{"formats":[{"name":"JSON","format":"json","url":"\/downloads\/2025\/code-json\/23.1-902.1.json"},{"name":"Plain Text","format":"text","url":"\/downloads\/2025\/code-text\/23.1-902.1.txt"},{"name":"XML","format":"xml","url":"\/downloads\/2025\/code-xml\/23.1-902.1.xml"},{"name":"HTML","format":"html","url":"\/downloads\/2025\/code-html\/23.1-902.1.html"}],"law_id":71364,"edition_id":1,"section_id":71364,"structure_id":15086,"section_number":"23.1-902.1","catch_line":"(Effective July 1, 2026) Education preparation programs; coursework; audit","history":"2018, cc. 282, 588; 2022, cc. 549, 550, 757; 2024, cc. 468, 502; 2025, cc. 680, 683.","full_text":"A\n\nAs used in this section:\n\t\t\t“Evidence-based literacy instruction” and “science-based reading research” have the same meanings as provided in § 22.1-1.\n\t\t\t“Instructional practices to support specially designed instruction in inclusive settings” has the same meaning as provided in § 22.1-213.\n\t\t\t“Textbooks and other high-quality instructional materials” means systematic print or digital curricula that serve as the primary curriculum basis for a grade-level subject or course and that provide (i) adequate content and materials for student mastery of corresponding Standards of Learning; (ii) instructional practices that are aligned with general and discipline-specific research evidence; (iii) assessments to monitor student mastery of curriculum content; (iv) guidance for meeting student needs including enrichment for above-grade-level students and intensification for students who are at-risk of not mastering curriculum content, including English language learners and students with disabilities; and (v) resources for teachers that develop content knowledge, support implementation of instructional practices that are based on reliable, trustworthy, and valid evidence and have a demonstrated record of success, and build understanding of the rationale for curricula components.B\n\nEach education preparation program offered by a public institution of higher education or private institution of higher education or alternative certification program that provides training for any student seeking initial licensure by the Board of Education or a certificate or microcredential in early literacy or literacy coaching shall:1\n\nInclude a program of coursework and require all such students to demonstrate mastery in science-based reading research and evidence-based literacy instruction. Each such program of coursework and the student mastery required to be demonstrated therein shall be consistent with definitions and expectations established by the Board of Education and the Department of Education after consultation with a commission consisting of independent literacy experts and stakeholders with knowledge of science-based reading research and evidence-based literacy instruction that has reviewed the requirements established in subdivision 6 of 8VAC20-23-130, subdivision 6 of 8VAC20-23-190, subdivision 2 a of 8VAC20-23-350, 8VAC20-23-510 through 8VAC20-23-580, and 8VAC20-23-660; and2\n\nFor any such student seeking initial licensure by the Board of Education as a teacher with an endorsement in early childhood, elementary education, or special education or with an endorsement as a reading specialist, ensure that reading coursework and field practice opportunities are a significant focus of the education preparation program.C\n\nEach education preparation program offered by a public institution of higher education or private institution of higher education or alternative certification program that provides training for any student seeking initial licensure by the Board of Education with an endorsement in early\/primary education preschool through grade three, elementary education preschool through grade six, middle education grades six through eight, and secondary education grades six through 12 shall:1\n\nInclude a program of coursework and require all such students to demonstrate mastery in instructional practices to support specially designed instruction in inclusive settings. Each such program of coursework and the student mastery required to be demonstrated therein shall be consistent with definitions and expectations established by the Board of Education and the Department of Education after consultation with a commission consisting of independent special education experts and stakeholders that has reviewed the requirements established in 8VAC20-23-510 through 8VAC20-23-580;2\n\nInclude a program of coursework and clinical experience and require all such students to demonstrate mastery in identifying and implementing textbooks and other high-quality instructional materials. Each such program of coursework and clinical experience and the student mastery required to be demonstrated therein shall be consistent with definitions and expectations established by the Board of Education and the Department of Education after consultation with a commission consisting of independent experts and stakeholders with knowledge of the research and evidence base to support the identification and implementation of high-quality curricula as a strategy for improving student learning that has reviewed the requirements established in subdivision 2 of 8VAC20-23-130 of the Virginia Administrative Code and subdivision 2 of 8VAC20-23-190 of the Virginia Administrative Code; and3\n\nFor any such student seeking initial licensure by the Board of Education as a teacher with an endorsement in early\/primary, elementary, or secondary education, ensure that coursework and, as available, field practice opportunities that build knowledge of instructional practices to support specially designed instruction in inclusive settings are a significant focus of the education preparation program.D\n\nThe Department of Education shall audit at least once every seven years each education preparation program, in alignment with each program’s accreditation cycle, for compliance with the requirements set forth in subsection B.E\n\nEach education preparation program offered by a public institution of higher education or private institution of higher education that leads to a degree, concentration, endorsement, or certificate for reading specialists shall include a program of coursework and other training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder. Such program shall (i) include coursework in the constructs and pedagogy underlying remediation of reading, spelling, and writing and (ii) require reading specialists to demonstrate mastery of science-based reading research and evidence-based literacy instruction, including appropriate application of instructional supports and services and reading literacy interventions to ensure reading proficiency.","order_by":null,"text":{"0":{"id":257316,"text":"As used in this section:\n\t\t\t“Evidence-based literacy instruction” and “science-based reading research” have the same meanings as provided in § 22.1-1.