opportunity to be heard and present information prior to final adoption of any revisions of the Standards of Learning.\n\t\t\tIn addition, the Department shall make available and maintain a website, either separately or through an existing website utilized by the Department, enabling public elementary, middle, and high school educators to submit recommendations for improvements relating to the Standards of Learning, when under review by the Board according to its established schedule, and related assessments required by the Standards of Quality pursuant to this chapter. Such website shall facilitate the submission of recommendations by educators.\n\t\t\tSchool boards shall implement the Standards of Learning or objectives specifically designed for their school divisions that are equivalent to or exceed the Board’s requirements. Students shall be expected to achieve the educational objectives established by the school division at appropriate age or grade levels. The curriculum adopted by the local school division shall be aligned to the Standards of Learning.\n\t\t\tThe Board shall include in the Standards of Learning for history and social science the study of contributions to society of diverse people. For the purposes of this subsection, “diverse” includes consideration of disability, ethnicity, race, and gender.\n\t\t\tThe Board shall include in the Standards of Learning for health instruction in emergency first aid, cardiopulmonary resuscitation, and the use of an automated external defibrillator, including hands-on practice of the skills necessary to perform cardiopulmonary resuscitation. Such instruction shall be based on the current national evidence-based emergency cardiovascular care guidelines for cardiopulmonary resuscitation and the use of an automated external defibrillator, such as a program developed by the American Heart Association or the American Red Cross. No teacher who is in compliance with subdivision D 3 of § 22.1-298.1 shall be required to be certified as a trainer of cardiopulmonary resuscitation to provide instruction for non-certification.\n\t\t\tThe Board shall include in the Standards of Learning for physical and health education for grade nine or 10 research-based hazing prevention instruction, in accordance with the Standards of Learning and curriculum guidelines for research-based hazing prevention instruction developed by the Board pursuant to subsection B of § 22.1-207.\n\t\t\tWith such funds as are made available for this purpose, the Board shall regularly review and revise the competencies for career and technical education programs to require the full integration of English, mathematics, science, and history and social science Standards of Learning. Career and technical education programs shall be aligned with industry and professional standard certifications, where they exist.\n\t\t\tThe Board shall establish content standards and curriculum guidelines for courses in career investigation in elementary school, middle school, and high school. Each school board shall (i) require each middle school student to take at least one course in career investigation or (ii) select an alternate means of delivering the career investigation course to each middle school student, provided that such alternative is equivalent in content and rigor and provides the foundation for such students to develop their academic and career plans. Any school board may require (a) such courses in career investigation at the high school level as it deems appropriate, subject to Board approval as required in subsection A of § 22.1-253.13:4, and (b) such courses in career investigation at the elementary school level as it deems appropriate. The Board shall develop and disseminate to each school board career investigation resource materials that are designed to ensure that students have the ability to further explore interest in career and technical education opportunities in middle and high school. In developing such resource materials, the Board shall consult with representatives of career and technical education, industry, skilled trade associations, chambers of commerce or similar organizations, and contractor organizations.","type":"section","prefixes":["B"],"prefix":"B","entire_prefix":"B","prefix_anchor":"B","level":1,"prior_prefix":"A","next_prefix":"C"},"2":{"id":287368,"text":"Local school boards shall develop and implement a program of instruction for grades K through 12 that is aligned to the Standards of Learning and meets or exceeds the requirements of the Board. The program of instruction shall emphasize reading, writing, speaking, mathematical concepts and computations, proficiency in the use of computers and related technology, computer science and computational thinking, including computer coding, and scientific concepts and processes; essential skills and concepts of citizenship, including knowledge of Virginia history and world and United States history, economics, government, foreign languages, international cultures, health and physical education, environmental issues, and geography necessary for responsible participation in American society and in the international community; fine arts, which may include, but need not be limited to, music and art, and practical arts; knowledge and skills needed to qualify for further education, gainful employment, or training in a career or technical field; and development of the ability to apply such skills and knowledge in preparation for eventual employment and lifelong learning and to achieve economic self-sufficiency.\n\t\t\tLocal school boards shall also develop and implement programs of prevention, intervention, or remediation for students who are educationally at risk including, but not limited to, those who fail to achieve a passing score on any Standards of Learning assessment in grades three through eight or who fail an end-of-course test required for the award of a verified unit of credit. Such programs shall include components that are research-based.\n\t\t\tAny student who achieves a passing score on one or more, but not all, of the Standards of Learning assessments for the relevant grade level in grades three through eight may be required to attend a remediation program.\n\t\t\tAny student who fails to achieve a passing score on all of the Standards of Learning assessments for the relevant grade level in grades three through eight or who fails an end-of-course test required for the award of a verified unit of credit shall be required to attend a remediation program or to participate in another form of remediation. Division superintendents shall require such students to take special programs of prevention, intervention, or remediation, which may include attendance in public summer school programs, in accordance with clause (ii) of subsection A of § 22.1-254 and § 22.1-254.01.\n\t\t\tRemediation programs shall include, when applicable, a procedure for early identification of students who are at risk of failing the Standards of Learning assessments in grades three through eight or who fail an end-of-course test required for the award of a verified unit of credit. Such programs may also include summer school for all elementary and middle school grades and for all high school academic courses, as defined by regulations promulgated by the Board, or other forms of remediation. Summer school remediation programs or other forms of remediation shall be chosen by the division superintendent to be appropriate to the academic needs of the student. Students who are required to attend such summer school programs or to participate in another form of remediation shall not be charged tuition by the school division.\n\t\t\tThe requirement for remediation may, however, be satisfied by the student’s attendance in a program of prevention, intervention or remediation that has been selected by his parent, in consultation with the division superintendent or his designee, and is either (i) conducted by an accredited private school or (ii) a special program that has been determined to be comparable to the required public school remediation program by the division superintendent. The costs of such private school remediation program or other special remediation program shall be borne by the student’s parent.\n\t\t\tThe Board shall establish standards for full funding of summer remedial programs that shall include, but not be limited to, the minimum number of instructional hours or the equivalent thereof required for full funding and an assessment system designed to evaluate program effectiveness. Based on the number of students attending and the Commonwealth’s share of the per pupil instructional costs, state funds shall be provided for the full cost of summer and other remediation programs as set forth in the appropriation act, provided such programs comply with such standards as shall be established by the Board, pursuant to § 22.1-199.2.","type":"section","prefixes":["C"],"prefix":"C","entire_prefix":"C","prefix_anchor":"C","level":1,"prior_prefix":"B","next_prefix":"D"},"3":{"id":287369,"text":"Local school boards shall also implement the following:","type":"section","prefixes":["D"],"prefix":"D","entire_prefix":"D","prefix_anchor":"D","level":1,"prior_prefix":"C","next_prefix":"D1"},"4":{"id":287370,"text":"Programs in grades K through three that emphasize developmentally appropriate learning to enhance success.","type":"section","prefixes":["D","1"],"prefix":"1","entire_prefix":"D1","prefix_anchor":"D1","level":2,"prior_prefix":"D","next_prefix":"D2"},"5":{"id":287371,"text":"Programs based on prevention, intervention, or remediation designed to increase the number of students who earn a high school diploma and to prevent students from dropping out of school. Such programs shall include components that are research-based.","type":"section","prefixes":["D","2"],"prefix":"2","entire_prefix":"D2","prefix_anchor":"D2","level":2,"prior_prefix":"D1","next_prefix":"D3"},"6":{"id":287372,"text":"Career and technical education programs incorporated into the K through 12 curricula that include:\n\t\t\t\ta. Knowledge of careers and all types of employment opportunities, including, but not limited to, apprenticeships, entrepreneurship and small business ownership, the military, and the teaching profession, and emphasize the advantages of completing school with marketable skills;\n\t\t\t\tb. Career exploration opportunities in the middle school grades;\n\t\t\t\tc. Competency-based career and technical education programs that integrate academic outcomes, career guidance, and job-seeking skills for all secondary students. Programs shall be based upon labor market needs and student interest. Career guidance shall include counseling about available employment opportunities and placement services for students exiting school. Each school board shall develop and implement a plan to ensure compliance with the provisions of this subdivision. Such plan shall be developed with the input of area business and industry representatives and local comprehensive community colleges and shall be submitted to the Superintendent in accordance with the timelines established by federal law;\n\t\t\t\td. Annual notice on its website to enrolled high school students and their parents of (i) the availability of the postsecondary education and employment data published by the State Council of Higher Education on its website pursuant to § 23.1-204.1 and (ii) the opportunity for such students to obtain a nationally recognized career readiness certificate at a local public high school, comprehensive community college, or workforce center; and\n\t\t\t\te. As part of each student’s academic and career plan, a list of (i) the top 100 professions in the Commonwealth by median pay and the education, training, and skills required for each such profession and (ii) the top 10 degree programs at institutions of higher education in the Commonwealth by median pay of program graduates. The Department shall annually compile such lists and provide them to each local school board.","type":"section","prefixes":["D","3"],"prefix":"3","entire_prefix":"D3","prefix_anchor":"D3","level":2,"prior_prefix":"D2","next_prefix":"D4"},"7":{"id":287373,"text":"Educational objectives in middle and high school that emphasize economic education and financial literacy pursuant to § 22.1-200.03.","type":"section","prefixes":["D","4"],"prefix":"4","entire_prefix":"D4","prefix_anchor":"D4","level":2,"prior_prefix":"D3","next_prefix":"D5"},"8":{"id":287374,"text":"Early identification of students with disabilities and enrollment of such students in appropriate instructional programs consistent with state and federal law.","type":"section","prefixes":["D","5"],"prefix":"5","entire_prefix":"D5","prefix_anchor":"D5","level":2,"prior_prefix":"D4","next_prefix":"D6"},"9":{"id":287375,"text":"Early identification of gifted students and enrollment of such students in appropriately differentiated instructional programs.","type":"section","prefixes":["D","6"],"prefix":"6","entire_prefix":"D6","prefix_anchor":"D6","level":2,"prior_prefix":"D5","next_prefix":"D7"},"10":{"id":287376,"text":"Educational alternatives for students whose needs are not met in programs prescribed elsewhere in these standards. Such students shall be counted in average daily membership (ADM) in accordance with the regulations of the Board.","type":"section","prefixes":["D","7"],"prefix":"7","entire_prefix":"D7","prefix_anchor":"D7","level":2,"prior_prefix":"D6","next_prefix":"D8"},"11":{"id":287377,"text":"Adult education programs for individuals functioning below the high school completion level. Such programs may be conducted by the school board as the primary agency or through a collaborative arrangement between the school board and other agencies.","type":"section","prefixes":["D","8"],"prefix":"8","entire_prefix":"D8","prefix_anchor":"D8","level":2,"prior_prefix":"D7","next_prefix":"D9"},"12":{"id":287378,"text":"A plan to make achievements for students who are educationally at risk a divisionwide priority that shall include procedures for measuring the progress of such students.","type":"section","prefixes":["D","9"],"prefix":"9","entire_prefix":"D9","prefix_anchor":"D9","level":2,"prior_prefix":"D8","next_prefix":"D10"},"13":{"id":287379,"text":"An agreement for postsecondary credit and degree attainment with any comprehensive community college in the Commonwealth specifying the options for students to complete an associate degree, a one-year Uniform Certificate of General Studies, or the Passport Program from a comprehensive community college concurrent with a high school diploma, consistent with the requirements for the College and Career Ready Virginia Program set forth in Article 5.1 (§ 22.1-237.1 et seq.) of Chapter 13. Such agreement shall specify the credit available for dual enrollment courses and Advanced Placement courses with qualifying exam scores of three or higher.","type":"section","prefixes":["D","10"],"prefix":"10","entire_prefix":"D10","prefix_anchor":"D10","level":2,"prior_prefix":"D9","next_prefix":"D11"},"14":{"id":287380,"text":"A plan to notify students and their parents of the availability of dual enrollment and advanced placement classes; career and technical education programs, including internships, externships, apprenticeships, credentialing programs, certification programs, licensure programs, and other work-based learning experiences; the International Baccalaureate Program and Academic Year Governor’s School Programs; the qualifications for enrolling in such classes, programs, and experiences; and the availability of financial assistance to low-income and needy students to take the advanced placement and International Baccalaureate examinations. This plan shall include notification to students and parents of the College and Career Ready Virginia Program established pursuant to Article 5.1. (§ 22.1-237.1 et seq.) of Chapter 13 and its agreement with a comprehensive community college in the Commonwealth pursuant to subdivision 10 to enable students to complete an associate degree, a one-year Uniform Certificate of General Studies, or the Passport Program concurrent with a high school diploma.","type":"section","prefixes":["D","11"],"prefix":"11","entire_prefix":"D11","prefix_anchor":"D11","level":2,"prior_prefix":"D10","next_prefix":"D12"},"15":{"id":287381,"text":"Identification of students with limited English proficiency and enrollment of such students in appropriate instructional programs, which programs may include dual language programs whereby such students receive instruction in English and in a second language.","type":"section","prefixes":["D","12"],"prefix":"12","entire_prefix":"D12","prefix_anchor":"D12","level":2,"prior_prefix":"D11","next_prefix":"D13"},"16":{"id":287382,"text":"Early identification, diagnosis, and assistance for students with mathematics problems and provision of instructional strategies and mathematics practices that benefit the development of mathematics skills for all students.