{"formats":[{"name":"JSON","format":"json","url":"\/downloads\/2025\/code-json\/22.1-253.13_2.json"},{"name":"Plain Text","format":"text","url":"\/downloads\/2025\/code-text\/22.1-253.13_2.txt"},{"name":"XML","format":"xml","url":"\/downloads\/2025\/code-xml\/22.1-253.13_2.xml"},{"name":"HTML","format":"html","url":"\/downloads\/2025\/code-html\/22.1-253.13_2.html"}],"law_id":69198,"edition_id":1,"section_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","history":"1988, cc. 645, 682; 1991, c. 480; 1997, c. 828; 2004, cc. 939, 955; 2005, cc. 331, 450; 2010, cc. 537, 817; 2011, cc. 55, 74; 2012, cc. 476, 507; 2013, cc. 123, 157, 158, 224; 2016, c. 646; 2017, cc. 321, 626, 629; 2018, c. 484; 2019, cc. 139, 796; 2020, cc. 582, 635, 952, 953, 1034, 1035; 2021, Sp. Sess. I, c. 454; 2022, cc. 168, 205, 549, 550; 2022, Sp. Sess. I, c. 21; 2023, cc. 348, 349, 645, 646; 2024, cc. 468, 502, 743, 766; 2025, cc. 680, 683.","full_text":"A\n\nThe Board shall establish requirements for the licensing of teachers, principals, superintendents, and other professional personnel.B\n\nSchool boards shall employ licensed instructional personnel qualified in the relevant subject areas.C\n\nEach school board shall assign licensed instructional personnel in a manner that produces divisionwide ratios of students in average daily membership to full-time equivalent teaching positions, excluding special education teachers, principals, assistant principals, school counselors or certain other licensed individuals as set forth in subdivision H 4, and librarians, that are not greater than the following ratios: (i) 24 to one in kindergarten with no class being larger than 29 students; if the average daily membership in any kindergarten class exceeds 24 pupils, a full-time teacher’s aide shall be assigned to the class; (ii) 24 to one in grades one, two, and three with no class being larger than 30 students; (iii) 25 to one in grades four through six with no class being larger than 35 students; and (iv) 24 to one in English classes in grades six through 12. After September 30 of any school year, anytime the number of students in a class exceeds the class size limit established by this subsection, the local school division shall notify the parent of each student in such class of such fact no later than 10 days after the date on which the class exceeded the class size limit. Such notification shall state the reason that the class size exceeds the class size limit and describe the measures that the local school division will take to reduce the class size to comply with this subsection.\n\t\t\tWithin its regulations governing special education programs, the Board shall seek to set pupil\/teacher ratios for pupils with intellectual disability that do not exceed the pupil\/teacher ratios for self-contained classes for pupils with specific learning disabilities.\n\t\t\tFurther, school boards shall assign instructional personnel in a manner that produces schoolwide ratios of students in average daily memberships to full-time equivalent teaching positions of 21 to one in middle schools and high schools. School divisions shall provide all middle and high school teachers with one planning period per day or the equivalent, unencumbered of any teaching or supervisory duties.D\n\nEach local school board shall employ with state and local basic, special education, gifted, and career and technical education funds a minimum number of licensed, full-time equivalent instructional personnel for each 1,000 students in average daily membership (ADM) as set forth in the appropriation act.E\n\nIn addition to the positions supported by basic aid and in support of regular school year programs of prevention, intervention, and remediation, state funding, pursuant to the appropriation act, shall be provided to fund certain full-time equivalent instructional positions for each 1,000 students in grades K through 12 who are identified as needing prevention, intervention, and remediation services. State funding for prevention, intervention, and remediation programs provided pursuant to this subsection and the appropriation act may be used to support programs for educationally at-risk students as identified by the local school boards.\n\t\t\tTo provide algebra readiness intervention services required by § 22.1-253.13:1, school divisions may employ mathematics teacher specialists to provide the required algebra readiness intervention services. School divisions using the Standards of Learning Algebra Readiness Initiative funding in this manner shall only employ instructional personnel licensed by the Board.F\n\nIn addition to the positions supported by basic aid and those in support of regular school year programs of prevention, intervention, and remediation, state funding, pursuant to the general appropriation act, shall be provided to support ratios of instructional positions to English language learner students, based on each such student’s English proficiency level, as established in the general appropriation act, which positions may include dual language teachers who provide instruction in English and in a second language.\n\t\t\tTo provide flexibility in the instruction of English language learners who have limited English proficiency and who are at risk of not meeting state accountability standards, school divisions may use state and local funds from the Standards of Quality Prevention, Intervention, and Remediation account to employ additional English language learner teachers or dual language teachers to provide instruction to identified limited English proficiency students. Using these funds in this manner is intended to supplement the instructional services provided in this section. School divisions using the SOQ Prevention, Intervention, and Remediation funds in this manner shall employ only instructional personnel licensed by the Board.G\n\nIn addition to the full-time equivalent positions required elsewhere in this section, each local school board shall employ one reading specialist for each 550 students in kindergarten through grade five and one reading specialist for each 1,100 students in grades six through eight. Each such reading specialist shall have training in science-based reading research and evidence-based literacy instruction practices. In addition, each such reading specialist shall have training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder and shall serve as an advisor on dyslexia and related disorders. Such reading specialist shall have an understanding of the definition of dyslexia and a working knowledge of (i) techniques to help a student on the continuum of skills with dyslexia; (ii) dyslexia characteristics that may manifest at different ages and grade levels; (iii) the basic foundation of the keys to reading, including multisensory, explicit, systemic, and structured reading instruction; and (iv) appropriate interventions, accommodations, and assistive technology supports for students with dyslexia.\n\t\t\tTo provide reading intervention services required by § 22.1-253.13:1, school divisions may employ reading specialists to provide the required reading intervention services. School divisions using the Early Reading Intervention Initiative funds in this manner shall employ only instructional personnel licensed by the Board. Local school divisions that employ a sufficient number of reading specialists to meet this staffing standard may assign reading specialists to grade levels according to grade levels with greatest need, regardless of the individual staffing standards established for grades kindergarten through five and six through eight.H\n\nEach local school board shall employ, at a minimum, the following full-time equivalent positions for any school that reports fall membership, according to student enrollment:1\n\nPrincipals, one full-time in each elementary school, middle school, and high school, to be employed on a 12-month basis;2\n\nAssistant principals in elementary schools, one half-time at 600 students, one full-time at 900 students; assistant principals in middle schools, one full-time for each 600 students; assistant principals in high schools, one full-time for each 600 students; and school divisions that employ a sufficient number of assistant principals to meet this staffing requirement may assign assistant principals to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary;3\n\nLibrarians in elementary schools, one part-time to 299 students, one full-time at 300 students; librarians in middle schools, one-half time to 299 students, one full-time at 300 students, two full-time at 1,000 students; librarians in high schools, one half-time to 299 students, one full-time at 300 students, two full-time at 1,000 students. Local school divisions that employ a sufficient number of librarians to meet this staffing requirement may assign librarians to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary; and4\n\nSchool counselors, one full-time equivalent position per 325 students in grades kindergarten through 12.\n\t\t\t\tHowever, in order to meet the staffing requirements set forth in this subdivision, any local school board (i) may employ, under a provisional license issued by the Department for three school years with an allowance for an additional two-year extension with the approval of the division superintendent, any professional counselor licensed by the Board of Counseling, clinical social worker licensed by the Board of Social Work, psychologist licensed by the Board of Psychology, or other licensed counseling professional with appropriate experience and training, provided that any such individual makes progress toward completing the requirements for full licensure as a school counselor during such period of employment or (ii) in the event that the school board does not receive any application from a licensed school counselor, professional counselor, clinical social worker, or psychologist or another licensed counseling professional with appropriate experience and training to fill a school counselor vacancy in the school division, may enter into an annual contract with another entity for the provision of school counseling services by a licensed professional counselor, clinical social worker, or psychologist or another licensed counseling professional with appropriate experience and training. Local school boards that employ a sufficient number of individuals to meet the staffing requirements set forth in this subdivision may assign such individuals to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or high schools.I\n\nLocal school boards shall employ five full-time equivalent positions per 1,000 students in grades kindergarten through five to serve as elementary resource teachers in art, music, and physical education.J\n\nLocal school boards shall employ two full-time equivalent positions per 1,000 students in grades kindergarten through 12, one to provide technology support and one to serve as an instructional technology resource teacher.