\n\t\t\t“Instructional practices to support specially designed instruction in inclusive settings” has the same meaning as provided in § 22.1-213.\n\t\t\t“Textbooks and other high-quality instructional materials” means systematic print or digital curricula that serve as the primary curriculum basis for a grade-level subject or course and that provide (i) adequate content and materials for student mastery of corresponding Standards of Learning; (ii) instructional practices that are aligned with general and discipline-specific research evidence; (iii) assessments to monitor student mastery of curriculum content; (iv) guidance for meeting student needs including enrichment for above-grade-level students and intensification for students who are at-risk of not mastering curriculum content, including English language learners and students with disabilities; and (v) resources for teachers that develop content knowledge, support implementation of instructional practices that are based on reliable, trustworthy, and valid evidence and have a demonstrated record of success, and build understanding of the rationale for curricula components.","type":"section","prefixes":["A"],"prefix":"A","entire_prefix":"A","prefix_anchor":"A","level":1,"next_prefix":"B"},"1":{"id":257317,"text":"Each education preparation program offered by a public institution of higher education or private institution of higher education or alternative certification program that provides training for any student seeking initial licensure by the Board of Education or a certificate or microcredential in early literacy or literacy coaching shall:","type":"section","prefixes":["B"],"prefix":"B","entire_prefix":"B","prefix_anchor":"B","level":1,"prior_prefix":"A","next_prefix":"B1"},"2":{"id":257318,"text":"Include a program of coursework and require all such students to demonstrate mastery in science-based reading research and evidence-based literacy instruction. Each such program of coursework and the student mastery required to be demonstrated therein shall be consistent with definitions and expectations established by the Board of Education and the Department of Education after consultation with a commission consisting of independent literacy experts and stakeholders with knowledge of science-based reading research and evidence-based literacy instruction that has reviewed the requirements established in subdivision 6 of 8VAC20-23-130, subdivision 6 of 8VAC20-23-190, subdivision 2 a of 8VAC20-23-350, 8VAC20-23-510 through 8VAC20-23-580, and 8VAC20-23-660; and","type":"section","prefixes":["B","1"],"prefix":"1","entire_prefix":"B1","prefix_anchor":"B1","level":2,"prior_prefix":"B","next_prefix":"B2"},"3":{"id":257319,"text":"For any such student seeking initial licensure by the Board of Education as a teacher with an endorsement in early childhood, elementary education, or special education or with an endorsement as a reading specialist, ensure that reading coursework and field practice opportunities are a significant focus of the education preparation program.","type":"section","prefixes":["B","2"],"prefix":"2","entire_prefix":"B2","prefix_anchor":"B2","level":2,"prior_prefix":"B1","next_prefix":"C"},"4":{"id":257320,"text":"Each education preparation program offered by a public institution of higher education or private institution of higher education or alternative certification program that provides training for any student seeking initial licensure by the Board of Education with an endorsement in early\/primary education preschool through grade three, elementary education preschool through grade six, middle education grades six through eight, and secondary education grades six through 12 shall:","type":"section","prefixes":["C"],"prefix":"C","entire_prefix":"C","prefix_anchor":"C","level":1,"prior_prefix":"B2","next_prefix":"C1"},"5":{"id":257321,"text":"Include a program of coursework and require all such students to demonstrate mastery in instructional practices to support specially designed instruction in inclusive settings. Each such program of coursework and the student mastery required to be demonstrated therein shall be consistent with definitions and expectations established by the Board of Education and the Department of Education after consultation with a commission consisting of independent special education experts and stakeholders that has reviewed the requirements established in 8VAC20-23-510 through 8VAC20-23-580;","type":"section","prefixes":["C","1"],"prefix":"1","entire_prefix":"C1","prefix_anchor":"C1","level":2,"prior_prefix":"C","next_prefix":"C2"},"6":{"id":257322,"text":"Include a program of coursework and clinical experience and require all such students to demonstrate mastery in identifying and implementing textbooks and other high-quality instructional materials. Each such program of coursework and clinical experience and the student mastery required to be demonstrated therein shall be consistent with definitions and expectations established by the Board of Education and the Department of Education after consultation with a commission consisting of independent experts and stakeholders with knowledge of the research and evidence base to support the identification and implementation of high-quality curricula as a strategy for improving student learning that has reviewed the requirements established in subdivision 2 of 8VAC20-23-130 of the Virginia Administrative Code and