\n\t\t\t\tLocal school divisions shall provide algebra readiness intervention services to students in grades six through nine who are at risk of failing the Algebra I end-of-course test, as demonstrated by their individual performance on any diagnostic test that has been approved by the Department. Local school divisions shall report the results of the diagnostic tests to the Department on an annual basis, at a time to be determined by the Superintendent. Each student who receives algebra readiness intervention services will be assessed again at the end of that school year. Funds appropriated for prevention, intervention, and remediation; summer school remediation; at-risk; or algebra readiness intervention services may be used to meet the requirements of this subdivision.","type":"section","prefixes":["D","13"],"prefix":"13","entire_prefix":"D13","prefix_anchor":"D13","level":2,"prior_prefix":"D12","next_prefix":"D14"},"17":{"id":287383,"text":"Incorporation of art, music, and physical education as a part of the instructional program at the elementary school level.","type":"section","prefixes":["D","14"],"prefix":"14","entire_prefix":"D14","prefix_anchor":"D14","level":2,"prior_prefix":"D13","next_prefix":"D15"},"18":{"id":287384,"text":"A program of physical activity available to all students in grades kindergarten through five consisting of at least 20 minutes per day or an average of 100 minutes per week during the regular school year and available to all students in grades six through 12 with a goal of at least 150 minutes per week on average during the regular school year. Such program may include any combination of (i) physical education classes, (ii) extracurricular athletics, (iii) recess, or (iv) other programs and physical activities deemed appropriate by the local school board. Each local school board shall implement such program during the regular school year. Any physical education class offered to students in grades seven and eight shall include at least one hour of personal safety training per school year in each such grade level that is developed and delivered in partnership with the local law-enforcement agency and consists of situational safety awareness training and social media education. Each local school board shall offer to all students in grade nine or 10 a physical education class that includes research-based hazing prevention instruction pursuant to subsection C of § 22.1-207, unless such hazing prevention instruction is provided as part of a separate health education class offered to students in grade nine or 10. Each local school board may accept participation in the Junior Reserve Officers’ Training Corps as fulfillment of any physical education requirements applicable to students in grades nine through 12.","type":"section","prefixes":["D","15"],"prefix":"15","entire_prefix":"D15","prefix_anchor":"D15","level":2,"prior_prefix":"D14","next_prefix":"D16"},"19":{"id":287385,"text":"A program of student services for kindergarten through grade 12 that shall be designed to aid students in their educational, social, and career development.","type":"section","prefixes":["D","16"],"prefix":"16","entire_prefix":"D16","prefix_anchor":"D16","level":2,"prior_prefix":"D15","next_prefix":"D17"},"20":{"id":287386,"text":"The collection and analysis of data and the use of the results to evaluate and make decisions about the instructional program.","type":"section","prefixes":["D","17"],"prefix":"17","entire_prefix":"D17","prefix_anchor":"D17","level":2,"prior_prefix":"D16","next_prefix":"D18"},"21":{"id":287387,"text":"A program of instruction in the high school Virginia and U.S. Government course on all information and concepts contained in the civics portion of the U.S. Naturalization Test.","type":"section","prefixes":["D","18"],"prefix":"18","entire_prefix":"D18","prefix_anchor":"D18","level":2,"prior_prefix":"D17","next_prefix":"E"},"22":{"id":287388,"text":"From such funds as may be appropriated or otherwise received for such purpose, there shall be established within the Department a unit to (i) conduct evaluative studies; (ii) provide the resources and technical assistance to increase the capacity for school divisions to deliver quality instruction; and (iii) assist school divisions in implementing those programs and practices that will enhance pupil academic performance and improve family and community involvement in the public schools. Such unit shall identify and analyze effective instructional programs and practices and professional development initiatives; evaluate the success of programs encouraging parental and family involvement; assess changes in student outcomes prompted by family involvement; and collect and disseminate among school divisions information regarding effective instructional programs and practices, initiatives promoting family and community involvement, and potential funding and support sources. Such unit may also provide resources supporting professional development for administrators and teachers. In providing such information, resources, and other services to school divisions, the unit shall give priority to those divisions demonstrating a less than 70 percent passing rate on the Standards of Learning assessments.","type":"section","prefixes":["E"],"prefix":"E","entire_prefix":"E","prefix_anchor":"E","level":1,"prior_prefix":"D18","next_prefix":"F"},"23":{"id":287389,"text":"The Board shall, in collaboration with the Virginia Community College System, Career and Technical Education directors, and industry partners, develop and maintain a current, comprehensive, and uniform list of industry-recognized workforce credentials that students may take as a substitute for certain credits required for graduation pursuant to 8VAC20-131-51of the Virginia Administrative Code, including industry-recognized workforce credentials that students may take as a substitute for elective credits and industry-recognized workforce credentials completed outside of regular school hours. The Board shall include on such list its diploma seal of biliteracy established pursuant to subdivision E 4 of § 22.1-253.13:4and shall consider such seal to be a high-demand industry workforce credential for the purpose of satisfying graduation requirements. The Board, in collaboration with the Virginia Community College System, shall ensure that such list reflects the current credit requirements for graduation and the current credentials accepted as substitutes. The Board shall post such list in a publicly accessible location on its website. Each school board shall accept as a substitute for a required credit any credential listed as an accepted substitute for such required credit.","type":"section","prefixes":["F"],"prefix":"F","entire_prefix":"F","prefix_anchor":"F","level":1,"prior_prefix":"E","next_prefix":"G"},"24":{"id":287390,"text":"Each local school board may enter into agreements for postsecondary course credit, credential, certification, or license attainment, hereinafter referred to as College and Career Access Pathways Partnerships (Partnerships), with comprehensive community colleges or other public institutions of higher education or educational institutions established pursuant to Title 23.1 that offer a career and technical education curriculum. Such Partnerships shall (i) specify the options for students to take courses as part of the career and technical education curriculum that lead to course credit or an industry-recognized credential, certification, or license concurrent with a high school diploma; (ii) specify the credit, credentials, certifications, or licenses available for such courses; (iii) specify the industry-recognized credentials that are accepted as substitutes for certain credits required for high school graduation, consistent with the list developed and maintained by the Board pursuant to subsection F; and (iv) specify available options for students to participate in pre-apprenticeship and apprenticeship programs at comprehensive community colleges concurrent with the pursuit of a high school diploma and receive college credit and high school credit for successful completion of any such program.","type":"section","prefixes":["G"],"prefix":"G","entire_prefix":"G","prefix_anchor":"G","level":1,"prior_prefix":"F","next_prefix":"H"},"25":{"id":287391,"text":"Each local school board shall provide a program of literacy instruction that is aligned with science-based reading research and provides evidenced-based literacy instruction to students in kindergarten through grade eight and is consistent with the school board’s literacy plan as required by subsection B of \u00a7 22.1-253.13:6. Pursuant to such program:","type":"section","prefixes":["H"],"prefix":"H","entire_prefix":"H","prefix_anchor":"H","level":1,"prior_prefix":"G","next_prefix":"H1"},"26":{"id":287392,"text":"Each local school board shall provide reading intervention services to students in kindergarten through grade eight who demonstrate substantial deficiencies based on their individual performance on the Standards of Learning reading assessment or a literacy screener provided by the Department. Such reading intervention services shall consist of evidence-based literacy instruction, align with science-based reading research, and be documented for each student in a written student reading plan, consistent with the requirements in subdivision 2 and the list developed by the Department pursuant to subdivision I 2.","type":"section","prefixes":["H","1"],"prefix":"1","entire_prefix":"H1","prefix_anchor":"H1","level":2,"prior_prefix":"H","next_prefix":"H2"},"27":{"id":287393,"text":"A reading specialist, in collaboration with the teacher of any student who receives reading intervention services pursuant to subdivision 1, shall develop, oversee implementation of, and monitor student progress on a student reading plan. The parent of each student who receives reading intervention services pursuant to subdivision 1 shall receive notice of and have the opportunity to participate in the development of the student reading plan. Each student reading plan (i) shall follow the Department template created pursuant to subdivision I 3; (ii) shall document such reading intervention services; (iii) shall include, at a minimum, (a) the student’s specific, diagnosed reading skill deficiencies as determined or identified by diagnostic assessment data or the literacy screener provided by the Department; (b) the goals and benchmarks for student growth in reading; (c) a description of the specific measures that will be used to evaluate and monitor the student’s reading progress; (d) the specific evidence-based literacy instruction that the student will receive; (e) the strategies, resources, and materials that will be provided to the student’s parent to support the student to make reading progress; and (f) any additional services the teacher deems available and appropriate to accelerate the student’s reading skill development; and (iv) may include the following services for the student: instruction from a reading specialist, trained aide, computer-based reading tutorial program, or classroom teacher with support from an aide, extended instructional time in the school day or school year, or, for students in grades six through eight, a literacy course, in addition to the course required by the Standards of Learning in English, that provides the specific evidence-based literacy instruction identified in the student’s reading plan. In accordance with § 22.1-215.2, the parent of each student shall receive notice before services begin and a copy of the student reading plan.","type":"section","prefixes":["H","2"],"prefix":"2","entire_prefix":"H2","prefix_anchor":"H2","level":2,"prior_prefix":"H1","next_prefix":"H3"},"28":{"id":287394,"text":"Each student who receives such reading intervention services shall be assessed utilizing either the literacy screener provided by the Department or the grade-level reading Standards of Learning assessment again at the end of that school year.\n\t\t\t\tFunds appropriated for prevention, intervention, and remediation, summer school remediation, the at-risk add-on, or early intervention reading may be used to meet the requirements of this subsection.","type":"section","prefixes":["H","3"],"prefix":"3","entire_prefix":"H3","prefix_anchor":"H3","level":2,"prior_prefix":"H2","next_prefix":"I"},"29":{"id":287395,"text":"In order to assist local school boards to implement the provisions of subsection H:","type":"section","prefixes":["I"],"prefix":"I","entire_prefix":"I","prefix_anchor":"I","level":1,"prior_prefix":"H3","next_prefix":"I1"},"30":{"id":287396,"text":"The Board shall provide guidance on the content of student reading plans;","type":"section","prefixes":["I","1"],"prefix":"1","entire_prefix":"I1","prefix_anchor":"I1","level":2,"prior_prefix":"I","next_prefix":"I2"},"31":{"id":287397,"text":"The Department shall develop a list of core literacy curricula for students in kindergarten through grade five and supplemental instruction practices and programs and intervention programs for students in kindergarten through grade eight that consist of evidence-based literacy instruction aligned with science-based reading research. The list shall be approved by the Board;","type":"section","prefixes":["I","2"],"prefix":"2","entire_prefix":"I2","prefix_anchor":"I2","level":2,"prior_prefix":"I1","next_prefix":"I3"},"32":{"id":287398,"text":"The Department shall develop a template for student reading plans that aligns with the requirements of subsection H;","type":"section","prefixes":["I","3"],"prefix":"3","entire_prefix":"I3","prefix_anchor":"I3","level":2,"prior_prefix":"I2","next_prefix":"I4"},"33":{"id":287399,"text":"The Department shall develop and implement a plan for the annual collection and public reporting of division-level and school-level literacy data, at a time to be determined by the Superintendent, to include results on the literacy screeners provided by the Department and the reading Standards of Learning assessments; and","type":"section","prefixes":["I","4"],"prefix":"4","entire_prefix":"I4","prefix_anchor":"I4","level":2,"prior_prefix":"I3","next_prefix":"I5"},"34":{"id":287400,"text":"The Department shall provide free online evidence-based literacy instruction resources that can be accessed by parents and local school boards to support student literacy development at home.","type":"section","prefixes":["I","5"],"prefix":"5","entire_prefix":"I5","prefix_anchor":"I5","level":2,"prior_prefix":"I4","next_prefix":"J"},"35":{"id":287401,"text":"As used in this subsection:\n\t\t\t“Digital citizenship” means a diverse set of skills related to current technology and social media, including the norms of appropriate, responsible, and healthy behavior.\n\t\t\t“Media literacy” means the ability to access, analyze, evaluate, and use media and information. “Media literacy” includes the foundational skills that lead to digital citizenship.\n\t\t\tThe Board shall consider, during each regularly scheduled revision to the Standards of Learning and any associated curriculum framework, including the Digital Learning Integration Standards of Learning, incorporating media literacy and digital citizenship standards at each grade level.","type":"section","prefixes":["J"],"prefix":"J","entire_prefix":"J","prefix_anchor":"J","level":1,"prior_prefix":"I5","next_prefix":"K"},"36":{"id":287402,"text":"Each local school board shall adopt and implement textbooks and other high-quality instructional materials in English language arts for grades six through 12 and mathematics, science, and history and social science for grades kindergarten through 12. Except as otherwise provided in subdivision I 2 and subsection B of § 22.1-253.13:6, such textbooks and other high-quality instructional materials shall be selected from the list approved by the Board pursuant to § 22.1-238 or through a local adoption process that incorporates requirements for textbooks and other high-quality instructional materials in accordance with regulations promulgated by the Board.","type":"section","prefixes":["K"],"prefix":"K","entire_prefix":"K","prefix_anchor":"K","level":1,"prior_prefix":"J","next_prefix":"L"},"37":{"id":287403,"text":"To support local adoption and implementation of textbooks and other high-quality instructional materials, the Department shall:","type":"section","prefixes":["L"],"prefix":"L","entire_prefix":"L","prefix_anchor":"L","level":1,"prior_prefix":"K","next_prefix":"L1"},"38":{"id":287404,"text":"Review and update its “Virginia’s Textbook Review Process” document to identify textbooks and other high-quality instructional materials for Board approval pursuant to § 22.1-238. Such review process shall include guidelines and timelines for the submission of, review of, comment on, and evaluation of textbooks and instructional materials, the development and update at least every seven years of evaluation rubrics to determine the extent to which submitted textbooks and instructional materials meet the definition of textbooks and other high-quality instructional materials, the selection and training of Virginia review teams that represent educators from various geographical regions of the Commonwealth and the diversity of the Commonwealth’s schools, opportunity for public comment, and the publication of ratings and reports based on the reviews;","type":"section","prefixes":["L","1"],"prefix":"1","entire_prefix":"L1","prefix_anchor":"L1","level":2,"prior_prefix":"L","next_prefix":"L2"},"39":{"id":287405,"text":"Implement the review process developed pursuant to subdivision 1 to develop a list of textbooks and other high-quality instructional materials for English language arts for grades six through 12 and mathematics, science, and history and social science for grades kindergarten through 12;","type":"section","prefixes":["L","2"],"prefix":"2","entire_prefix":"L2","prefix_anchor":"L2","level":2,"prior_prefix":"L1","next_prefix":"L3"},"40":{"id":287406,"text":"Develop, adopt, and publish a list of approved vendors of professional learning resources that support teachers to implement the textbooks and other high-quality instructional materials approved by the Board pursuant to § 22.1-238;","type":"section","prefixes":["L","3"],"prefix":"3","entire_prefix":"L3","prefix_anchor":"L3","level":2,"prior_prefix":"L2","next_prefix":"L4"},"41":{"id":287407,"text":"For any school that requires improvement, based on federal indicators or a failure to meet Board standards pursuant to § 22.1-253.13:3, (i) complete a review of the curricula in use at such school, (ii) from such funds as may be appropriated, develop a grant program to support the school to adopt textbooks and other high-quality instructional materials from the list approved by the Board pursuant to § 22.1-238 and contract with vendors of professional learning resources from the list approved in accordance with subdivision 3, and (iii) monitor implementation of the adopted textbooks and high-quality instructional materials and professional learning resources; and","type":"section","prefixes":["L","4"],"prefix":"4","entire_prefix":"L4","prefix_anchor":"L4","level":2,"prior_prefix":"L3","next_prefix":"L5"},"42":{"id":287408,"text":"Publish annually a list of the textbooks and other high-quality instructional materials and professional learning resources adopted and procured by each local school board.","type":"section","prefixes":["L","5"],"prefix":"5","entire_prefix":"L5","prefix_anchor":"L5","level":2,"prior_prefix":"L4"}},"ancestry":[{"id":15031,"edition_id":1,"name":"Standards of Quality","identifier":"13.2","label":"chapter","depth":2,"order_by":1,"parent_id":12823,"metadata":{},"date_created":"2026-06-26 03:51:37","date_modified":"2026-06-26 03:51:37","permalink":{"id":182091,"object_type":"structure","relational_id":15031,"identifier":"13.2","token":"22.1\/13.2","url":"\/22.1\/13.2\/","edition_id":1,"permalink":0,"preferred":1}},{"id":12823,"edition_id":1,"name":"Education","identifier":"22.1","label":"title","depth":1,"order_by":1,"parent_id":null,"metadata":{},"date_created":"2026-06-26 03:43:55","date_modified":"2026-06-26 03:43:55","permalink":{"id":180949,"object_type":"structure","relational_id":12823,"identifier":"22.1","token":"22.1","url":"\/22.1\/","edition_id":1,"permalink":0,"preferred":1}}],"structure_contents":[{"id":80280,"structure_id":15031,"section_number":"22.1-253.13:1","catch_line":"(Effective July 1, 2026) Standard 1. Instructional programs supporting the Standards of Learning and other educational objectives","url":"\/22.1-253.13_1\/","token":"22.1\/13.2\/22.1-253.13_1","metadata":false},{"id":64320,"structure_id":15031,"section_number":"22.1-253.13:10","catch_line":"Repealed","url":"\/22.1-253.13_10\/","token":"22.1\/13.2\/22.1-253.13_10","metadata":false},{"id":69198,"structure_id":15031,"section_number":"22.1-253.13:2","catch_line":"(Effective July 1, 2026) Standard 2. Instructional, administrative, and support personnel","url":"\/22.1-253.13_2\/","token":"22.1\/13.2\/22.1-253.13_2","metadata":false},{"id":65986,"structure_id":15031,"section_number":"22.1-253.13:3","catch_line":"(Effective July 1, 2026) Standard 3. Accreditation, other standards, assessments, and releases from state regulations","url":"\/22.1-253.13_3\/","token":"22.1\/13.2\/22.1-253.13_3","metadata":false},{"id":59319,"structure_id":15031,"section_number":"22.1-253.13:4","catch_line":"Standard 4. Student achievement and graduation requirements","url":"\/22.1-253.13_4\/","token":"22.1\/13.2\/22.1-253.13_4","metadata":false},{"id":59210,"structure_id":15031,"section_number":"22.1-253.13:5","catch_line":"(Effective July 1, 2026) Standard 5. Quality of classroom instruction and educational leadership","url":"\/22.1-253.13_5\/","token":"22.1\/13.2\/22.1-253.13_5","metadata":false},{"id":73396,"structure_id":15031,"section_number":"22.1-253.13:6","catch_line":"(Effective July 1, 2026) Standard 6. Planning and public involvement","url":"\/22.1-253.13_6\/","token":"22.1\/13.2\/22.1-253.13_6","metadata":false},{"id":59824,"structure_id":15031,"section_number":"22.1-253.13:7","catch_line":"Standard 7. School board policies","url":"\/22.1-253.13_7\/","token":"22.1\/13.2\/22.1-253.13_7","metadata":false},{"id":80188,"structure_id":15031,"section_number":"22.1-253.13:8","catch_line":"Compliance","url":"\/22.1-253.13_8\/","token":"22.1\/13.2\/22.1-253.13_8","metadata":false},{"id":57309,"structure_id":15031,"section_number":"22.1-253.13:9","catch_line":"Exemplar School Recognition Program","url":"\/22.1-253.13_9\/","token":"22.1\/13.2\/22.1-253.13_9","metadata":false}],"next_section":{"id":64320,"structure_id":15031,"section_number":"22.1-253.13:10","catch_line":"Repealed","url":"\/22.1-253.13_10\/","token":"22.1\/13.2\/22.1-253.13_10","metadata":false},"metadata":false,"official_url":"https:\/\/law.lis.virginia.gov\/vacode\/22.1-253.13:1\/","history_text":"