\n\t\t\tTo provide flexibility, school divisions may use the state and local funds for instructional technology resource teachers to employ a data coordinator position, an instructional technology resource teacher position, or a data coordinator\/instructional resource teacher blended position. The data coordinator position is intended to serve as a resource to principals and classroom teachers in the area of data analysis and interpretation for instructional and school improvement purposes, as well as for overall data management and administration of state assessments. School divisions using these funds in this manner shall employ only instructional personnel licensed by the Board.K\n\nLocal school boards may employ additional positions that exceed these minimal staffing requirements. These additional positions may include, but are not limited to, those funded through the state’s incentive and categorical programs as set forth in the appropriation act.L\n\nA combined school, such as kindergarten through 12, shall meet at all grade levels the staffing requirements for the highest grade level in that school; this requirement shall apply to all staff, except for school counselors or certain other licensed individuals as set forth in subdivision H 4, and shall be based on the school’s total enrollment. The Board may grant waivers from these staffing levels upon request from local school boards seeking to implement experimental or innovative programs that are not consistent with these staffing levels.M\n\nSchool boards shall, however, annually, on or before December 31, report to the public (i) the actual pupil\/teacher ratios in elementary school classrooms in the local school division by school for the current school year; and (ii) the actual pupil\/teacher ratios in middle school and high school in the local school division by school for the current school year. Actual pupil\/teacher ratios shall include only the teachers who teach the grade and class on a full-time basis and shall exclude resource personnel. School boards shall report pupil\/teacher ratios that include resource teachers in the same annual report. Any classes funded through the voluntary kindergarten through third grade class size reduction program shall be identified as such classes. Any classes having waivers to exceed the requirements of this subsection shall also be identified. Schools shall be identified; however, the data shall be compiled in a manner to ensure the confidentiality of all teacher and pupil identities.N\n\nStudents enrolled in a public school on a less than full-time basis shall be counted in ADM in the relevant school division. Students who are either (i) enrolled in a nonpublic school or (ii) receiving home instruction pursuant to § 22.1-254.1, and who are enrolled in public school on a less than full-time basis in any mathematics, science, English, history, social science, career and technical education, fine arts, foreign language, or health education or physical education course shall be counted in the ADM in the relevant school division on a pro rata basis as provided in the appropriation act. Each such course enrollment by such students shall be counted as 0.25 in the ADM; however, no such nonpublic or home school student shall be counted as more than one-half a student for purposes of such pro rata calculation. Such calculation shall not include enrollments of such students in any other public school courses.O\n\nEach school board shall provide at least three specialized student support positions per 1,000 students. For purposes of this subsection, specialized student support positions include school social workers, school psychologists, school nurses, licensed behavior analysts, licensed assistant behavior analysts, and other licensed health and behavioral positions, which may either be employed by the school board or provided through contracted services.\n\t\t\tIn order to fill vacant school psychologist positions, any local school board may employ, under a provisional license issued by the Department for three school years with an allowance for an additional two-year extension with the approval of the division superintendent, clinical psychologists licensed by the Board of Psychology, provided that any such individual makes progress toward completing the requirements for full licensure as a school psychologist during such period of employment.P\n\nEach local school board shall provide those support services that are necessary for the efficient and cost-effective operation and maintenance of its public schools.\n\t\t\tFor the purposes of this title, unless the context otherwise requires, “support services positions” shall include the following:1\n\nExecutive policy and leadership positions, including school board members, superintendents and assistant superintendents;2\n\nFiscal and human resources positions, including fiscal and audit operations;3\n\nStudent support positions, including (i) social work administrative positions not included in subsection O; (ii) school counselor administrative positions not included in subdivision H 4; (iii) homebound administrative positions supporting instruction; (iv) attendance support positions related to truancy and dropout prevention; and (v) health and behavioral administrative positions not included in subsection O;4\n\nInstructional personnel support, including professional development positions and library and media positions not included in subdivision H 3;5\n\nTechnology professional positions not included in subsection J;6\n\nOperation and maintenance positions, including facilities; pupil transportation positions; operation and maintenance professional and service positions; and security service, trade, and laborer positions;7\n\nTechnical and clerical positions for fiscal and human resources, student support, instructional personnel support, operation and maintenance, administration, and technology; and8\n\nSchool-based clerical personnel in elementary schools; part-time to 299 students, one full-time at 300 students; clerical personnel in middle schools; one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students; clerical personnel in high schools; one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students. Local school divisions that employ a sufficient number of school-based clerical personnel to meet this staffing requirement may assign the clerical personnel to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary.\n\t\t\t\tPursuant to the appropriation act, support services shall be funded from basic school aid.\n\t\t\t\tSchool divisions may use the state and local funds for support services to provide additional instructional services.Q\n\nNotwithstanding the provisions of this section, when determining the assignment of instructional and other licensed personnel in subsections C through J, a local school board shall not be required to include full-time students of approved virtual school programs.R\n\nEach local school board shall designate a faculty member to serve as a special education parent\/family liaison. The special education parent\/family liaison shall serve as a resource to parents and families to understand and engage in (i) the referral, evaluation, reevaluation, and eligibility process if they suspect that their child has a disability and (ii) the IEP process and shall work in collaboration with the special education family support centers established pursuant to § 22.1-214.5. Each school board shall post the name of the designated special education parent\/family liaison publicly on its website.S\n\nEach local school board shall designate a faculty member to serve as the high-quality instructional materials liaison. Such liaison shall receive support from the Department to serve as a resource for the division and its schools to select and implement textbooks and other high-quality instructional materials and aligned professional learning resources.","order_by":null,"text":{"0":{"id":250345,"text":"The Board shall establish requirements for the licensing of teachers, principals, superintendents, and other professional personnel.","type":"section","prefixes":["A"],"prefix":"A","entire_prefix":"A","prefix_anchor":"A","level":1,"next_prefix":"B"},"1":{"id":250346,"text":"School boards shall employ licensed instructional personnel qualified in the relevant subject areas.","type":"section","prefixes":["B"],"prefix":"B","entire_prefix":"B","prefix_anchor":"B","level":1,"prior_prefix":"A","next_prefix":"C"},"2":{"id":250347,"text":"Each school board shall assign licensed instructional personnel in a manner that produces divisionwide ratios of students in average daily membership to full-time equivalent teaching positions, excluding special education teachers, principals, assistant principals, school counselors or certain other licensed individuals as set forth in subdivision H 4, and librarians, that are not greater than the following ratios: (i) 24 to one in kindergarten with no class being larger than 29 students; if the average daily membership in any kindergarten class exceeds 24 pupils, a full-time teacher’s aide shall be assigned to the class; (ii) 24 to one in grades one, two, and three with no class being larger than 30 students; (iii) 25 to one in grades four through six with no class being larger than 35 students; and (iv) 24 to one in English classes in grades six through 12. After September 30 of any school year, anytime the number of students in a class exceeds the class size limit established by this subsection, the local school division shall notify the parent of each student in such class of such fact no later than 10 days after the date on which the class exceeded the class size limit. Such notification shall state the reason that the class size exceeds the class size limit and describe the measures that the local school division will take to reduce the class size to comply with this subsection.\n\t\t\tWithin its regulations governing special education programs, the Board shall seek to set pupil\/teacher ratios for pupils with intellectual disability that do not exceed the pupil\/teacher ratios for self-contained classes for pupils with specific learning disabilities.\n\t\t\tFurther, school boards shall assign instructional personnel in a manner that produces schoolwide ratios of students in average daily memberships to full-time equivalent teaching positions of 21 to one in middle schools and high schools. School divisions shall provide all middle and high school teachers with one planning period per day or the equivalent, unencumbered of any teaching or supervisory duties.","type":"section","prefixes":["C"],"prefix":"C","entire_prefix":"C","prefix_anchor":"C","level":1,"prior_prefix":"B","next_prefix":"D"},"3":{"id":250348,"text":"Each local school board shall employ with state and local basic, special education, gifted, and career and technical education funds a minimum number of licensed, full-time equivalent instructional personnel for each 1,000 students in average daily membership (ADM) as set forth in the appropriation act.","type":"section","prefixes":["D"],"prefix":"D","entire_prefix":"D","prefix_anchor":"D","level":1,"prior_prefix":"C","next_prefix":"E"},"4":{"id":250349,"text":"In addition to the positions supported by basic aid and in support of regular school year programs of prevention, intervention, and remediation, state funding, pursuant to the appropriation act, shall be provided to fund certain full-time equivalent instructional positions for each 1,000 students in grades K through 12 who are identified as needing prevention, intervention, and remediation services. State funding for prevention, intervention, and remediation programs provided pursuant to this subsection and the appropriation act may be used to support programs for educationally at-risk students as identified by the local school boards.