subdivision 2 of 8VAC20-23-190 of the Virginia Administrative Code; and","type":"section","prefixes":["C","2"],"prefix":"2","entire_prefix":"C2","prefix_anchor":"C2","level":2,"prior_prefix":"C1","next_prefix":"C3"},"7":{"id":257323,"text":"For any such student seeking initial licensure by the Board of Education as a teacher with an endorsement in early\/primary, elementary, or secondary education, ensure that coursework and, as available, field practice opportunities that build knowledge of instructional practices to support specially designed instruction in inclusive settings are a significant focus of the education preparation program.","type":"section","prefixes":["C","3"],"prefix":"3","entire_prefix":"C3","prefix_anchor":"C3","level":2,"prior_prefix":"C2","next_prefix":"D"},"8":{"id":257324,"text":"The Department of Education shall audit at least once every seven years each education preparation program, in alignment with each program’s accreditation cycle, for compliance with the requirements set forth in subsection B.","type":"section","prefixes":["D"],"prefix":"D","entire_prefix":"D","prefix_anchor":"D","level":1,"prior_prefix":"C3","next_prefix":"E"},"9":{"id":257325,"text":"Each education preparation program offered by a public institution of higher education or private institution of higher education that leads to a degree, concentration, endorsement, or certificate for reading specialists shall include a program of coursework and other training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder. Such program shall (i) include coursework in the constructs and pedagogy underlying remediation of reading, spelling, and writing and (ii) require reading specialists to demonstrate mastery of science-based reading research and evidence-based literacy instruction, including appropriate application of instructional supports and services and reading literacy interventions to ensure reading proficiency.","type":"section","prefixes":["E"],"prefix":"E","entire_prefix":"E","prefix_anchor":"E","level":1,"prior_prefix":"D"}},"ancestry":[{"id":15086,"edition_id":1,"name":"Programs of Instruction","identifier":"2","label":"article","depth":4,"order_by":1,"parent_id":14161,"metadata":{},"date_created":"2026-06-26 03:52:05","date_modified":"2026-06-26 03:52:05","permalink":{"id":185443,"object_type":"structure","relational_id":15086,"identifier":"2","token":"23.1\/II\/9\/2","url":"\/23.1\/II\/9\/2\/","edition_id":1,"permalink":0,"preferred":1}},{"id":14161,"edition_id":1,"name":"Academic Policies","identifier":"9","label":"chapter","depth":3,"order_by":1,"parent_id":13112,"metadata":{},"date_created":"2026-06-26 03:47:05","date_modified":"2026-06-26 03:47:05","permalink":{"id":185423,"object_type":"structure","relational_id":14161,"identifier":"9","token":"23.1\/II\/9","url":"\/23.1\/II\/9\/","edition_id":1,"permalink":0,"preferred":1}},{"id":13112,"edition_id":1,"name":"Students and Campus","identifier":"II","label":"subtitle","depth":2,"order_by":1,"parent_id":13111,"metadata":{},"date_created":"2026-06-26 03:44:18","date_modified":"2026-06-26 03:44:18","permalink":{"id":184847,"object_type":"structure","relational_id":13112,"identifier":"II","token":"23.1\/II","url":"\/23.1\/II\/","edition_id":1,"permalink":0,"preferred":1}},{"id":13111,"edition_id":1,"name":"Institutions of Higher Education; Other Educational and Cultural Institutions","identifier":"23.1","label":"title","depth":1,"order_by":1,"parent_id":null,"metadata":{},"date_created":"2026-06-26 03:44:18","date_modified":"2026-06-26 03:44:18","permalink":{"id":184581,"object_type":"structure","relational_id":13111,"identifier":"23.1","token":"23.1","url":"\/23.1\/","edition_id":1,"permalink":0,"preferred":1}}],"structure_contents":[{"id":72934,"structure_id":15086,"section_number":"23.1-901","catch_line":"Programs on economics education and financial literacy","url":"\/23.1-901\/","token":"23.1\/II\/9\/2\/23.1-901","metadata":false},{"id":64656,"structure_id":15086,"section_number":"23.1-902","catch_line":"Education preparation programs offered by institutions of higher education","url":"\/23.1-902\/","token":"23.1\/II\/9\/2\/23.1-902","metadata":false},{"id":71364,"structure_id":15086,"section_number":"23.1-902.1","catch_line":"(Effective July 1, 2026) Education preparation programs; coursework; audit","url":"\/23.1-902.1\/","token":"23.1\/II\/9\/2\/23.1-902.1","metadata":false},{"id":81547,"structure_id":15086,"section_number":"23.1-903","catch_line":"Distance learning","url":"\/23.1-903\/","token":"23.1\/II\/9\/2\/23.1-903","metadata":false},{"id":72894,"structure_id":15086,"section_number":"23.1-903.1","catch_line":"Study abroad programs","url":"\/23.1-903.1\/","token":"23.1\/II\/9\/2\/23.1-903.1","metadata":false},{"id":62372,"structure_id":15086,"section_number":"23.1-903.2","catch_line":"Medical school; rotation requirement","url":"\/23.1-903.2\/","token":"23.1\/II\/9\/2\/23.1-903.2","metadata":false},{"id":62131,"structure_id":15086,"section_number":"23.1-903.3","catch_line":"Mortuary science education; practical experience requirement","url":"\/23.1-903.3\/","token":"23.1\/II\/9\/2\/23.1-903.3","metadata":false},{"id":71345,"structure_id":15086,"section_number":"23.1-903.4","catch_line":"Innovative Internship Fund and Program","url":"\/23.1-903.4\/","token":"23.1\/II\/9\/2\/23.1-903.4","metadata":false},{"id":57506,"structure_id":15086,"section_number":"23.1-903.5","catch_line":"(Effective July 1, 2026) Certain practical nursing programs; common curriculum; transferability to registered nursing programs; pathway of stackable credentials","url":"\/23.1-903.5\/","token":"23.1\/II\/9\/2\/23.1-903.5","metadata":false}],"previous_section":{"id":64656,"structure_id":15086,"section_number":"23.1-902","catch_line":"Education preparation programs offered by institutions of higher education","url":"\/23.1-902\/","token":"23.1\/II\/9\/2\/23.1-902","metadata":false},"next_section":{"id":81547,"structure_id":15086,"section_number":"23.1-903","catch_line":"Distance learning","url":"\/23.1-903\/","token":"23.1\/II\/9\/2\/23.1-903","metadata":false},"metadata":false,"official_url":"https:\/\/law.lis.virginia.gov\/vacode\/23.1-902.1\/","history_text":"