This law was first created in 1988. The record of its establishment is cataloged in chapters 645 and 682 of that year\u2019s edition of \u201cActs of Assembly,\u201d the annual state publication listing all changes made to the Code of Virginia in that year. Unfortunately, the 1988 \u201cActs\u201d aren\u2019t available online. It has been modified 30 times. Those modifications are cataloged by \u201cThe Acts of Assembly,\u201d a state publication, by year and chapter. Those modifications that can be read on the General Assembly\u2019s website will be linked accordingly. Those modifications are as follows: in 1990, chapters 797, 820, and 839; in 1991, chapters 295 and 304; in 1992, chapters 132 and 591; in 1994, chapters 618<\/a> and 790<\/a>; in 1996, chapters 163<\/a> and 522<\/a>; in 1997, chapters 466<\/a>, 828<\/a>, and 829<\/a>; in 1998, chapters 103<\/a>, 602<\/a>, 627<\/a>, 800<\/a>, 816<\/a>, and 902<\/a>; in 1999, chapters 377<\/a>, 444<\/a>, 445<\/a>, 452<\/a>, 461<\/a>, 488<\/a>, 552<\/a>, 595<\/a>, and 994<\/a>; in 2000, chapters 504<\/a>, 547<\/a>, 653<\/a>, 662<\/a>, 677<\/a>, 684<\/a>, 710<\/a>, 750<\/a>, and 867<\/a>; in 2001, chapter 483<\/a>; in 2002, chapter 837<\/a>; in 2003, chapters 690<\/a>, 697<\/a>, 714<\/a>, and 861<\/a>; in 2004, chapters 404<\/a>, 848<\/a>, 939<\/a>, and 955<\/a>; in 2005, chapters 331<\/a> and 450<\/a>; in 2007, chapter 234<\/a>; in 2008, chapter 661<\/a>; in 2009, chapter 802<\/a>; in 2012, chapters 794<\/a> and 845<\/a>; in 2013, chapters 123<\/a>, 157<\/a>, 498<\/a>, and 530<\/a>; in 2014, chapter 472<\/a>; in 2015, chapters 562<\/a> and 589<\/a>; in 2016, chapters 146<\/a>, 155<\/a>, 472<\/a>, and 737<\/a>; in 2017, chapter 100<\/a>; in 2018, chapters 138<\/a>, 484<\/a>, 485<\/a>, 748<\/a>, and 749<\/a>; in 2019, chapter 582<\/a>; in 2020, chapter 637<\/a>; in 2022, chapters 168<\/a>, 549<\/a>, and 550<\/a>; in 2023, chapters 645<\/a> and 646<\/a>; in 2024, chapters 7<\/a>, 12<\/a>, 44<\/a>, 144<\/a>, 433<\/a>, 647<\/a>, 657<\/a>, 666<\/a>, and 684<\/a>; in 2025, chapters 276<\/a>, 662<\/a>, 680<\/a>, and 683<\/a>.<\/p>","references":[{"id":65144,"section_number":"22.1-130.1","catch_line":"Access to high schools and high school students for military recruiters","order_by":null,"url":"\/22.1-130.1\/"},{"id":86271,"section_number":"22.1-199.2","catch_line":"Standards for remediation programs established","order_by":null,"url":"\/22.1-199.2\/"},{"id":70087,"section_number":"22.1-209.1:2","catch_line":"Regional alternative education programs for certain students","order_by":null,"url":"\/22.1-209.1_2\/"},{"id":59644,"section_number":"22.1-212.1:2","catch_line":"Green schools program; education programs to promote waste reduction and resource efficiency","order_by":null,"url":"\/22.1-212.1_2\/"},{"id":77751,"section_number":"22.1-225","catch_line":"Authority of school boards","order_by":null,"url":"\/22.1-225\/"},{"id":69198,"section_number":"22.1-253.13:2","catch_line":"(Effective July 1, 2026) Standard 2. Instructional, administrative, and support personnel","order_by":null,"url":"\/22.1-253.13_2\/"},{"id":65986,"section_number":"22.1-253.13:3","catch_line":"(Effective July 1, 2026) Standard 3. Accreditation, other standards, assessments, and releases from state regulations","order_by":null,"url":"\/22.1-253.13_3\/"},{"id":59210,"section_number":"22.1-253.13:5","catch_line":"(Effective July 1, 2026) Standard 5. Quality of classroom instruction and educational leadership","order_by":null,"url":"\/22.1-253.13_5\/"},{"id":73396,"section_number":"22.1-253.13:6","catch_line":"(Effective July 1, 2026) Standard 6. Planning and public involvement","order_by":null,"url":"\/22.1-253.13_6\/"},{"id":64677,"section_number":"22.1-254","catch_line":"Compulsory attendance required; excuses and waivers; alternative education program attendance; exemptions from article","order_by":null,"url":"\/22.1-254\/"},{"id":61216,"section_number":"22.1-254.01","catch_line":"Certain students required to attend summer school or after-school sessions","order_by":null,"url":"\/22.1-254.01\/"},{"id":54182,"section_number":"22.1-5","catch_line":"Regulations concerning admission of certain persons to schools; tuition charges","order_by":null,"url":"\/22.1-5\/"},{"id":76658,"section_number":"22.1-97","catch_line":"Calculation and reporting of required local expenditures; procedure if locality fails to appropriate sufficient educational funds","order_by":null,"url":"\/22.1-97\/"}],"refers_to":[{"id":83688,"section_number":"2.2-4001","catch_line":"Definitions","order_by":null,"url":"\/2.2-4001\/"},{"id":76410,"section_number":"22.1-207","catch_line":"Physical and health education","order_by":null,"url":"\/22.1-207\/"},{"id":68219,"section_number":"22.1-215.2","catch_line":"Parental notification; literacy and Response to Intervention screening and services; certain assessment results","order_by":null,"url":"\/22.1-215.2\/"},{"id":64669,"section_number":"22.1-237.1","catch_line":"Definitions","order_by":null,"url":"\/22.1-237.1\/"},{"id":73418,"section_number":"22.1-238","catch_line":"(Effective July 1, 2026) Approval of textbooks and other high-quality instructional materials","order_by":null,"url":"\/22.1-238\/"},{"id":65986,"section_number":"22.1-253.13:3","catch_line":"(Effective July 1, 2026) Standard 3. 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Planning and public involvement","order_by":null,"url":"\/22.1-253.13_6\/"},{"id":64677,"section_number":"22.1-254","catch_line":"Compulsory attendance required; excuses and waivers; alternative education program attendance; exemptions from article","order_by":null,"url":"\/22.1-254\/"},{"id":61216,"section_number":"22.1-254.01","catch_line":"Certain students required to attend summer school or after-school sessions","order_by":null,"url":"\/22.1-254.01\/"},{"id":71301,"section_number":"22.1-298.1","catch_line":"(Effective July 1, 2030) Regulations governing licensure","order_by":null,"url":"\/22.1-298.1\/"},{"id":72876,"section_number":"23.1-204.1","catch_line":"Postgraduation employment rates","order_by":null,"url":"\/23.1-204.1\/"}],"permalink":{"id":182093,"object_type":"law","relational_id":80280,"identifier":"22.1-253.13:1","token":"22.1\/13.2\/22.1-253.13_1","url":"\/22.1-253.13_1\/","edition_id":1,"permalink":0,"preferred":1},"url":"\/22.1-253.13_1\/","token":"22.1\/13.2\/22.1-253.13_1","dublin_core":{"Title":"(Effective July 1, 2026) Standard 1. Instructional programs supporting the Standards of Learning and other educational objectives","Type":"Text","Format":"text\/html","Identifier":"\u00a7 22.1-253.13:1","Relation":"Code of Virginia"},"html":"\n\t\t\t\t\t\t