\n\t\t\tTo provide algebra readiness intervention services required by § 22.1-253.13:1, school divisions may employ mathematics teacher specialists to provide the required algebra readiness intervention services. School divisions using the Standards of Learning Algebra Readiness Initiative funding in this manner shall only employ instructional personnel licensed by the Board.","type":"section","prefixes":["E"],"prefix":"E","entire_prefix":"E","prefix_anchor":"E","level":1,"prior_prefix":"D","next_prefix":"F"},"5":{"id":250350,"text":"In addition to the positions supported by basic aid and those in support of regular school year programs of prevention, intervention, and remediation, state funding, pursuant to the general appropriation act, shall be provided to support ratios of instructional positions to English language learner students, based on each such student’s English proficiency level, as established in the general appropriation act, which positions may include dual language teachers who provide instruction in English and in a second language.\n\t\t\tTo provide flexibility in the instruction of English language learners who have limited English proficiency and who are at risk of not meeting state accountability standards, school divisions may use state and local funds from the Standards of Quality Prevention, Intervention, and Remediation account to employ additional English language learner teachers or dual language teachers to provide instruction to identified limited English proficiency students. Using these funds in this manner is intended to supplement the instructional services provided in this section. School divisions using the SOQ Prevention, Intervention, and Remediation funds in this manner shall employ only instructional personnel licensed by the Board.","type":"section","prefixes":["F"],"prefix":"F","entire_prefix":"F","prefix_anchor":"F","level":1,"prior_prefix":"E","next_prefix":"G"},"6":{"id":250351,"text":"In addition to the full-time equivalent positions required elsewhere in this section, each local school board shall employ one reading specialist for each 550 students in kindergarten through grade five and one reading specialist for each 1,100 students in grades six through eight. Each such reading specialist shall have training in science-based reading research and evidence-based literacy instruction practices. In addition, each such reading specialist shall have training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder and shall serve as an advisor on dyslexia and related disorders. Such reading specialist shall have an understanding of the definition of dyslexia and a working knowledge of (i) techniques to help a student on the continuum of skills with dyslexia; (ii) dyslexia characteristics that may manifest at different ages and grade levels; (iii) the basic foundation of the keys to reading, including multisensory, explicit, systemic, and structured reading instruction; and (iv) appropriate interventions, accommodations, and assistive technology supports for students with dyslexia.\n\t\t\tTo provide reading intervention services required by § 22.1-253.13:1, school divisions may employ reading specialists to provide the required reading intervention services. School divisions using the Early Reading Intervention Initiative funds in this manner shall employ only instructional personnel licensed by the Board. Local school divisions that employ a sufficient number of reading specialists to meet this staffing standard may assign reading specialists to grade levels according to grade levels with greatest need, regardless of the individual staffing standards established for grades kindergarten through five and six through eight.","type":"section","prefixes":["G"],"prefix":"G","entire_prefix":"G","prefix_anchor":"G","level":1,"prior_prefix":"F","next_prefix":"H"},"7":{"id":250352,"text":"Each local school board shall employ, at a minimum, the following full-time equivalent positions for any school that reports fall membership, according to student enrollment:","type":"section","prefixes":["H"],"prefix":"H","entire_prefix":"H","prefix_anchor":"H","level":1,"prior_prefix":"G","next_prefix":"H1"},"8":{"id":250353,"text":"Principals, one full-time in each elementary school, middle school, and high school, to be employed on a 12-month basis;","type":"section","prefixes":["H","1"],"prefix":"1","entire_prefix":"H1","prefix_anchor":"H1","level":2,"prior_prefix":"H","next_prefix":"H2"},"9":{"id":250354,"text":"Assistant principals in elementary schools, one half-time at 600 students, one full-time at 900 students; assistant principals in middle schools, one full-time for each 600 students; assistant principals in high schools, one full-time for each 600 students; and school divisions that employ a sufficient number of assistant principals to meet this staffing requirement may assign assistant principals to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary;","type":"section","prefixes":["H","2"],"prefix":"2","entire_prefix":"H2","prefix_anchor":"H2","level":2,"prior_prefix":"H1","next_prefix":"H3"},"10":{"id":250355,"text":"Librarians in elementary schools, one part-time to 299 students, one full-time at 300 students; librarians in middle schools, one-half time to 299 students, one full-time at 300 students, two full-time at 1,000 students; librarians in high schools, one half-time to 299 students, one full-time at 300 students, two full-time at 1,000 students. Local school divisions that employ a sufficient number of librarians to meet this staffing requirement may assign librarians to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary; and","type":"section","prefixes":["H","3"],"prefix":"3","entire_prefix":"H3","prefix_anchor":"H3","level":2,"prior_prefix":"H2","next_prefix":"H4"},"11":{"id":250356,"text":"School counselors, one full-time equivalent position per 325 students in grades kindergarten through 12.\n\t\t\t\tHowever, in order to meet the staffing requirements set forth in this subdivision, any local school board (i) may employ, under a provisional license issued by the Department for three school years with an allowance for an additional two-year extension with the approval of the division superintendent, any professional counselor licensed by the Board of Counseling, clinical social worker licensed by the Board of Social Work, psychologist licensed by the Board of Psychology, or other licensed counseling professional with appropriate experience and training, provided that any such individual makes progress toward completing the requirements for full licensure as a school counselor during such period of employment or (ii) in the event that the school board does not receive any application from a licensed school counselor, professional counselor, clinical social worker, or psychologist or another licensed counseling professional with appropriate experience and training to fill a school counselor vacancy in the school division, may enter into an annual contract with another entity for the provision of school counseling services by a licensed professional counselor, clinical social worker, or psychologist or another licensed counseling professional with appropriate experience and training. Local school boards that employ a sufficient number of individuals to meet the staffing requirements set forth in this subdivision may assign such individuals to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or high schools.","type":"section","prefixes":["H","4"],"prefix":"4","entire_prefix":"H4","prefix_anchor":"H4","level":2,"prior_prefix":"H3","next_prefix":"I"},"12":{"id":250357,"text":"Local school boards shall employ five full-time equivalent positions per 1,000 students in grades kindergarten through five to serve as elementary resource teachers in art, music, and physical education.","type":"section","prefixes":["I"],"prefix":"I","entire_prefix":"I","prefix_anchor":"I","level":1,"prior_prefix":"H4","next_prefix":"J"},"13":{"id":250358,"text":"Local school boards shall employ two full-time equivalent positions per 1,000 students in grades kindergarten through 12, one to provide technology support and one to serve as an instructional technology resource teacher.\n\t\t\tTo provide flexibility, school divisions may use the state and local funds for instructional technology resource teachers to employ a data coordinator position, an instructional technology resource teacher position, or a data coordinator\/instructional resource teacher blended position. The data coordinator position is intended to serve as a resource to principals and classroom teachers in the area of data analysis and interpretation for instructional and school improvement purposes, as well as for overall data management and administration of state assessments. School divisions using these funds in this manner shall employ only instructional personnel licensed by the Board.","type":"section","prefixes":["J"],"prefix":"J","entire_prefix":"J","prefix_anchor":"J","level":1,"prior_prefix":"I","next_prefix":"K"},"14":{"id":250359,"text":"Local school boards may employ additional positions that exceed these minimal staffing requirements. These additional positions may include, but are not limited to, those funded through the state’s incentive and categorical programs as set forth in the appropriation act.","type":"section","prefixes":["K"],"prefix":"K","entire_prefix":"K","prefix_anchor":"K","level":1,"prior_prefix":"J","next_prefix":"L"},"15":{"id":250360,"text":"A combined school, such as kindergarten through 12, shall meet at all grade levels the staffing requirements for the highest grade level in that school; this requirement shall apply to all staff, except for school counselors or certain other licensed individuals as set forth in subdivision H 4, and shall be based on the school’s total enrollment. The Board may grant waivers from these staffing levels upon request from local school boards seeking to implement experimental or innovative programs that are not consistent with these staffing levels.","type":"section","prefixes":["L"],"prefix":"L","entire_prefix":"L","prefix_anchor":"L","level":1,"prior_prefix":"K","next_prefix":"M"},"16":{"id":250361,"text":"School boards shall, however, annually, on or before December 31, report to the public (i) the actual pupil\/teacher ratios in elementary school classrooms in the local school division by school for the current school year; and (ii) the actual pupil\/teacher ratios in middle school and high school in the local school division by school for the current school year. Actual pupil\/teacher ratios shall include only the teachers who teach the grade and class on a full-time basis and shall exclude resource personnel. School boards shall report pupil\/teacher ratios that include resource teachers in the same annual report. Any classes funded through the voluntary kindergarten through third grade class size reduction program shall be identified as such classes. Any classes having waivers to exceed