This law was first created in 2018. The record of its establishment is cataloged in chapters 282<\/a> and 588<\/a> 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. It has been modified 3 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 2022, chapters 549<\/a>, 550<\/a>, and 757<\/a>; in 2024, chapters 468<\/a> and 502<\/a>; in 2025, chapters 680<\/a> and 683<\/a>.<\/p>","references":false,"refers_to":[{"id":74111,"section_number":"22.1-1","catch_line":"(Effective July 1, 2026) Definitions","order_by":null,"url":"\/22.1-1\/"},{"id":86043,"section_number":"22.1-213","catch_line":"Definitions","order_by":null,"url":"\/22.1-213\/"}],"permalink":{"id":185453,"object_type":"law","relational_id":71364,"identifier":"23.1-902.1","token":"23.1\/II\/9\/2\/23.1-902.1","url":"\/23.1-902.1\/","edition_id":1,"permalink":0,"preferred":1},"url":"\/23.1-902.1\/","token":"23.1\/II\/9\/2\/23.1-902.1","dublin_core":{"Title":"(Effective July 1, 2026) Education preparation programs; coursework; audit","Type":"Text","Format":"text\/html","Identifier":"\u00a7 23.1-902.1","Relation":"Code of Virginia"},"html":"\n\t\t\t\t\t\t