A.<\/span> The General Assembly and the Board<\/span> believe that the fundamental goal of the public schools of the Commonwealth must be to enable each student to develop the skills that are necessary for success in school, preparation for life, and reaching their full potential. The General Assembly and the Board<\/span> find that the quality of education is dependent upon the provision of (i) the appropriate working environment, benefits, and salaries necessary to ensure the availability of high-quality instructional personnel; (ii) the appropriate learning environment designed to promote student achievement; (iii) quality instruction that enables each student to become a productive and educated citizen of Virginia and the United States of America; and (iv) the adequate commitment of other resources. In keeping with this goal, the General Assembly shall provide for the support of public education as set forth in Article VIII, § 1 of the Constitution of Virginia. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

B.<\/span> The Board shall establish educational objectives known as the Standards of Learning, which shall form the core of Virginia’s educational program, and other educational objectives, which together are designed to ensure the development of the skills that are necessary for success in school and for preparation for life in the years beyond. At a minimum, the Board shall establish Standards of Learning for English, mathematics, science, and history and social science. The Standards of Learning shall not be construed to be regulations as defined in § 2.2-4001<\/a>.\n\t\t\tThe Board shall seek to ensure that the Standards of Learning are consistent with a high-quality foundation educational program. The Standards of Learning shall include, but not be limited to, the basic skills of communication (listening, speaking, reading, and writing); computation and critical reasoning, including problem solving and decision making; proficiency in the use of computers and related technology; computer science and computational thinking, including computer coding; and the skills to manage personal finances and to make sound financial decisions.\n\t\t\tThe English Standards of Learning for reading in kindergarten through grade eight shall align with evidence<\/span>-based literacy instruction<\/span> and science-based reading research<\/span>.\n\t\t\tThe Standards of Learning in all subject areas shall be subject to regular review and revision to maintain rigor and to reflect a balance between content knowledge and the application of knowledge in preparation for eventual employment and lifelong learning. The Board shall establish a regular schedule, in a manner it deems appropriate, for the review, and revision as may be necessary, of the Standards of Learning in all subject areas. Such review of each subject area shall occur at least once every seven years. Nothing in this section shall be construed to prohibit the Board from conducting such review and revision on a more frequent basis.\n\t\t\tTo provide appropriate opportunity for input from the general public, teachers, and local school boards<\/span>, the Board shall conduct public hearings<\/span> prior to establishing revised Standards of Learning. Thirty days prior to conducting such hearings<\/span>, the Board shall give notice of the date, time, and place of the hearings<\/span> to all local school boards<\/span> and any other persons requesting to be notified of the hearings<\/span> and publish notice of its intention to revise the Standards of Learning in the Virginia Register of Regulations. Interested parties shall be given reasonable opportunity to be heard and present information prior to final adoption of any revisions of the Standards of Learning.\n\t\t\tIn addition, the Department<\/span> shall make available and maintain a website, either separately or through an existing website utilized by the Department<\/span>, enabling public elementary<\/span>, middle, and high school educators to submit recommendations for improvements relating to the Standards of Learning, when under review by the Board according to its established schedule, and related assessments required by the Standards of Quality pursuant to this chapter. Such website shall facilitate the submission of recommendations by educators.\n\t\t\tSchool boards<\/span> shall implement the Standards of Learning or objectives specifically designed for their school divisions that are equivalent to or exceed the Board’s requirements. Students shall be expected to achieve the educational objectives established by the school division at appropriate age or grade levels. The curriculum adopted by the local school division shall be aligned to the Standards of Learning.\n\t\t\tThe Board shall include in the Standards of Learning for history and social science the study of contributions to society of diverse<\/span> people. For the purposes of this subsection, “diverse<\/span>” includes consideration of disability, ethnicity, race, and gender.\n\t\t\tThe Board shall include in the Standards of Learning for health instruction in emergency first aid, cardiopulmonary resuscitation, and the use of an automated external defibrillator, including hands-on practice of the skills necessary to perform cardiopulmonary resuscitation. Such instruction shall be based on the current national evidence<\/span>-based emergency cardiovascular care guidelines for cardiopulmonary resuscitation and the use of an automated external defibrillator, such as a program developed by the American Heart Association or the American Red Cross. No teacher who is in compliance with subdivision D 3 of § 22.1-298.1<\/a> shall be required to be certified as a trainer of cardiopulmonary resuscitation to provide instruction for non-certification.\n\t\t\tThe Board shall include in the Standards of Learning for physical and health education for grade nine or 10 research-based hazing prevention instruction, in accordance with the Standards of Learning and curriculum guidelines for research-based hazing prevention instruction developed by the Board pursuant to subsection B of § 22.1-207<\/a>.\n\t\t\tWith such funds as are made available for this purpose, the Board shall regularly review and revise the competencies for career and technical education programs to require the full integration of English, mathematics, science, and history and social science Standards of Learning. Career and technical education programs shall be aligned with industry and professional standard certifications, where they exist.\n\t\t\tThe Board shall establish content standards and curriculum guidelines for courses in career investigation in elementary<\/span> school, middle school<\/span>, and high school. Each school board<\/span> shall (i) require each middle school<\/span> student to take at least one course in career investigation or (ii) select an alternate means of delivering the career investigation course to each middle school<\/span> student, provided that such alternative is equivalent in content and rigor and provides the foundation for such students to develop their academic and career plans. Any school board<\/span> may require (a) such courses in career investigation at the high school level as it deems appropriate, subject to Board approval as required in subsection A of § 22.1-253.13:4<\/a>, and (b) such courses in career investigation at the elementary<\/span> school level as it deems appropriate. The Board shall develop and disseminate to each school board<\/span> career investigation resource materials<\/span> that are designed to ensure that students have the ability to further explore interest in career and technical education opportunities in middle and high school. In developing such resource materials<\/span>, the Board shall consult with representatives of career and technical education, industry, skilled trade associations, chambers<\/span> of commerce or similar organizations, and contractor organizations. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