the requirements of this subsection shall also be identified. Schools shall be identified; however, the data shall be compiled in a manner to ensure the confidentiality of all teacher and pupil identities.","type":"section","prefixes":["M"],"prefix":"M","entire_prefix":"M","prefix_anchor":"M","level":1,"prior_prefix":"L","next_prefix":"N"},"17":{"id":250362,"text":"Students enrolled in a public school on a less than full-time basis shall be counted in ADM in the relevant school division. Students who are either (i) enrolled in a nonpublic school or (ii) receiving home instruction pursuant to § 22.1-254.1, and who are enrolled in public school on a less than full-time basis in any mathematics, science, English, history, social science, career and technical education, fine arts, foreign language, or health education or physical education course shall be counted in the ADM in the relevant school division on a pro rata basis as provided in the appropriation act. Each such course enrollment by such students shall be counted as 0.25 in the ADM; however, no such nonpublic or home school student shall be counted as more than one-half a student for purposes of such pro rata calculation. Such calculation shall not include enrollments of such students in any other public school courses.","type":"section","prefixes":["N"],"prefix":"N","entire_prefix":"N","prefix_anchor":"N","level":1,"prior_prefix":"M","next_prefix":"O"},"18":{"id":250363,"text":"Each school board shall provide at least three specialized student support positions per 1,000 students. For purposes of this subsection, specialized student support positions include school social workers, school psychologists, school nurses, licensed behavior analysts, licensed assistant behavior analysts, and other licensed health and behavioral positions, which may either be employed by the school board or provided through contracted services.\n\t\t\tIn order to fill vacant school psychologist positions, any local school board may employ, under a provisional license issued by the Department for three school years with an allowance for an additional two-year extension with the approval of the division superintendent, clinical psychologists licensed by the Board of Psychology, provided that any such individual makes progress toward completing the requirements for full licensure as a school psychologist during such period of employment.","type":"section","prefixes":["O"],"prefix":"O","entire_prefix":"O","prefix_anchor":"O","level":1,"prior_prefix":"N","next_prefix":"P"},"19":{"id":250364,"text":"Each local school board shall provide those support services that are necessary for the efficient and cost-effective operation and maintenance of its public schools.\n\t\t\tFor the purposes of this title, unless the context otherwise requires, “support services positions” shall include the following:","type":"section","prefixes":["P"],"prefix":"P","entire_prefix":"P","prefix_anchor":"P","level":1,"prior_prefix":"O","next_prefix":"P1"},"20":{"id":250365,"text":"Executive policy and leadership positions, including school board members, superintendents and assistant superintendents;","type":"section","prefixes":["P","1"],"prefix":"1","entire_prefix":"P1","prefix_anchor":"P1","level":2,"prior_prefix":"P","next_prefix":"P2"},"21":{"id":250366,"text":"Fiscal and human resources positions, including fiscal and audit operations;","type":"section","prefixes":["P","2"],"prefix":"2","entire_prefix":"P2","prefix_anchor":"P2","level":2,"prior_prefix":"P1","next_prefix":"P3"},"22":{"id":250367,"text":"Student support positions, including (i) social work administrative positions not included in subsection O; (ii) school counselor administrative positions not included in subdivision H 4; (iii) homebound administrative positions supporting instruction; (iv) attendance support positions related to truancy and dropout prevention; and (v) health and behavioral administrative positions not included in subsection O;","type":"section","prefixes":["P","3"],"prefix":"3","entire_prefix":"P3","prefix_anchor":"P3","level":2,"prior_prefix":"P2","next_prefix":"P4"},"23":{"id":250368,"text":"Instructional personnel support, including professional development positions and library and media positions not included in subdivision H 3;","type":"section","prefixes":["P","4"],"prefix":"4","entire_prefix":"P4","prefix_anchor":"P4","level":2,"prior_prefix":"P3","next_prefix":"P5"},"24":{"id":250369,"text":"Technology professional positions not included in subsection J;","type":"section","prefixes":["P","5"],"prefix":"5","entire_prefix":"P5","prefix_anchor":"P5","level":2,"prior_prefix":"P4","next_prefix":"P6"},"25":{"id":250370,"text":"Operation and maintenance positions, including facilities; pupil transportation positions; operation and maintenance professional and service positions; and security service, trade, and laborer positions;","type":"section","prefixes":["P","6"],"prefix":"6","entire_prefix":"P6","prefix_anchor":"P6","level":2,"prior_prefix":"P5","next_prefix":"P7"},"26":{"id":250371,"text":"Technical and clerical positions for fiscal and human resources, student support, instructional personnel support, operation and maintenance, administration, and technology; and","type":"section","prefixes":["P","7"],"prefix":"7","entire_prefix":"P7","prefix_anchor":"P7","level":2,"prior_prefix":"P6","next_prefix":"P8"},"27":{"id":250372,"text":"School-based clerical personnel in elementary schools; part-time to 299 students, one full-time at 300 students; clerical personnel in middle schools; one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students; clerical personnel in high schools; one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students. Local school divisions that employ a sufficient number of school-based clerical personnel to meet this staffing requirement may assign the clerical personnel to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary.\n\t\t\t\tPursuant to the appropriation act, support services shall be funded from basic school aid.\n\t\t\t\tSchool divisions may use the state and local funds for support services to provide additional instructional services.","type":"section","prefixes":["P","8"],"prefix":"8","entire_prefix":"P8","prefix_anchor":"P8","level":2,"prior_prefix":"P7","next_prefix":"Q"},"28":{"id":250373,"text":"Notwithstanding the provisions of this section, when determining the assignment of instructional and other licensed personnel in subsections C through J, a local school board shall not be required to include full-time students of approved virtual school programs.","type":"section","prefixes":["Q"],"prefix":"Q","entire_prefix":"Q","prefix_anchor":"Q","level":1,"prior_prefix":"P8","next_prefix":"R"},"29":{"id":250374,"text":"Each local school board shall designate a faculty member to serve as a special education parent\/family liaison. The special education parent\/family liaison shall serve as a resource to parents and families to understand and engage in (i) the referral, evaluation, reevaluation, and eligibility process if they suspect that their child has a disability and (ii) the IEP process and shall work in collaboration with the special education family support centers established pursuant to § 22.1-214.5. Each school board shall post the name of the designated special education parent\/family liaison publicly on its website.","type":"section","prefixes":["R"],"prefix":"R","entire_prefix":"R","prefix_anchor":"R","level":1,"prior_prefix":"Q","next_prefix":"S"},"30":{"id":250375,"text":"Each local school board shall designate a faculty member to serve as the high-quality instructional materials liaison. Such liaison shall receive support from the Department to serve as a resource for the division and its schools to select and implement textbooks and other high-quality instructional materials and aligned professional learning resources.","type":"section","prefixes":["S"],"prefix":"S","entire_prefix":"S","prefix_anchor":"S","level":1,"prior_prefix":"R"}},"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}],"previous_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},"next_section":{"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},"metadata":false,"official_url":"https:\/\/law.lis.virginia.gov\/vacode\/22.1-253.13:2\/","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 17 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 1991, chapter 480; in 1997, chapter 828<\/a>; in 2004, chapters 939<\/a> and 955<\/a>; in 2005, chapters 331<\/a> and 450<\/a>; in 2010, chapters 537<\/a> and 817<\/a>; in 2011, chapters 55<\/a> and 74<\/a>; in 2012, chapters 476<\/a> and 507<\/a>; in 2013, chapters 123<\/a>, 157<\/a>, 158<\/a>, and 224<\/a>; in 2016, chapter 646<\/a>; in 2017, chapters 321<\/a>, 626<\/a>, and 629<\/a>; in 2018, chapter 484<\/a>; in 2019, chapters 139<\/a> and 796<\/a>; in 2020, chapters 582<\/a>, 635<\/a>, 952<\/a>, 953<\/a>, 1034<\/a>, and 1035<\/a>; in 2022, chapters 168<\/a>, 205<\/a>, 549<\/a>, and 550<\/a>; in 2023, chapters 348<\/a>, 349<\/a>, 645<\/a>, and 646<\/a>; in 2024, chapters 468<\/a>, 502<\/a>, 743<\/a>, and 766<\/a>; in 2025, chapters 680<\/a> and 683<\/a>.<\/p>","references":[{"id":69592,"section_number":"22.1-214.5","catch_line":"Special education family support centers","order_by":null,"url":"\/22.1-214.5\/"},{"id":85053,"section_number":"22.1-23","catch_line":"Duties in general","order_by":null,"url":"\/22.1-23\/"},{"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":82301,"section_number":"22.1-274","catch_line":"School health services","order_by":null,"url":"\/22.1-274\/"},{"id":69931,"section_number":"22.1-289.3","catch_line":"Support services personnel; staffing and data collection requirements; report","order_by":null,"url":"\/22.1-289.3\/"},{"id":80524,"section_number":"22.1-299.7:1","catch_line":" (For effective date, see Acts 2022, cc. 549, 550, cl. 2) Microcredential program; reading specialists","order_by":null,"url":"\/22.1-299.7_1\/"},{"id":68151,"section_number":"22.1-70.3","catch_line":"(Expires July 1, 2028) Designation of teacher shortage areas","order_by":null,"url":"\/22.1-70.3\/"},{"id":54343,"section_number":"22.1-79","catch_line":"Powers and duties","order_by":null,"url":"\/22.1-79\/"},{"id":72358,"section_number":"51.1-155","catch_line":"Service retirement allowance","order_by":null,"url":"\/51.1-155\/"}],"refers_to":[{"id":69592,"section_number":"22.1-214.5","catch_line":"Special education family support centers","order_by":null,"url":"\/22.1-214.5\/"},{"id":80280,"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","order_by":null,"url":"\/22.1-253.13_1\/"},{"id":75707,"section_number":"22.1-254.1","catch_line":"Declaration of policy; requirements for home instruction of children","order_by":null,"url":"\/22.1-254.1\/"}],"permalink":{"id":182101,"object_type":"law","relational_id":69198,"identifier":"22.1-253.13:2","token":"22.1\/13.2\/22.1-253.13_2","url":"\/22.1-253.13_2\/","edition_id":1,"permalink":0,"preferred":1},"url":"\/22.1-253.13_2\/","token":"22.1\/13.2\/22.1-253.13_2","dublin_core":{"Title":"(Effective July 1, 2026) Standard 2. Instructional, administrative, and support personnel","Type":"Text","Format":"text\/html","Identifier":"\u00a7 22.1-253.13:2","Relation":"Code of Virginia"},"html":"\n\t\t\t\t\t\t