A.<\/span> As used in this section:\n\t\t\t“Evidence<\/span>-based literacy instruction” and “science-based reading research” have the same meanings as provided in § 22.1-1<\/a>.\n\t\t\t“Instructional practices to support specially designed instruction in inclusive settings<\/span>” has the same meaning as provided in § 22.1-213<\/a>.\n\t\t\t“Textbooks and other high-quality instructional materials<\/span>” means systematic print or digital curricula that serve as the primary curriculum basis for a grade-level subject or course and that provide (i) adequate content and materials for student mastery of corresponding Standards of Learning; (ii) instructional practices that are aligned with general and discipline-specific research evidence<\/span>; (iii) assessments to monitor student mastery of curriculum content; (iv) guidance for meeting student needs including enrichment for above-grade-level students and intensification for students who are at-risk of not mastering curriculum content, including English language learners and students with disabilities; and (v) resources for teachers that develop content knowledge, support implementation of instructional practices that are based on reliable, trustworthy, and valid evidence<\/span> and have a demonstrated record of success, and build understanding of the rationale for curricula components. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

B.<\/span> Each education preparation program offered by a public institution of higher education<\/span> or private institution of higher education<\/span> or alternative certification program that provides training for any student seeking initial licensure by the Board of Education or a certificate or microcredential in early literacy or literacy coaching shall: <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