C.<\/span> Local school boards<\/span> shall develop and implement a program of instruction for grades K through 12 that is aligned to the Standards of Learning and meets or exceeds the requirements of the Board. The program of instruction shall emphasize reading, writing, speaking, mathematical concepts and computations, proficiency in the use of computers and related technology, computer science and computational thinking, including computer coding, and scientific concepts and processes; essential skills and concepts of citizenship, including knowledge of Virginia history and world and United States history, economics, government, foreign languages, international cultures, health and physical education, environmental issues<\/span>, and geography necessary for responsible participation in American society and in the international community; fine arts, which may include, but need not be limited to, music and art, and practical arts; knowledge and skills needed to qualify for further education, gainful employment, or training in a career or technical field; and development of the ability to apply such skills and knowledge in preparation for eventual employment and lifelong learning and to achieve economic self-sufficiency.\n\t\t\tLocal school boards<\/span> shall also develop and implement programs of prevention, intervention, or remediation for students who are educationally at risk including, but not limited to, those who fail to achieve a passing score on any Standards of Learning assessment in grades three through eight or who fail an end-of-course test required for the award of a verified unit of credit. Such programs shall include components that are research-based.\n\t\t\tAny student who achieves a passing score on one or more, but not all, of the Standards of Learning assessments for the relevant grade level in grades three through eight may be required to attend a remediation program.\n\t\t\tAny student who fails to achieve a passing score on all of the Standards of Learning assessments for the relevant grade level in grades three through eight or who fails an end-of-course test required for the award of a verified unit of credit shall be required to attend a remediation program or to participate in another form of remediation. Division superintendents<\/span> shall require such students to take special programs of prevention, intervention, or remediation, which may include attendance in public summer school programs, in accordance with clause (ii) of subsection A of § 22.1-254<\/a> and § 22.1-254.01<\/a>.\n\t\t\tRemediation programs shall include, when applicable, a procedure for early identification of students who are at risk of failing the Standards of Learning assessments in grades three through eight or who fail an end-of-course test required for the award of a verified unit of credit. Such programs may also include summer school for all elementary<\/span> and middle school<\/span> grades and for all high school academic courses, as defined by regulations promulgated by the Board, or other forms of remediation. Summer school remediation programs or other forms of remediation shall be chosen by the division superintendent<\/span> to be appropriate to the academic needs of the student. Students who are required to attend such summer school programs or to participate in another form of remediation shall not be charged tuition by the school division.\n\t\t\tThe requirement for remediation may, however, be satisfied by the student’s attendance in a program of prevention, intervention or remediation that has been selected by his parent<\/span>, in consultation with the division superintendent<\/span> or his designee, and is either (i) conducted by an accredited private school or (ii) a special program that has been determined to be comparable to the required public school remediation program by the division superintendent<\/span>. The costs of such private school remediation program or other special remediation program shall be borne by the student’s parent<\/span>.\n\t\t\tThe Board shall establish standards for full funding of summer remedial programs that shall include, but not be limited to, the minimum number of instructional hours or the equivalent thereof required for full funding and an assessment system designed to evaluate program effectiveness. Based on the number of students attending and the Commonwealth’s share of the per pupil instructional costs, state funds shall be provided for the full cost of summer and other remediation programs as set forth in the appropriation act, provided such programs comply with such standards as shall be established by the Board, pursuant to § 22.1-199.2<\/a>. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

D.<\/span> Local school boards<\/span> shall also implement the following: <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

1.<\/span> Programs in grades K through three that emphasize developmentally appropriate learning to enhance success. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

2.<\/span> Programs based on prevention, intervention, or remediation designed to increase the number of students who earn a high school diploma and to prevent students from dropping out of school. Such programs shall include components that are research-based. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

3.<\/span> Career and technical education programs incorporated into the K through 12 curricula that include:\n\t\t\t\ta. Knowledge of careers and all types of employment opportunities, including, but not limited to, apprenticeships, entrepreneurship and small business ownership, the military, and the teaching profession, and emphasize the advantages of completing school with marketable skills;\n\t\t\t\tb. Career exploration opportunities in the middle school<\/span> grades;\n\t\t\t\tc. Competency-based career and technical education programs that integrate academic outcomes, career guidance, and job-seeking skills for all secondary students. Programs shall be based upon labor market needs and student interest. Career guidance shall include counseling about available employment opportunities and placement services for students exiting school. Each school board<\/span> shall develop and implement a plan to ensure compliance with the provisions of this subdivision. Such plan shall be developed with the input of area business and industry representatives and local comprehensive community colleges and shall be submitted to the Superintendent in accordance with the timelines established by federal law<\/span>;\n\t\t\t\td. Annual notice on its website to enrolled high school students and their parents<\/span><\/span> of (i) the availability of the postsecondary education and employment data published by the State Council of Higher Education on its website pursuant to § 23.1-204.1<\/a> and (ii) the opportunity for such students to obtain a nationally recognized career readiness certificate at a local public high school, comprehensive community college, or workforce center; and\n\t\t\t\te. As part of each student’s academic and career plan, a list of (i) the top 100 professions in the Commonwealth by median pay and the education, training, and skills required for each such profession and (ii) the top 10 degree programs at institutions of higher education in the Commonwealth by median pay of program graduates. The Department<\/span> shall annually compile such lists and provide them to each local school board<\/span>. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

4.<\/span> Educational objectives in middle and high school that emphasize economic education and financial literacy pursuant to § 22.1-200.03<\/a>. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

5.<\/span> Early identification of students with disabilities and enrollment of such students in appropriate instructional programs consistent with state and federal law<\/span>. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

6.<\/span> Early identification of gifted students and enrollment of such students in appropriately differentiated instructional programs. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

7.<\/span> Educational alternatives for students whose needs are not met in programs prescribed elsewhere in these standards. Such students shall be counted in average daily membership (ADM) in accordance with the regulations of the Board. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

8.<\/span> Adult education programs for individuals functioning below the high school completion level. Such programs may be conducted by the school board<\/span> as the primary agency or through a collaborative arrangement between the school board<\/span> and other agencies. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

9.<\/span> A plan to make achievements for students who are educationally at risk a divisionwide priority that shall include procedures for measuring the progress of such students. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

10.<\/span> An agreement for postsecondary credit and degree attainment with any comprehensive community college in the Commonwealth specifying the options for students to complete an associate degree, a one-year Uniform Certificate of General Studies, or the Passport Program from a comprehensive community college concurrent with a high school diploma, consistent with the requirements for the College and Career Ready Virginia Program set forth in Article 5.1 (§ 22.1-237.1<\/a> et seq.) of Chapter 13. Such agreement shall specify the credit available for dual enrollment<\/span> courses and Advanced Placement courses with qualifying exam scores of three or higher. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

11.<\/span> A plan to notify students and their parents<\/span><\/span> of the availability of dual enrollment<\/span> and advanced placement classes; career and technical education programs, including internships, externships, apprenticeships, credentialing programs, certification programs, licensure programs, and other work-based learning experiences; the International Baccalaureate Program and Academic Year Governor’s School Programs; the qualifications for enrolling in such classes, programs, and experiences; and the availability of financial assistance to low-income and needy students to take the advanced placement and International Baccalaureate examinations. This plan shall include notification to students and parents<\/span><\/span> of the College and Career Ready Virginia Program established pursuant to Article 5.1. (§ 22.1-237.1<\/a> et seq.) of Chapter 13 and its agreement with a comprehensive community college in the Commonwealth pursuant to subdivision 10 to enable students to complete an associate degree, a one-year Uniform Certificate of General Studies, or the Passport Program concurrent with a high school diploma. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

12.<\/span> Identification of students with limited English proficiency and enrollment of such students in appropriate instructional programs, which programs may include dual language programs whereby such students receive instruction in English and in a second language. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

13.<\/span> Early identification, diagnosis, and assistance for students with mathematics problems and provision of instructional strategies and mathematics practices that benefit the development of mathematics skills for all students.\n\t\t\t\tLocal school divisions shall provide algebra readiness intervention services to students in grades six through nine who are at risk of failing the Algebra I end-of-course test, as demonstrated by their individual performance on any diagnostic test that has been approved by the Department<\/span>. Local school divisions shall report the results of the diagnostic tests to the Department<\/span> on an annual basis, at a time to be determined by the Superintendent. Each student who receives algebra readiness intervention services will be assessed again at the end of that school year. Funds appropriated for prevention, intervention, and remediation; summer school remediation; at-risk; or algebra readiness intervention services may be used to meet the requirements of this subdivision. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

14.<\/span> Incorporation of art, music, and physical education as a part of the instructional program at the elementary<\/span> school level. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

15.<\/span> A program of physical activity available to all students in grades kindergarten through five consisting of at least 20 minutes per day or an average of 100 minutes per week during the regular school year and available to all students in grades six through 12 with a goal of at least 150 minutes per week on average during the regular school year. Such program may include any combination of (i) physical education classes, (ii) extracurricular athletics, (iii) recess, or (iv) other programs and physical activities deemed appropriate by the local school board<\/span>. Each local school board<\/span> shall implement such program during the regular school year. Any physical education class offered to students in grades seven and eight shall include at least one hour of personal safety training per school year in each such grade level that is developed and delivered in partnership with the local law<\/span>-enforcement agency and consists of situational safety awareness training and social media education. Each local school board<\/span> shall offer to all students in grade nine or 10 a physical education class that includes research-based hazing prevention instruction pursuant to subsection C of § 22.1-207<\/a>, unless such hazing prevention instruction is provided as part of a separate health education class offered to students in grade nine or 10. Each local school board<\/span> may accept participation in the Junior Reserve Officers’ Training Corps as fulfillment of any physical education requirements applicable to students in grades nine through 12. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

16.<\/span> A program of student services for kindergarten through grade 12 that shall be designed to aid students in their educational, social, and career development. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

17.<\/span> The collection and analysis of data and the use of the results to evaluate and make decisions about the instructional program. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

18.<\/span> A program of instruction in the high school Virginia and U.S. Government course on all information and concepts contained in the civics portion of the U.S. Naturalization Test. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

E.<\/span> From such funds as may be appropriated or otherwise received for such purpose, there shall be established within the Department<\/span> a unit to (i) conduct evaluative studies; (ii) provide the resources and technical assistance to increase the capacity for school divisions to deliver quality instruction; and (iii) assist school divisions in implementing those programs and practices that will enhance pupil academic performance and improve family and community involvement in the public schools. Such unit shall identify and analyze effective instructional programs and practices and professional development initiatives; evaluate the success of programs encouraging parental and family involvement; assess changes in student outcomes prompted by family involvement; and collect and disseminate among school divisions information regarding effective instructional programs and practices, initiatives promoting family and community involvement, and potential funding and support sources. Such unit may also provide resources supporting professional development for administrators and teachers. In providing such information, resources, and other services to school divisions, the unit shall give priority to those divisions demonstrating a less than 70 percent passing rate on the Standards of Learning assessments. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

F.<\/span> The Board shall, in collaboration with the Virginia Community College System, Career and Technical Education directors, and industry partners, develop and maintain a current, comprehensive, and uniform list of industry-recognized workforce credentials that students may take as a substitute for certain credits required for graduation pursuant to 8VAC20-131-51of the Virginia Administrative Code, including industry-recognized workforce credentials that students may take as a substitute for elective credits and industry-recognized workforce credentials completed outside of regular school hours. The Board shall include on such list its diploma seal of biliteracy established pursuant to subdivision E 4 of § 22.1-253.13:4and shall consider such seal to be a high-demand industry workforce credential for the purpose of satisfying graduation requirements. The Board, in collaboration with the Virginia Community College System, shall ensure that such list reflects the current credit requirements for graduation and the current credentials accepted as substitutes. The Board shall post such list in a publicly accessible location on its website. Each school board<\/span> shall accept as a substitute for a required credit any credential listed as an accepted substitute for such required credit. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