A.<\/span> The Board<\/span> shall establish requirements for the licensing of teachers, principals, superintendents<\/span>, and other professional personnel. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

B.<\/span> School boards<\/span> shall employ licensed instructional personnel qualified in the relevant subject areas. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

C.<\/span> Each school board<\/span> shall assign licensed instructional personnel in a manner that produces divisionwide ratios of students in average daily membership to full-time equivalent teaching positions, excluding special education teachers, principals, assistant principals, school counselors or certain other licensed individuals as set forth in subdivision H 4, and librarians, that are not greater than the following ratios: (i) 24 to one in kindergarten with no class being larger than 29 students; if the average daily membership in any kindergarten class exceeds 24 pupils, a full-time teacher’s aide shall be assigned to the class; (ii) 24 to one in grades one, two, and three with no class being larger than 30 students; (iii) 25 to one in grades four through six with no class being larger than 35 students; and (iv) 24 to one in English classes in grades six through 12. After September 30 of any school year, anytime the number of students in a class exceeds the class size limit established by this subsection, the local school division shall notify the parent<\/span> of each student in such class of such fact<\/span> no later than 10 days after the date on which the class exceeded the class size limit. Such notification shall state the reason that the class size exceeds the class size limit and describe the measures that the local school division will take to reduce the class size to comply with this subsection.\n\t\t\tWithin its regulations governing special education programs, the Board shall seek to set pupil\/teacher ratios for pupils with intellectual disability that do not exceed the pupil\/teacher ratios for self-contained classes for pupils with specific learning disabilities.\n\t\t\tFurther, school boards<\/span> shall assign instructional personnel in a manner that produces schoolwide ratios of students in average daily memberships to full-time equivalent teaching positions of 21 to one in middle schools<\/span> and high schools. School divisions shall provide all middle and high school teachers with one planning period per day or the equivalent, unencumbered of any teaching or supervisory duties. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