G.<\/span> Each local school board<\/span> may enter into agreements for postsecondary course credit, credential, certification, or license attainment, hereinafter referred to as College and Career Access Pathways Partnerships (Partnerships), with comprehensive community colleges or other public institutions of higher education or educational institutions established pursuant to Title 23.1 that offer a career and technical education curriculum. Such Partnerships shall (i) specify the options for students to take courses as part of the career and technical education curriculum that lead to course credit or an industry-recognized credential, certification, or license concurrent with a high school diploma; (ii) specify the credit, credentials, certifications, or licenses available for such courses; (iii) specify the industry-recognized credentials that are accepted as substitutes for certain credits required for high school graduation, consistent with the list developed and maintained by the Board pursuant to subsection F; and (iv) specify available options for students to participate in pre-apprenticeship and apprenticeship programs at comprehensive community colleges concurrent with the pursuit of a high school diploma and receive college credit and high school credit for successful completion of any such program. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

H.<\/span> Each local school board<\/span> shall provide a program of literacy instruction that is aligned with science-based reading research<\/span> and provides evidenced-based literacy instruction to students in kindergarten through grade eight and is consistent with the school board<\/span>’s literacy plan as required by subsection B of \u00a7 22.1-253.13:6<\/a>. Pursuant to such program: <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

1.<\/span> Each local school board<\/span> shall provide reading intervention services to students in kindergarten through grade eight who demonstrate substantial deficiencies based on their individual performance on the Standards of Learning reading assessment or a literacy screener provided by the Department<\/span>. Such reading intervention services shall consist of evidence<\/span>-based literacy instruction<\/span>, align with science-based reading research<\/span>, and be documented for each student in a written student reading plan, consistent with the requirements in subdivision 2 and the list developed by the Department<\/span> pursuant to subdivision I 2. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

2.<\/span> A reading specialist, in collaboration with the teacher of any student who receives reading intervention services pursuant to subdivision 1, shall develop, oversee implementation of, and monitor student progress on a student reading plan. The parent<\/span> of each student who receives reading intervention services pursuant to subdivision 1 shall receive notice of and have the opportunity to participate in the development of the student reading plan. Each student reading plan (i) shall follow the Department<\/span> template created pursuant to subdivision I 3; (ii) shall document such reading intervention services; (iii) shall include, at a minimum, (a) the student’s specific, diagnosed reading skill deficiencies as determined or identified by diagnostic assessment data or the literacy screener provided by the Department<\/span>; (b) the goals and benchmarks for student growth in reading; (c) a description of the specific measures that will be used to evaluate and monitor the student’s reading progress; (d) the specific evidence<\/span>-based literacy instruction<\/span> that the student will receive; (e) the strategies, resources, and materials<\/span> that will be provided to the student’s parent<\/span> to support the student to make reading progress; and (f) any additional services the teacher deems available and appropriate to accelerate the student’s reading skill development; and (iv) may include the following services for the student: instruction from a reading specialist, trained aide, computer-based reading tutorial program, or classroom teacher with support from an aide, extended instructional time in the school day or school year, or, for students in grades six through eight, a literacy course, in addition to the course required by the Standards of Learning in English, that provides the specific evidence<\/span>-based literacy instruction<\/span> identified in the student’s reading plan. In accordance with § 22.1-215.2<\/a>, the parent<\/span> of each student shall receive notice before services begin and a copy of the student reading plan. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

3.<\/span> Each student who receives such reading intervention services shall be assessed utilizing either the literacy screener provided by the Department<\/span> or the grade-level reading Standards of Learning assessment again at the end of that school year.\n\t\t\t\tFunds appropriated for prevention, intervention, and remediation, summer school remediation, the at-risk add-on, or early intervention reading may be used to meet the requirements of this subsection. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

I.<\/span> In order<\/span> to assist local school boards<\/span> to implement the provisions of subsection H: <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

1.<\/span> The Board shall provide guidance on the content of student reading plans; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

2.<\/span> The Department<\/span> shall develop a list of core literacy curricula for students in kindergarten through grade five and supplemental instruction practices and programs and intervention programs for students in kindergarten through grade eight that consist of evidence<\/span>-based literacy instruction<\/span> aligned with science-based reading research<\/span>. The list shall be approved by the Board; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

3.<\/span> The Department<\/span> shall develop a template for student reading plans that aligns with the requirements of subsection H; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

4.<\/span> The Department<\/span> shall develop and implement a plan for the annual collection and public reporting of division-level and school-level literacy data, at a time to be determined by the Superintendent, to include results on the literacy screeners provided by the Department<\/span> and the reading Standards of Learning assessments; and <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

5.<\/span> The Department<\/span> shall provide free online evidence<\/span>-based literacy instruction<\/span> resources that can be accessed by parents<\/span><\/span> and local school boards<\/span> to support student literacy development at home. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

J.<\/span> As used in this subsection:\n\t\t\t“Digital citizenship<\/span>” means a diverse<\/span> set of skills related to current technology and social media, including the norms of appropriate, responsible, and healthy behavior.\n\t\t\t“Media literacy<\/span>” means the ability to access, analyze, evaluate, and use media and information. “Media literacy<\/span>” includes the foundational skills that lead to digital citizenship<\/span>.\n\t\t\tThe Board shall consider, during each regularly scheduled revision to the Standards of Learning and any associated curriculum framework, including the Digital Learning Integration Standards of Learning, incorporating media literacy<\/span> and digital citizenship<\/span> standards at each grade level. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

K.<\/span> Each local school board<\/span> shall adopt and implement textbooks and other high-quality instructional materials<\/span> in English language arts for grades six through 12 and mathematics, science, and history and social science for grades kindergarten through 12. Except as otherwise provided in subdivision I 2 and subsection B of § 22.1-253.13:6<\/a>, such textbooks and other high-quality instructional materials<\/span> shall be selected from the list approved by the Board pursuant to § 22.1-238<\/a> or through a local adoption process that incorporates requirements for textbooks and other high-quality instructional materials<\/span> in accordance with regulations promulgated by the Board. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

L.<\/span> To support local adoption and implementation of textbooks and other high-quality instructional materials<\/span>, the Department<\/span> shall: <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

1.<\/span> Review and update its “Virginia’s Textbook Review Process” document to identify textbooks and other high-quality instructional materials<\/span> for Board approval pursuant to § 22.1-238<\/a>. Such review process shall include guidelines and timelines for the submission of, review of, comment on, and evaluation of textbooks and instructional materials, the development and update at least every seven years of evaluation rubrics to determine the extent to which submitted textbooks and instructional materials meet the definition of textbooks and other high-quality instructional materials<\/span>, the selection and training of Virginia review teams that represent educators from various geographical regions of the Commonwealth and the diversity of the Commonwealth’s schools, opportunity for public comment, and the publication of ratings and reports based on the reviews; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

2.<\/span> Implement the review process developed pursuant to subdivision 1 to develop a list of textbooks and other high-quality instructional materials<\/span> for English language arts for grades six through 12 and mathematics, science, and history and social science for grades kindergarten through 12; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

3.<\/span> Develop, adopt, and publish a list of approved vendors of professional learning resources that support teachers to implement the textbooks and other high-quality instructional materials<\/span> approved by the Board pursuant to § 22.1-238<\/a>; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

4.<\/span> For any school that requires improvement, based on federal indicators or a failure to meet Board standards pursuant to § 22.1-253.13:3<\/a>, (i) complete a review of the curricula in use at such school, (ii) from such funds as may be appropriated, develop a grant program to support the school to adopt textbooks and other high-quality instructional materials<\/span> from the list approved by the Board pursuant to § 22.1-238<\/a> and contract<\/span> with vendors of professional learning resources from the list approved in accordance with subdivision 3, and (iii) monitor implementation of the adopted textbooks and high-quality instructional materials and professional learning resources; and <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

5.<\/span> Publish annually a list of the textbooks and other high-quality instructional materials<\/span> and professional learning resources adopted and procured by each local school board<\/span>. <\/i><\/a><\/p><\/section>","plain_text":" CODE OF VIRGINIA\n\n(EFFECTIVE JULY 1, 2026) STANDARD 1. INSTRUCTIONAL PROGRAMS SUPPORTING THE\nSTANDARDS OF LEARNING AND OTHER EDUCATIONAL OBJECTIVES (\u00a7 22.1-253.13:1)\n\nA. The General Assembly and the Board believe that the fundamental goal of the\npublic schools of the Commonwealth must be to enable each student to develop the\nskills that are necessary for success in school, preparation for life, and\nreaching their full potential. The General Assembly and the Board find that the\nquality of education is dependent upon the provision of (i) the appropriate\nworking environment, benefits, and salaries necessary to ensure the availability\nof high-quality instructional personnel; (ii) the appropriate learning\nenvironment designed to promote student achievement; (iii) quality instruction\nthat enables each student to become a productive and educated citizen of\nVirginia and the United States of America; and (iv) the adequate commitment of\nother resources. In keeping with this goal, the General Assembly shall provide\nfor the support of public education as set forth in Article VIII, § 1 of\nthe Constitution of Virginia.\n\nB. The Board shall establish educational objectives known as the Standards of\nLearning, which shall form the core of Virginia’s educational program, and\nother educational objectives, which together are designed to ensure the\ndevelopment of the skills that are necessary for success in school and for\npreparation for life in the years beyond. At a minimum, the Board shall\nestablish Standards of Learning for English, mathematics, science, and history\nand social science. The Standards of Learning shall not be construed to be\nregulations as defined in § 2.2-4001.\n\t\t\tThe Board shall seek to ensure that the Standards of Learning are consistent\nwith a high-quality foundation educational program. The Standards of Learning\nshall include, but not be limited to, the basic skills of communication\n(listening, speaking, reading, and writing); computation and critical reasoning,\nincluding problem solving and decision making; proficiency in the use of\ncomputers and related technology; computer science and computational thinking,\nincluding computer coding; and the skills to manage personal finances and to\nmake sound financial decisions.\n\t\t\tThe English Standards of Learning for reading in kindergarten through grade\neight shall align with evidence-based literacy instruction and science-based\nreading research.\n\t\t\tThe Standards of Learning in all subject areas shall be subject to regular\nreview and revision to maintain rigor and to reflect a balance between content\nknowledge and the application of knowledge in preparation for eventual\nemployment and lifelong learning. The Board shall establish a regular schedule,\nin a manner it deems appropriate, for the review, and revision as may be\nnecessary, of the Standards of Learning in all subject areas. Such review of\neach subject area shall occur at least once every seven years. Nothing in this\nsection shall be construed to prohibit the Board from conducting such review and\nrevision on a more frequent basis.\n\t\t\tTo provide appropriate opportunity for input from the general public,\nteachers, and local school boards, the Board shall conduct public hearings prior\nto establishing revised Standards of Learning. Thirty days prior to conducting\nsuch hearings, the Board shall give notice of the date, time, and place of the\nhearings to all local school boards and any other persons requesting to be\nnotified of the hearings and publish notice of its intention to revise the\nStandards of Learning in the Virginia Register of Regulations. Interested\nparties shall be given reasonable opportunity to be heard and present\ninformation prior to final adoption of any revisions of the Standards of\nLearning.\n\t\t\tIn addition, the Department shall make available and maintain a website,\neither separately or through an existing website utilized by the Department,\nenabling public elementary, middle, and high school educators to submit\nrecommendations for improvements relating to the Standards of Learning, when\nunder review by the Board according to its established schedule, and related\nassessments required by the Standards of Quality pursuant to this chapter. Such\nwebsite shall facilitate the submission of recommendations by educators.\n\t\t\tSchool boards shall implement the Standards of Learning or objectives\nspecifically designed for their school divisions that are equivalent to or\nexceed the Board’s requirements. Students shall be expected to achieve the\neducational objectives established by the school division at appropriate age or\ngrade levels. The curriculum adopted by the local school division shall be\naligned to the Standards of Learning.\n\t\t\tThe Board shall include in the Standards of Learning for history and social\nscience the study of contributions to society of diverse people. For the\npurposes of this subsection, “diverse” includes consideration of\ndisability, ethnicity, race, and gender.\n\t\t\tThe Board shall include in the Standards of Learning for health instruction\nin emergency first aid, cardiopulmonary resuscitation, and the use of an\nautomated external defibrillator, including hands-on practice of the skills\nnecessary to perform cardiopulmonary resuscitation. Such instruction shall be\nbased on the current national evidence-based emergency cardiovascular care\nguidelines for cardiopulmonary resuscitation and the use of an automated\nexternal defibrillator, such as a program developed by the American Heart\nAssociation or the American Red Cross. No teacher who is in compliance with\nsubdivision D 3 of § 22.1-298.1 shall be required to be certified as a\ntrainer of cardiopulmonary resuscitation to provide instruction for\nnon-certification.\n\t\t\tThe Board shall include in the Standards of Learning for physical and health\neducation for grade nine or 10 research-based hazing prevention instruction, in\naccordance with the Standards of Learning and curriculum guidelines for\nresearch-based hazing prevention instruction developed by the Board pursuant to\nsubsection B of § 22.1-207.\n\t\t\tWith such funds as are made available for this purpose, the Board shall\nregularly review and revise the competencies for career and technical education\nprograms to require the full integration of English, mathematics, science, and\nhistory and social science Standards of Learning. Career and technical education\nprograms shall be aligned with industry and professional standard\ncertifications, where they exist.\n\t\t\tThe Board shall establish content standards and curriculum guidelines for\ncourses in career investigation in elementary school, middle school, and high\nschool. Each school board shall (i) require each middle school student to take\nat least one course in career investigation or (ii) select an alternate means of\ndelivering the career investigation course to each middle school student,\nprovided that such alternative is equivalent in content and rigor and provides\nthe foundation for such students to develop their academic and career plans. Any\nschool board may require (a) such courses in career investigation at the high\nschool level as it deems appropriate, subject to Board approval as required in\nsubsection A of § 22.1-253.13:4, and (b) such courses in career\ninvestigation at the elementary school level as it deems appropriate. The Board\nshall develop and disseminate to each school board career investigation resource\nmaterials that are designed to ensure that students have the ability to further\nexplore interest in career and technical education opportunities in middle and\nhigh school. In developing such resource materials, the Board shall consult with\nrepresentatives of career and technical education, industry, skilled trade\nassociations, chambers of commerce or similar organizations, and contractor\norganizations.\n\nC. Local school boards shall develop and implement a program of instruction for\ngrades K through 12 that is aligned to the Standards of Learning and meets or\nexceeds the requirements of the Board. The program of instruction shall\nemphasize reading, writing, speaking, mathematical concepts and computations,\nproficiency in the use of computers and related technology, computer science and\ncomputational thinking, including computer coding, and scientific concepts and\nprocesses; essential skills and concepts of citizenship, including knowledge of\nVirginia history and world and United States history, economics, government,\nforeign languages, international cultures, health and physical education,\nenvironmental issues, and geography necessary for responsible participation in\nAmerican society and in the international community; fine arts, which may\ninclude, but need not be limited to, music and art, and practical arts;\nknowledge and skills needed to qualify for further education, gainful\nemployment, or training in a career or technical field; and development of the\nability to apply such skills and knowledge in preparation for eventual\nemployment and lifelong learning and to achieve economic self-sufficiency.\n\t\t\tLocal school boards shall also develop and implement programs of prevention,\nintervention, or remediation for students who are educationally at risk\nincluding, but not limited to, those who fail to achieve a passing score on any\nStandards of Learning assessment in grades three through eight or who fail an\nend-of-course test required for the award of a verified unit of credit. Such\nprograms shall include components that are research-based.\n\t\t\tAny student who achieves a passing score on one or more, but not all, of the\nStandards of Learning assessments for the relevant grade level in grades three\nthrough eight may be required to attend a remediation program.\n\t\t\tAny student who fails to achieve a passing score on all of the Standards of\nLearning assessments for the relevant grade level in grades three through eight\nor who fails an end-of-course test required for the award of a verified unit of\ncredit shall be required to attend a remediation program or to participate in\nanother form of remediation. Division superintendents shall require such\nstudents to take special programs of prevention, intervention, or remediation,\nwhich may include attendance in public summer school programs, in accordance\nwith clause (ii) of subsection A of § 22.1-254 and § 22.1-254.01.\n\t\t\tRemediation programs shall include, when applicable, a procedure for early\nidentification of students who are at risk of failing the Standards of Learning\nassessments in grades three through eight or who fail an end-of-course test\nrequired for the award of a verified unit of credit. Such programs may also\ninclude summer school for all elementary and middle school grades and for all\nhigh school academic courses, as defined by regulations promulgated by the\nBoard, or other forms of remediation. Summer school remediation programs or\nother forms of remediation shall be chosen by the division superintendent to be\nappropriate to the academic needs of the student. Students who are required to\nattend such summer school programs or to participate in another form of\nremediation shall not be charged tuition by the school division.\n\t\t\tThe requirement for remediation may, however, be satisfied by the\nstudent’s attendance in a program of prevention, intervention or\nremediation that has been selected by his parent, in consultation with the\ndivision superintendent or his designee, and is either (i) conducted by an\naccredited private school or (ii) a special program that has been determined to\nbe comparable to the required public school remediation program by the division\nsuperintendent. The costs of such private school remediation program or other\nspecial remediation program shall be borne by the student’s parent.\n\t\t\tThe Board shall establish standards for full funding of summer remedial\nprograms that shall include, but not be limited to, the minimum number of\ninstructional hours or the equivalent thereof required for full funding and an\nassessment system designed to evaluate program effectiveness. Based on the\nnumber of students attending and the Commonwealth’s share of the per pupil\ninstructional costs, state funds shall be provided for the full cost of summer\nand other remediation programs as set forth in the appropriation act, provided\nsuch programs comply with such standards as shall be established by the Board,\npursuant to § 22.1-199.2.\n\nD. Local school boards shall also implement the following:\n\n 1. Programs in grades K through three that emphasize developmentally\n appropriate learning to enhance success.\n\n 2. Programs based on prevention, intervention, or remediation designed to\n increase the number of students who earn a high school diploma and to prevent\n students from dropping out of school. Such programs shall include components\n that are research-based.\n\n 3. Career and technical education programs incorporated into the K through 12\n curricula that include:\n \t\t\t\ta. Knowledge of careers and all types of employment opportunities,\n including, but not limited to, apprenticeships, entrepreneurship and small\n business ownership, the military, and the teaching profession, and emphasize\n the advantages of completing school with marketable skills;\n \t\t\t\tb. Career exploration opportunities in the middle school grades;\n \t\t\t\tc. Competency-based career and technical education programs that integrate\n academic outcomes, career guidance, and job-seeking skills for all secondary\n students. Programs shall be based upon labor market needs and student\n interest. Career guidance shall include counseling about available employment\n opportunities and placement services for students exiting school. Each school\n board shall develop and implement a plan to ensure compliance with the\n provisions of this subdivision. Such plan shall be developed with the input of\n area business and industry representatives and local comprehensive community\n colleges and shall be submitted to the Superintendent in accordance with the\n timelines established by federal law;\n \t\t\t\td. Annual notice on its website to enrolled high school students and their\n parents of (i) the availability of the postsecondary education and employment\n data published by the State Council of Higher Education on its website\n pursuant to § 23.1-204.1 and (ii) the opportunity for such students to\n obtain a nationally recognized career readiness certificate at a local public\n high school, comprehensive community college, or workforce center; and\n \t\t\t\te. As part of each student’s academic and career plan, a list of (i)\n the top 100 professions in the Commonwealth by median pay and the education,\n training, and skills required for each such profession and (ii) the top 10\n degree programs at institutions of higher education in the Commonwealth by\n median pay of program graduates. The Department shall annually compile such\n lists and provide them to each local school board.\n\n 4. Educational objectives in middle and high school that emphasize economic\n education and financial literacy pursuant to § 22.1-200.03.\n\n 5. Early identification of students with disabilities and enrollment of such\n students in appropriate instructional programs consistent with state and\n federal law.\n\n 6. Early identification of gifted students and enrollment of such students in\n appropriately differentiated instructional programs.\n\n 7. Educational alternatives for students whose needs are not met in programs\n prescribed elsewhere in these standards. Such students shall be counted in\n average daily membership (ADM) in accordance with the regulations of the\n Board.\n\n 8. Adult education programs for individuals functioning below the high school\n completion level. Such programs may be conducted by the school board as the\n primary agency or through a collaborative arrangement between the school board\n and other agencies.\n\n 9. A plan to make achievements for students who are educationally at risk a\n divisionwide priority that shall include procedures for measuring the progress\n of such students.\n\n 10. An agreement for postsecondary credit and degree attainment with any\n comprehensive community college in the Commonwealth specifying the options for\n students to complete an associate degree, a one-year Uniform Certificate of\n General Studies, or the Passport Program from a comprehensive community\n college concurrent with a high school diploma, consistent with the\n requirements for the College and Career Ready Virginia Program set forth in\n Article 5.1 (§ 22.1-237.1 et seq.) of Chapter 13. Such agreement shall\n specify the credit available for dual enrollment courses and Advanced\n Placement courses with qualifying exam scores of three or higher.