D.<\/span> Each local school board<\/span> shall employ with state and local basic, special education, gifted, and career and technical education funds a minimum number of licensed, full-time equivalent instructional personnel for each 1,000 students in average daily membership (ADM) as set forth in the appropriation act. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

E.<\/span> In addition to the positions supported by basic aid and in support of regular school year programs of prevention, intervention, and remediation, state funding, pursuant to the appropriation act, shall be provided to fund certain full-time equivalent instructional positions for each 1,000 students in grades K through 12 who are identified as needing prevention, intervention, and remediation services. State funding for prevention, intervention, and remediation programs provided pursuant to this subsection and the appropriation act may be used to support programs for educationally at-risk students as identified by the local school boards<\/span>.\n\t\t\tTo provide algebra readiness intervention services required by § 22.1-253.13:1<\/a>, school divisions may employ mathematics teacher specialists to provide the required algebra readiness intervention services. School divisions using the Standards of Learning Algebra Readiness Initiative funding in this manner shall only employ instructional personnel licensed by the Board. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

F.<\/span> In addition to the positions supported by basic aid and those in support of regular school year programs of prevention, intervention, and remediation, state funding, pursuant to the general appropriation act, shall be provided to support ratios of instructional positions to English language learner students, based on each such student’s English proficiency level, as established in the general appropriation act, which positions may include dual language teachers who provide instruction in English and in a second language.\n\t\t\tTo provide flexibility in the instruction of English language learners who have limited English proficiency and who are at risk of not meeting state accountability standards, school divisions may use state and local funds from the Standards of Quality Prevention, Intervention, and Remediation account to employ additional English language learner teachers or dual language teachers to provide instruction to identified limited English proficiency students. Using these funds in this manner is intended to supplement the instructional services provided in this section. School divisions using the SOQ Prevention, Intervention, and Remediation funds in this manner shall employ only instructional personnel licensed by the Board. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

G.<\/span> In addition to the full-time equivalent positions required elsewhere in this section, each local school board<\/span> shall employ one reading specialist for each 550 students in kindergarten through grade five and one reading specialist for each 1,100 students in grades six through eight. Each such reading specialist shall have training in science-based reading research<\/span> and evidence<\/span>-based literacy instruction<\/span> practices. In addition, each such reading specialist shall have training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder and shall serve as an advisor on dyslexia and related disorders. Such reading specialist shall have an understanding of the definition of dyslexia and a working knowledge of (i) techniques to help a student on the continuum of skills with dyslexia; (ii) dyslexia characteristics that may manifest at different ages and grade levels; (iii) the basic foundation of the keys to reading, including multisensory, explicit, systemic, and structured reading instruction; and (iv) appropriate interventions, accommodations, and assistive technology supports for students with dyslexia.\n\t\t\tTo provide reading intervention services required by § 22.1-253.13:1<\/a>, school divisions may employ reading specialists to provide the required reading intervention services. School divisions using the Early Reading Intervention Initiative funds in this manner shall employ only instructional personnel licensed by the Board. Local school divisions that employ a sufficient number of reading specialists to meet this staffing standard may assign reading specialists to grade levels according to grade levels with greatest need, regardless of the individual staffing standards established for grades kindergarten through five and six through eight. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