\n\n 11. A plan to notify students and their parents of the availability of dual\n enrollment and advanced placement classes; career and technical education\n programs, including internships, externships, apprenticeships, credentialing\n programs, certification programs, licensure programs, and other work-based\n learning experiences; the International Baccalaureate Program and Academic\n Year Governor’s School Programs; the qualifications for enrolling in\n such classes, programs, and experiences; and the availability of financial\n assistance to low-income and needy students to take the advanced placement and\n International Baccalaureate examinations. This plan shall include notification\n to students and parents of the College and Career Ready Virginia Program\n established pursuant to Article 5.1. (§ 22.1-237.1 et seq.) of Chapter 13\n and its agreement with a comprehensive community college in the Commonwealth\n pursuant to subdivision 10 to enable students to complete an associate degree,\n a one-year Uniform Certificate of General Studies, or the Passport Program\n concurrent with a high school diploma.\n\n 12. Identification of students with limited English proficiency and enrollment\n of such students in appropriate instructional programs, which programs may\n include dual language programs whereby such students receive instruction in\n English and in a second language.\n\n 13. Early identification, diagnosis, and assistance for students with\n mathematics problems and provision of instructional strategies and mathematics\n practices that benefit the development of mathematics skills for all students.\n \t\t\t\tLocal school divisions shall provide algebra readiness intervention\n services to students in grades six through nine who are at risk of failing the\n Algebra I end-of-course test, as demonstrated by their individual performance\n on any diagnostic test that has been approved by the Department. Local school\n divisions shall report the results of the diagnostic tests to the Department\n on an annual basis, at a time to be determined by the Superintendent. Each\n student who receives algebra readiness intervention services will be assessed\n again at the end of that school year. Funds appropriated for prevention,\n intervention, and remediation; summer school remediation; at-risk; or algebra\n readiness intervention services may be used to meet the requirements of this\n subdivision.\n\n 14. Incorporation of art, music, and physical education as a part of the\n instructional program at the elementary school level.\n\n 15. A program of physical activity available to all students in grades\n kindergarten through five consisting of at least 20 minutes per day or an\n average of 100 minutes per week during the regular school year and available\n to all students in grades six through 12 with a goal of at least 150 minutes\n per week on average during the regular school year. Such program may include\n any combination of (i) physical education classes, (ii) extracurricular\n athletics, (iii) recess, or (iv) other programs and physical activities deemed\n appropriate by the local school board. Each local school board shall implement\n such program during the regular school year. Any physical education class\n offered to students in grades seven and eight shall include at least one hour\n of personal safety training per school year in each such grade level that is\n developed and delivered in partnership with the local law-enforcement agency\n and consists of situational safety awareness training and social media\n education. Each local school board shall offer to all students in grade nine\n or 10 a physical education class that includes research-based hazing\n prevention instruction pursuant to subsection C of § 22.1-207, unless\n such hazing prevention instruction is provided as part of a separate health\n education class offered to students in grade nine or 10. Each local school\n board may accept participation in the Junior Reserve Officers’ Training\n Corps as fulfillment of any physical education requirements applicable to\n students in grades nine through 12.\n\n 16. A program of student services for kindergarten through grade 12 that shall\n be designed to aid students in their educational, social, and career\n development.\n\n 17. The collection and analysis of data and the use of the results to evaluate\n and make decisions about the instructional program.\n\n 18. A program of instruction in the high school Virginia and U.S. Government\n course on all information and concepts contained in the civics portion of the\n U.S. Naturalization Test.\n\nE. From such funds as may be appropriated or otherwise received for such\npurpose, there shall be established within the Department a unit to (i) conduct\nevaluative studies; (ii) provide the resources and technical assistance to\nincrease the capacity for school divisions to deliver quality instruction; and\n(iii) assist school divisions in implementing those programs and practices that\nwill enhance pupil academic performance and improve family and community\ninvolvement in the public schools. Such unit shall identify and analyze\neffective instructional programs and practices and professional development\ninitiatives; evaluate the success of programs encouraging parental and family\ninvolvement; assess changes in student outcomes prompted by family involvement;\nand collect and disseminate among school divisions information regarding\neffective instructional programs and practices, initiatives promoting family and\ncommunity involvement, and potential funding and support sources. Such unit may\nalso provide resources supporting professional development for administrators\nand teachers. In providing such information, resources, and other services to\nschool divisions, the unit shall give priority to those divisions demonstrating\na less than 70 percent passing rate on the Standards of Learning assessments.\n\nF. The Board shall, in collaboration with the Virginia Community College System,\nCareer and Technical Education directors, and industry partners, develop and\nmaintain a current, comprehensive, and uniform list of industry-recognized\nworkforce credentials that students may take as a substitute for certain credits\nrequired for graduation pursuant to 8VAC20-131-51of the Virginia Administrative\nCode, including industry-recognized workforce credentials that students may take\nas a substitute for elective credits and industry-recognized workforce\ncredentials completed outside of regular school hours. The Board shall include\non such list its diploma seal of biliteracy established pursuant to subdivision\nE 4 of § 22.1-253.13:4and shall consider such seal to be a high-demand\nindustry workforce credential for the purpose of satisfying graduation\nrequirements. The Board, in collaboration with the Virginia Community College\nSystem, shall ensure that such list reflects the current credit requirements for\ngraduation and the current credentials accepted as substitutes. The Board shall\npost such list in a publicly accessible location on its website. Each school\nboard shall accept as a substitute for a required credit any credential listed\nas an accepted substitute for such required credit.\n\nG. Each local school board may enter into agreements for postsecondary course\ncredit, credential, certification, or license attainment, hereinafter referred\nto as College and Career Access Pathways Partnerships (Partnerships), with\ncomprehensive community colleges or other public institutions of higher\neducation or educational institutions established pursuant to Title 23.1 that\noffer a career and technical education curriculum. Such Partnerships shall (i)\nspecify the options for students to take courses as part of the career and\ntechnical education curriculum that lead to course credit or an\nindustry-recognized credential, certification, or license concurrent with a high\nschool diploma; (ii) specify the credit, credentials, certifications, or\nlicenses available for such courses; (iii) specify the industry-recognized\ncredentials that are accepted as substitutes for certain credits required for\nhigh school graduation, consistent with the list developed and maintained by the\nBoard pursuant to subsection F; and (iv) specify available options for students\nto participate in pre-apprenticeship and apprenticeship programs at\ncomprehensive community colleges concurrent with the pursuit of a high school\ndiploma and receive college credit and high school credit for successful\ncompletion of any such program.\n\nH. Each local school board shall provide a program of literacy instruction that\nis aligned with science-based reading research and provides evidenced-based\nliteracy instruction to students in kindergarten through grade eight and is\nconsistent with the school board’s literacy plan as required by subsection\nB of \u00a7 22.1-253.13:6. Pursuant to such program:\n\n 1. Each local school board shall provide reading intervention services to\n students in kindergarten through grade eight who demonstrate substantial\n deficiencies based on their individual performance on the Standards of\n Learning reading assessment or a literacy screener provided by the Department.\n Such reading intervention services shall consist of evidence-based literacy\n instruction, align with science-based reading research, and be documented for\n each student in a written student reading plan, consistent with the\n requirements in subdivision 2 and the list developed by the Department\n pursuant to subdivision I 2.\n\n 2. A reading specialist, in collaboration with the teacher of any student who\n receives reading intervention services pursuant to subdivision 1, shall\n develop, oversee implementation of, and monitor student progress on a student\n reading plan. The parent of each student who receives reading intervention\n services pursuant to subdivision 1 shall receive notice of and have the\n opportunity to participate in the development of the student reading plan.\n Each student reading plan (i) shall follow the Department template created\n pursuant to subdivision I 3; (ii) shall document such reading intervention\n services; (iii) shall include, at a minimum, (a) the student’s specific,\n diagnosed reading skill deficiencies as determined or identified by diagnostic\n assessment data or the literacy screener provided by the Department; (b) the\n goals and benchmarks for student growth in reading; (c) a description of the\n specific measures that will be used to evaluate and monitor the\n student’s reading progress; (d) the specific evidence-based literacy\n instruction that the student will receive; (e) the strategies, resources, and\n materials that will be provided to the student’s parent to support the\n student to make reading progress; and (f) any additional services the teacher\n deems available and appropriate to accelerate the student’s reading\n skill development; and (iv) may include the following services for the\n student: instruction from a reading specialist, trained aide, computer-based\n reading tutorial program, or classroom teacher with support from an aide,\n extended instructional time in the school day or school year, or, for students\n in grades six through eight, a literacy course, in addition to the course\n required by the Standards of Learning in English, that provides the specific\n evidence-based literacy instruction identified in the student’s reading\n plan. In accordance with § 22.1-215.2, the parent of each student shall\n receive notice before services begin and a copy of the student reading plan.\n\n 3. Each student who receives such reading intervention services shall be\n assessed utilizing either the literacy screener provided by the Department or\n the grade-level reading Standards of Learning assessment again at the end of\n that school year.\n \t\t\t\tFunds appropriated for prevention, intervention, and remediation, summer\n school remediation, the at-risk add-on, or early intervention reading may be\n used to meet the requirements of this subsection.\n\nI. In order to assist local school boards to implement the provisions of\nsubsection H:\n\n 1. The Board shall provide guidance on the content of student reading plans;\n\n 2. The Department shall develop a list of core literacy curricula for students\n in kindergarten through grade five and supplemental instruction practices and\n programs and intervention programs for students in kindergarten through grade\n eight that consist of evidence-based literacy instruction aligned with\n science-based reading research. The list shall be approved by the Board;\n\n 3. The Department shall develop a template for student reading plans that\n aligns with the requirements of subsection H;\n\n 4. The Department shall develop and implement a plan for the annual collection\n and public reporting of division-level and school-level literacy data, at a\n time to be determined by the Superintendent, to include results on the\n literacy screeners provided by the Department and the reading Standards of\n Learning assessments; and\n\n 5. The Department shall provide free online evidence-based literacy\n instruction resources that can be accessed by parents and local school boards\n to support student literacy development at home.\n\nJ. As used in this subsection:\n\t\t\t“Digital citizenship” means a diverse set of skills related to\ncurrent technology and social media, including the norms of appropriate,\nresponsible, and healthy behavior.\n\t\t\t“Media literacy” means the ability to access, analyze, evaluate,\nand use media and information. “Media literacy” includes the\nfoundational skills that lead to digital citizenship.\n\t\t\tThe Board shall consider, during each regularly scheduled revision to the\nStandards of Learning and any associated curriculum framework, including the\nDigital Learning Integration Standards of Learning, incorporating media literacy\nand digital citizenship standards at each grade level.\n\nK. Each local school board shall adopt and implement textbooks and other\nhigh-quality instructional materials in English language arts for grades six\nthrough 12 and mathematics, science, and history and social science for grades\nkindergarten through 12. Except as otherwise provided in subdivision I 2 and\nsubsection B of § 22.1-253.13:6, such textbooks and other high-quality\ninstructional materials shall be selected from the list approved by the Board\npursuant to § 22.1-238 or through a local adoption process that\nincorporates requirements for textbooks and other high-quality instructional\nmaterials in accordance with regulations promulgated by the Board.\n\nL. To support local adoption and implementation of textbooks and other\nhigh-quality instructional materials, the Department shall:\n\n 1. Review and update its “Virginia’s Textbook Review\n Process” document to identify textbooks and other high-quality\n instructional materials for Board approval pursuant to § 22.1-238. Such\n review process shall include guidelines and timelines for the submission of,\n review of, comment on, and evaluation of textbooks and instructional\n materials, the development and update at least every seven years of evaluation\n rubrics to determine the extent to which submitted textbooks and instructional\n materials meet the definition of textbooks and other high-quality\n instructional materials, the selection and training of Virginia review teams\n that represent educators from various geographical regions of the Commonwealth\n and the diversity of the Commonwealth’s schools, opportunity for public\n comment, and the publication of ratings and reports based on the reviews;\n\n 2. Implement the review process developed pursuant to subdivision 1 to develop\n a list of textbooks and other high-quality instructional materials for English\n language arts for grades six through 12 and mathematics, science, and history\n and social science for grades kindergarten through 12;\n\n 3. Develop, adopt, and publish a list of approved vendors of professional\n learning resources that support teachers to implement the textbooks and other\n high-quality instructional materials approved by the Board pursuant to §\n 22.1-238;\n\n 4. For any school that requires improvement, based on federal indicators or a\n failure to meet Board standards pursuant to § 22.1-253.13:3, (i) complete\n a review of the curricula in use at such school, (ii) from such funds as may\n be appropriated, develop a grant program to support the school to adopt\n textbooks and other high-quality instructional materials from the list\n approved by the Board pursuant to § 22.1-238 and contract with vendors of\n professional learning resources from the list approved in accordance with\n subdivision 3, and (iii) monitor implementation of the adopted textbooks and\n high-quality instructional materials and professional learning resources; and\n\n 5. Publish annually a list of the textbooks and other high-quality\n instructional materials and professional learning resources adopted and\n procured by each local school board.\n\nHISTORY: 1988, cc. 645, 682; 1990, cc. 797, 820, 839; 1991, cc. 295, 304; 1992,\ncc. 132, 591; 1994, cc. 618, 790; 1996, cc. 163, 522; 1997, cc. 466, 828, 829;\n1998, cc. 103, 602, 627, 800, 816, 902; 1999, cc. 377, 444, 445, 452, 461, 488,\n552, 595, 994; 2000, cc. 504, 547, 653, 662, 677, 684, 710, 750, 867; 2001, c.\n483; 2002, c. 837; 2003, cc. 690, 697, 714, 861; 2004, cc. 404, 848, 939, 955;\n2005, cc. 331, 450; 2007, c. 234; 2008, c. 661; 2009, c. 802; 2012, cc. 794,\n845; 2013, cc. 123, 157, 498, 530; 2014, c. 472; 2015, cc. 562, 589; 2016, cc.\n146, 155, 472, 737; 2017, c. 100; 2018, cc. 138, 484, 485, 748, 749; 2019, c.\n582; 2020, c. 637; 2021, Sp. Sess. I, c. 167; 2022, cc. 168, 549, 550; 2023, cc.\n645, 646; 2024, cc. 7, 12, 44, 144, 433, 647, 657, 666, 684; 2025, cc. 276, 662,\n680, 683.","edition":{"id":1,"name":"2025","slug":"2025","date_created":"2026-06-21 22:39:22","date_modified":"2026-06-21 22:39:22","current":1,"order_by":1,"last_import":null}}