H.<\/span> Each local school board<\/span> shall employ, at a minimum, the following full-time equivalent positions for any school that reports fall membership, according to student enrollment: <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

1.<\/span> Principals, one full-time in each elementary<\/span> school, middle school<\/span>, and high school, to be employed on a 12-month basis; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

2.<\/span> Assistant principals in elementary<\/span> schools, one half-time at 600 students, one full-time at 900 students; assistant principals in middle schools<\/span>, one full-time for each 600 students; assistant principals in high schools, one full-time for each 600 students; and school divisions that employ a sufficient number of assistant principals to meet this staffing requirement may assign assistant principals to schools within the division according to the area of greatest need, regardless of whether such schools are elementary<\/span>, middle, or secondary; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

3.<\/span> Librarians in elementary<\/span> schools, one part-time to 299 students, one full-time at 300 students; librarians in middle schools<\/span>, one-half time to 299 students, one full-time at 300 students, two full-time at 1,000 students; librarians in high schools, one half-time to 299 students, one full-time at 300 students, two full-time at 1,000 students. Local school divisions that employ a sufficient number of librarians to meet this staffing requirement may assign librarians to schools within the division according to the area of greatest need, regardless of whether such schools are elementary<\/span>, middle, or secondary; and <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

4.<\/span> School counselors, one full-time equivalent position per 325 students in grades kindergarten through 12.\n\t\t\t\tHowever, in order<\/span> to meet the staffing requirements set forth in this subdivision, any local school board<\/span> (i) may employ, under a provisional license issued by the Department<\/span> for three school years with an allowance for an additional two-year extension with the approval of the division superintendent<\/span>, any professional counselor licensed by the Board of Counseling, clinical social worker licensed by the Board of Social Work, psychologist licensed by the Board of Psychology, or other licensed counseling professional with appropriate experience and training, provided that any such individual makes progress toward completing the requirements for full licensure as a school counselor during such period of employment or (ii) in the event that the school board<\/span> does not receive any application from a licensed school counselor, professional counselor, clinical social worker, or psychologist or another licensed counseling professional with appropriate experience and training to fill a school counselor vacancy in the school division, may enter into an annual contract<\/span> with another entity for the provision of school counseling services by a licensed professional counselor, clinical social worker, or psychologist or another licensed counseling professional with appropriate experience and training. Local school boards<\/span> that employ a sufficient number of individuals to meet the staffing requirements set forth in this subdivision may assign such individuals to schools within the division according to the area of greatest need, regardless of whether such schools are elementary<\/span>, middle, or high schools. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

I.<\/span> Local school boards<\/span> shall employ five full-time equivalent positions per 1,000 students in grades kindergarten through five to serve as elementary<\/span> resource teachers in art, music, and physical education. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

J.<\/span> Local school boards<\/span> shall employ two full-time equivalent positions per 1,000 students in grades kindergarten through 12, one to provide technology support and one to serve as an instructional technology resource teacher.\n\t\t\tTo provide flexibility, school divisions may use the state and local funds for instructional technology resource teachers to employ a data coordinator position, an instructional technology resource teacher position, or a data coordinator\/instructional resource teacher blended position. The data coordinator position is intended to serve as a resource to principals and classroom teachers in the area of data analysis and interpretation for instructional and school improvement purposes, as well as for overall data management and administration of state assessments. School divisions using these funds in this manner shall employ only instructional personnel licensed by the Board. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

K.<\/span> Local school boards<\/span> may employ additional positions that exceed these minimal staffing requirements. These additional positions may include, but are not limited to, those funded through the state’s incentive and categorical programs as set forth in the appropriation act. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

L.<\/span> A combined school, such as kindergarten through 12, shall meet at all grade levels the staffing requirements for the highest grade level in that school; this requirement shall apply to all staff, except for school counselors or certain other licensed individuals as set forth in subdivision H 4, and shall be based on the school’s total enrollment. The Board may grant waivers<\/span> from these staffing levels upon request from local school boards<\/span> seeking to implement experimental or innovative programs that are not consistent with these staffing levels. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

M.<\/span> School boards<\/span> shall, however, annually, on or before December 31, report to the public (i) the actual pupil\/teacher ratios in elementary<\/span> school classrooms in the local school division by school for the current school year; and (ii) the actual pupil\/teacher ratios in middle school<\/span> and high school in the local school division by school for the current school year. Actual pupil\/teacher ratios shall include only the teachers who teach the grade and class on a full-time basis and shall exclude resource personnel. School boards<\/span> shall report pupil\/teacher ratios that include resource teachers in the same annual report. Any classes funded through the voluntary kindergarten through third grade class size reduction program shall be identified as such classes. Any classes having waivers<\/span> to exceed the requirements of this subsection shall also be identified. Schools shall be identified; however, the data shall be compiled in a manner to ensure the confidentiality of all teacher and pupil identities. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

N.<\/span> Students enrolled in a public school on a less than full-time basis shall be counted in ADM in the relevant school division. Students who are either (i) enrolled in a nonpublic school or (ii) receiving home instruction pursuant to § 22.1-254.1<\/a>, and who are enrolled in public school on a less than full-time basis in any mathematics, science, English, history, social science, career and technical education, fine arts, foreign language, or health education or physical education course shall be counted in the ADM in the relevant school division on a pro rata basis as provided in the appropriation act. Each such course enrollment by such students shall be counted as 0.25 in the ADM; however, no such nonpublic or home school student shall be counted as more than one-half a student for purposes of such pro rata calculation. Such calculation shall not include enrollments of such students in any other public school courses. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

O.<\/span> Each school board<\/span> shall provide at least three specialized student support positions per 1,000 students. For purposes of this subsection, specialized student support positions include school social workers, school psychologists, school nurses, licensed behavior analysts, licensed assistant behavior analysts, and other licensed health and behavioral positions, which may either be employed by the school board<\/span> or provided through contracted services.\n\t\t\tIn order<\/span> to fill vacant school psychologist positions, any local school board<\/span> may employ, under a provisional license issued by the Department<\/span> for three school years with an allowance for an additional two-year extension with the approval of the division superintendent<\/span>, clinical psychologists licensed by the Board of Psychology, provided that any such individual makes progress toward completing the requirements for full licensure as a school psychologist during such period of employment. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

P.<\/span> Each local school board<\/span> shall provide those support services that are necessary for the efficient and cost-effective operation and maintenance of its public schools.\n\t\t\tFor the purposes of this title, unless the context otherwise requires, “support services positions<\/span>” shall include the following: <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

1.<\/span> Executive policy and leadership positions, including school board<\/span> members, superintendents<\/span> and assistant superintendents<\/span>; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

2.<\/span> Fiscal and human resources positions, including fiscal and audit operations; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

3.<\/span> Student support positions, including (i) social work administrative positions not included in subsection O; (ii) school counselor administrative positions not included in subdivision H 4; (iii) homebound administrative positions supporting instruction; (iv) attendance support positions related to truancy and dropout prevention; and (v) health and behavioral administrative positions not included in subsection O; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

4.<\/span> Instructional personnel support, including professional development positions and library and media positions not included in subdivision H 3; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

5.<\/span> Technology professional positions not included in subsection J; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

6.<\/span> Operation and maintenance positions, including facilities; pupil transportation positions; operation and maintenance professional and service positions; and security service, trade, and laborer positions; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

7.<\/span> Technical and clerical positions for fiscal and human resources, student support, instructional personnel support, operation and maintenance, administration, and technology; and <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

8.<\/span> School-based clerical personnel in elementary<\/span> schools; part-time to 299 students, one full-time at 300 students; clerical personnel in middle schools<\/span>; one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students; clerical personnel in high schools; one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students. Local school divisions that employ a sufficient number of school-based clerical personnel to meet this staffing requirement may assign the clerical personnel to schools within the division according to the area of greatest need, regardless of whether such schools are elementary<\/span>, middle, or secondary.\n\t\t\t\tPursuant to the appropriation act, support services shall be funded from basic school aid.\n\t\t\t\tSchool divisions may use the state and local funds for support services to provide additional instructional services. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

Q.<\/span> Notwithstanding the provisions of this section, when determining the assignment of instructional and other licensed personnel in subsections C through J, a local school board<\/span> shall not be required to include full-time students of approved virtual school programs. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

R.<\/span> Each local school board<\/span> shall designate a faculty member to serve as a special education parent<\/span>\/family liaison. The special education parent<\/span>\/family liaison shall serve as a resource to parents<\/span><\/span> and families to understand and engage in (i) the referral, evaluation, reevaluation, and eligibility process if they suspect that their child has a disability and (ii) the IEP process and shall work in collaboration with the special education family support centers established pursuant to § 22.1-214.5<\/a>. Each school board<\/span> shall post the name of the designated special education parent<\/span>\/family liaison publicly on its website. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

S.<\/span> Each local school board<\/span> shall designate a faculty member to serve as the high-quality instructional materials liaison. Such liaison shall receive support from the Department<\/span> to serve as a resource for the division and its schools to select and implement textbooks and other high-quality instructional materials<\/span> and aligned professional learning resources. <\/i><\/a><\/p><\/section>","plain_text":" CODE OF VIRGINIA\n\n(EFFECTIVE JULY 1, 2026) STANDARD 2. INSTRUCTIONAL, ADMINISTRATIVE, AND SUPPORT\nPERSONNEL (\u00a7 22.1-253.13:2)\n\nA. The Board shall establish requirements for the licensing of teachers,\nprincipals, superintendents, and other professional personnel.\n\nB. School boards shall employ licensed instructional personnel qualified in the\nrelevant subject areas.\n\nC. Each school board shall assign licensed instructional personnel in a manner\nthat produces divisionwide ratios of students in average daily membership to\nfull-time equivalent teaching positions, excluding special education teachers,\nprincipals, assistant principals, school counselors or certain other licensed\nindividuals as set forth in subdivision H 4, and librarians, that are not\ngreater than the following ratios: (i) 24 to one in kindergarten with no class\nbeing larger than 29 students; if the average daily membership in any\nkindergarten class exceeds 24 pupils, a full-time teacher’s aide shall be\nassigned to the class; (ii) 24 to one in grades one, two, and three with no\nclass being larger than 30 students; (iii) 25 to one in grades four through six\nwith no class being larger than 35 students; and (iv) 24 to one in English\nclasses in grades six through 12. After September 30 of any school year, anytime\nthe number of students in a class exceeds the class size limit established by\nthis subsection, the local school division shall notify the parent of each\nstudent in such class of such fact no later than 10 days after the date on which\nthe class exceeded the class size limit. Such notification shall state the\nreason that the class size exceeds the class size limit and describe the\nmeasures that the local school division will take to reduce the class size to\ncomply with this subsection.\n\t\t\tWithin its regulations governing special education programs, the Board shall\nseek to set pupil\/teacher ratios for pupils with intellectual disability that do\nnot exceed the pupil\/teacher ratios for self-contained classes for pupils with\nspecific learning disabilities.\n\t\t\tFurther, school boards shall assign instructional personnel in a manner that\nproduces schoolwide ratios of students in average daily memberships to full-time\nequivalent teaching positions of 21 to one in middle schools and high schools.\nSchool divisions shall provide all middle and high school teachers with one\nplanning period per day or the equivalent, unencumbered of any teaching or\nsupervisory duties.\n\nD. Each local school board shall employ with state and local basic, special\neducation, gifted, and career and technical education funds a minimum number of\nlicensed, full-time equivalent instructional personnel for each 1,000 students\nin average daily membership (ADM) as set forth in the appropriation act.\n\nE. In addition to the positions supported by basic aid and in support of regular\nschool year programs of prevention, intervention, and remediation, state\nfunding, pursuant to the appropriation act, shall be provided to fund certain\nfull-time equivalent instructional positions for each 1,000 students in grades K\nthrough 12 who are identified as needing prevention, intervention, and\nremediation services. State funding for prevention, intervention, and\nremediation programs provided pursuant to this subsection and the appropriation\nact may be used to support programs for educationally at-risk students as\nidentified by the local school boards.\n\t\t\tTo provide algebra readiness intervention services required by §\n22.1-253.13:1, school divisions may employ mathematics teacher specialists to\nprovide the required algebra readiness intervention services. School divisions\nusing the Standards of Learning Algebra Readiness Initiative funding in this\nmanner shall only employ instructional personnel licensed by the Board.\n\nF. In addition to the positions supported by basic aid and those in support of\nregular school year programs of prevention, intervention, and remediation, state\nfunding, pursuant to the general appropriation act, shall be provided to support\nratios of instructional positions to English language learner students, based on\neach such student’s English proficiency level, as established in the\ngeneral appropriation act, which positions may include dual language teachers\nwho provide instruction in English and in a second language.\n\t\t\tTo provide flexibility in the instruction of English language learners who\nhave limited English proficiency and who are at risk of not meeting state\naccountability standards, school divisions may use state and local funds from\nthe Standards of Quality Prevention, Intervention, and Remediation account to\nemploy additional English language learner teachers or dual language teachers to\nprovide instruction to identified limited English proficiency students. Using\nthese funds in this manner is intended to supplement the instructional services\nprovided in this section. School divisions using the SOQ Prevention,\nIntervention, and Remediation funds in this manner shall employ only\ninstructional personnel licensed by the Board.\n\nG. In addition to the full-time equivalent positions required elsewhere in this\nsection, each local school board shall employ one reading specialist for each\n550 students in kindergarten through grade five and one reading specialist for\neach 1,100 students in grades six through eight. Each such reading specialist\nshall have training in science-based reading research and evidence-based\nliteracy instruction practices. In addition, each such reading specialist shall\nhave training in the identification of and the appropriate interventions,\naccommodations, and teaching techniques for students with dyslexia or a related\ndisorder and shall serve as an advisor on dyslexia and related disorders. Such\nreading specialist shall have an understanding of the definition of dyslexia and\na working knowledge of (i) techniques to help a student on the continuum of\nskills with dyslexia; (ii) dyslexia characteristics that may manifest at\ndifferent ages and grade levels; (iii) the basic foundation of the keys to\nreading, including multisensory, explicit, systemic, and structured reading\ninstruction; and (iv) appropriate interventions, accommodations, and assistive\ntechnology supports for students with dyslexia.\n\t\t\tTo provide reading intervention services required by § 22.1-253.13:1,\nschool divisions may employ reading specialists to provide the required reading\nintervention services. School divisions using the Early Reading Intervention\nInitiative funds in this manner shall employ only instructional personnel\nlicensed by the Board. Local school divisions that employ a sufficient number of\nreading specialists to meet this staffing standard may assign reading\nspecialists to grade levels according to grade levels with greatest need,\nregardless of the individual staffing standards established for grades\nkindergarten through five and six through eight.\n\nH. Each local school board shall employ, at a minimum, the following full-time\nequivalent positions for any school that reports fall membership, according to\nstudent enrollment:\n\n 1. Principals, one full-time in each elementary school, middle school, and\n high school, to be employed on a 12-month basis;\n\n 2. Assistant principals in elementary schools, one half-time at 600 students,\n one full-time at 900 students; assistant principals in middle schools, one\n full-time for each 600 students; assistant principals in high schools, one\n full-time for each 600 students; and school divisions that employ a sufficient\n number of assistant principals to meet this staffing requirement may assign\n assistant principals to schools within the division according to the area of\n greatest need, regardless of whether such schools are elementary, middle, or\n secondary;\n\n 3. Librarians in elementary schools, one part-time to 299 students, one\n full-time at 300 students; librarians in middle schools, one-half time to 299\n students, one full-time at 300 students, two full-time at 1,000 students;\n librarians in high schools, one half-time to 299 students, one full-time at\n 300 students, two full-time at 1,000 students. Local school divisions that\n employ a sufficient number of librarians to meet this staffing requirement may\n assign librarians to schools within the division according to the area of\n greatest need, regardless of whether such schools are elementary, middle, or\n secondary; and\n\n 4. School counselors, one full-time equivalent position per 325 students in\n grades kindergarten through 12.\n \t\t\t\tHowever, in order to meet the staffing requirements set forth in this\n subdivision, any local school board (i) may employ, under a provisional\n license issued by the Department for three school years with an allowance for\n an additional two-year extension with the approval of the division\n superintendent, any professional counselor licensed by the Board of\n Counseling, clinical social worker licensed by the Board of Social Work,\n psychologist licensed by the Board of Psychology, or other licensed counseling\n professional with appropriate experience and training, provided that any such\n individual makes progress toward completing the requirements for full\n licensure as a school counselor during such period of employment or (ii) in\n the event that the school board does not receive any application from a\n licensed school counselor, professional counselor, clinical social worker, or\n psychologist or another licensed counseling professional with appropriate\n experience and training to fill a school counselor vacancy in the school\n division, may enter into an annual contract with another entity for the\n provision of school counseling services by a licensed professional counselor,\n clinical social worker, or psychologist or another licensed counseling\n professional with appropriate experience and training. Local school boards\n that employ a sufficient number of individuals to meet the staffing\n requirements set forth in this subdivision may assign such individuals to\n schools within the division according to the area of greatest need, regardless\n of whether such schools are elementary, middle, or high schools.\n\nI. Local school boards shall employ five full-time equivalent positions per\n1,000 students in grades kindergarten through five to serve as elementary\nresource teachers in art, music, and physical education.\n\nJ. Local school boards shall employ two full-time equivalent positions per 1,000\nstudents in grades kindergarten through 12, one to provide technology support\nand one to serve as an instructional technology resource teacher.\n\t\t\tTo provide flexibility, school divisions may use the state and local funds\nfor instructional technology resource teachers to employ a data coordinator\nposition, an instructional technology resource teacher position, or a data\ncoordinator\/instructional resource teacher blended position. The data\ncoordinator position is intended to serve as a resource to principals and\nclassroom teachers in the area of data analysis and interpretation for\ninstructional and school improvement purposes, as well as for overall data\nmanagement and administration of state assessments. School divisions using these\nfunds in this manner shall employ only instructional personnel licensed by the\nBoard.\n\nK. Local school boards may employ additional positions that exceed these minimal\nstaffing requirements. These additional positions may include, but are not\nlimited to, those funded through the state’s incentive and categorical\nprograms as set forth in the appropriation act.\n\nL. A combined school, such as kindergarten through 12, shall meet at all grade\nlevels the staffing requirements for the highest grade level in that school;\nthis requirement shall apply to all staff, except for school counselors or\ncertain other licensed individuals as set forth in subdivision H 4, and shall be\nbased on the school’s total enrollment. The Board may grant waivers from\nthese staffing levels upon request from local school boards seeking to implement\nexperimental or innovative programs that are not consistent with these staffing\nlevels.\n\nM. School boards shall, however, annually, on or before December 31, report to\nthe public (i) the actual pupil\/teacher ratios in elementary school classrooms\nin the local school division by school for the current school year; and (ii) the\nactual pupil\/teacher ratios in middle school and high school in the local school\ndivision by school for the current school year. Actual pupil\/teacher ratios\nshall include only the teachers who teach the grade and class on a full-time\nbasis and shall exclude resource personnel. School boards shall report\npupil\/teacher ratios that include resource teachers in the same annual report.\nAny classes funded through the voluntary kindergarten through third grade class\nsize reduction program shall be identified as such classes. Any classes having\nwaivers to exceed the requirements of this subsection shall also be identified.\nSchools shall be identified; however, the data shall be compiled in a manner to\nensure the confidentiality of all teacher and pupil identities.\n\nN. Students enrolled in a public school on a less than full-time basis shall be\ncounted in ADM in the relevant school division. Students who are either (i)\nenrolled in a nonpublic school or (ii) receiving home instruction pursuant to\n§ 22.1-254.1, and who are enrolled in public school on a less than\nfull-time basis in any mathematics, science, English, history, social science,\ncareer and technical education, fine arts, foreign language, or health education\nor physical education course shall be counted in the ADM in the relevant school\ndivision on a pro rata basis as provided in the appropriation act. Each such\ncourse enrollment by such students shall be counted as 0.25 in the ADM; however,\nno such nonpublic or home school student shall be counted as more than one-half\na student for purposes of such pro rata calculation. Such calculation shall not\ninclude enrollments of such students in any other public school courses.\n\nO. Each school board shall provide at least three specialized student support\npositions per 1,000 students. For purposes of this subsection, specialized\nstudent support positions include school social workers, school psychologists,\nschool nurses, licensed behavior analysts, licensed assistant behavior analysts,\nand other licensed health and behavioral positions, which may either be employed\nby the school board or provided through contracted services.\n\t\t\tIn order to fill vacant school psychologist positions, any local school board\nmay employ, under a provisional license issued by the Department for three\nschool years with an allowance for an additional two-year extension with the\napproval of the division superintendent, clinical psychologists licensed by the\nBoard of Psychology, provided that any such individual makes progress toward\ncompleting the requirements for full licensure as a school psychologist during\nsuch period of employment.\n\nP. Each local school board shall provide those support services that are\nnecessary for the efficient and cost-effective operation and maintenance of its\npublic schools.\n\t\t\tFor the purposes of this title, unless the context otherwise requires,\n“support services positions” shall include the following:\n\n 1. Executive policy and leadership positions, including school board members,\n superintendents and assistant superintendents;\n\n 2. Fiscal and human resources positions, including fiscal and audit\n operations;\n\n 3. Student support positions, including (i) social work administrative\n positions not included in subsection O; (ii) school counselor administrative\n positions not included in subdivision H 4; (iii) homebound administrative\n positions supporting instruction; (iv) attendance support positions related to\n truancy and dropout prevention; and (v) health and behavioral administrative\n positions not included in subsection O;\n\n 4. Instructional personnel support, including professional development\n positions and library and media positions not included in subdivision H 3;\n\n 5. Technology professional positions not included in subsection J;\n\n 6. Operation and maintenance positions, including facilities; pupil\n transportation positions; operation and maintenance professional and service\n positions; and security service, trade, and laborer positions;\n\n 7. Technical and clerical positions for fiscal and human resources, student\n support, instructional personnel support, operation and maintenance,\n administration, and technology; and\n\n 8. School-based clerical personnel in elementary schools; part-time to 299\n students, one full-time at 300 students; clerical personnel in middle schools;\n one full-time and one additional full-time for each 600 students beyond 200\n students and one full-time for the library at 750 students; clerical personnel\n in high schools; one full-time and one additional full-time for each 600\n students beyond 200 students and one full-time for the library at 750\n students. Local school divisions that employ a sufficient number of\n school-based clerical personnel to meet this staffing requirement may assign\n the clerical personnel to schools within the division according to the area of\n greatest need, regardless of whether such schools are elementary, middle, or\n secondary.\n \t\t\t\tPursuant to the appropriation act, support services shall be funded from\n basic school aid.\n \t\t\t\tSchool divisions may use the state and local funds for support services to\n provide additional instructional services.\n\nQ. Notwithstanding the provisions of this section, when determining the\nassignment of instructional and other licensed personnel in subsections C\nthrough J, a local school board shall not be required to include full-time\nstudents of approved virtual school programs.\n\nR. Each local school board shall designate a faculty member to serve as a\nspecial education parent\/family liaison. The special education parent\/family\nliaison shall serve as a resource to parents and families to understand and\nengage in (i) the referral, evaluation, reevaluation, and eligibility process if\nthey suspect that their child has a disability and (ii) the IEP process and\nshall work in collaboration with the special education family support centers\nestablished pursuant to § 22.1-214.5. Each school board shall post the name\nof the designated special education parent\/family liaison publicly on its\nwebsite.\n\nS. Each local school board shall designate a faculty member to serve as the\nhigh-quality instructional materials liaison. Such liaison shall receive support\nfrom the Department to serve as a resource for the division and its schools to\nselect and implement textbooks and other high-quality instructional materials\nand aligned professional learning resources.\n\nHISTORY: 1988, cc. 645, 682; 1991, c. 480; 1997, c. 828; 2004, cc. 939, 955;\n2005, cc. 331, 450; 2010, cc. 537, 817; 2011, cc. 55, 74; 2012, cc. 476, 507;\n2013, cc. 123, 157, 158, 224; 2016, c. 646; 2017, cc. 321, 626, 629; 2018, c.\n484; 2019, cc. 139, 796; 2020, cc. 582, 635, 952, 953, 1034, 1035; 2021, Sp.\nSess. I, c. 454; 2022, cc. 168, 205, 549, 550; 2022, Sp. Sess. I, c. 21; 2023,\ncc. 348, 349, 645, 646; 2024, cc. 468, 502, 743, 766; 2025, cc. 680, 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}}