1.<\/span> Include a program of coursework and require all such students to demonstrate mastery in science-based reading research and evidence<\/span>-based literacy instruction. Each such program of coursework and the student mastery required to be demonstrated therein shall be consistent with definitions and expectations established by the Board of Education and the Department of Education after consultation with a commission consisting of independent literacy experts and stakeholders with knowledge of science-based reading research and evidence<\/span>-based literacy instruction that has reviewed the requirements established in subdivision 6 of 8VAC20-23-130, subdivision 6 of 8VAC20-23-190, subdivision 2 a of 8VAC20-23-350, 8VAC20-23-510 through 8VAC20-23-580, and 8VAC20-23-660; and <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

2.<\/span> For any such student seeking initial licensure by the Board of Education as a teacher with an endorsement in early childhood, elementary education, or special education or with an endorsement as a reading specialist, ensure that reading coursework and field practice opportunities are a significant focus of the education preparation program. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

C.<\/span> Each education preparation program offered by a public institution of higher education<\/span> or private institution of higher education<\/span> or alternative certification program that provides training for any student seeking initial licensure by the Board of Education with an endorsement in early\/primary education preschool through grade three, elementary education preschool through grade six, middle education grades six through eight, and secondary education grades six through 12 shall: <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

1.<\/span> Include a program of coursework and require all such students to demonstrate mastery in instructional practices to support specially designed instruction in inclusive settings<\/span>. Each such program of coursework and the student mastery required to be demonstrated therein shall be consistent with definitions and expectations established by the Board of Education and the Department of Education after consultation with a commission consisting of independent special education experts and stakeholders that has reviewed the requirements established in 8VAC20-23-510 through 8VAC20-23-580; <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

2.<\/span> Include a program of coursework and clinical experience and require all such students to demonstrate mastery in identifying and implementing textbooks and other high-quality instructional materials<\/span>. Each such program of coursework and clinical experience and the student mastery required to be demonstrated therein shall be consistent with definitions and expectations established by the Board of Education and the Department of Education after consultation with a commission consisting of independent experts and stakeholders with knowledge of the research and evidence<\/span> base to support the identification and implementation of high-quality curricula as a strategy for improving student learning that has reviewed the requirements established in subdivision 2 of 8VAC20-23-130 of the Virginia Administrative Code and subdivision 2 of 8VAC20-23-190 of the Virginia Administrative Code; and <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

3.<\/span> For any such student seeking initial licensure by the Board of Education as a teacher with an endorsement in early\/primary, elementary, or secondary education, ensure that coursework and, as available, field practice opportunities that build knowledge of instructional practices to support specially designed instruction in inclusive settings<\/span> are a significant focus of the education preparation program. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

D.<\/span> The Department of Education shall audit at least once every seven years each education preparation program, in alignment with each program’s accreditation cycle, for compliance with the requirements set forth in subsection B. <\/i><\/a><\/p><\/section>\n\t\t\t\t\t\t

E.<\/span> Each education preparation program offered by a public institution of higher education<\/span> or private institution of higher education<\/span> that leads to a degree, concentration, endorsement, or certificate for reading specialists shall include a program of coursework and other training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder. Such program shall (i) include coursework in the constructs and pedagogy underlying remediation of reading, spelling, and writing and (ii) require reading specialists to demonstrate mastery of science-based reading research and evidence<\/span>-based literacy instruction, including appropriate application of instructional supports and services and reading literacy interventions to ensure reading proficiency. <\/i><\/a><\/p><\/section>","plain_text":" CODE OF VIRGINIA\n\n(EFFECTIVE JULY 1, 2026) EDUCATION PREPARATION PROGRAMS; COURSEWORK; AUDIT (\u00a7\n23.1-902.1)\n\nA. As used in this section:\n\t\t\t“Evidence-based literacy instruction” and “science-based\nreading research” have the same meanings as provided in § 22.1-1.\n\t\t\t“Instructional practices to support specially designed instruction in\ninclusive settings” has the same meaning as provided in § 22.1-213.\n\t\t\t“Textbooks and other high-quality instructional materials” means\nsystematic print or digital curricula that serve as the primary curriculum basis\nfor a grade-level subject or course and that provide (i) adequate content and\nmaterials for student mastery of corresponding Standards of Learning; (ii)\ninstructional practices that are aligned with general and discipline-specific\nresearch evidence; (iii) assessments to monitor student mastery of curriculum\ncontent; (iv) guidance for meeting student needs including enrichment for\nabove-grade-level students and intensification for students who are at-risk of\nnot mastering curriculum content, including English language learners and\nstudents with disabilities; and (v) resources for teachers that develop content\nknowledge, support implementation of instructional practices that are based on\nreliable, trustworthy, and valid evidence and have a demonstrated record of\nsuccess, and build understanding of the rationale for curricula components.\n\nB. Each education preparation program offered by a public institution of higher\neducation or private institution of higher education or alternative\ncertification program that provides training for any student seeking initial\nlicensure by the Board of Education or a certificate or microcredential in early\nliteracy or literacy coaching shall:\n\n 1. Include a program of coursework and require all such students to\n demonstrate mastery in science-based reading research and evidence-based\n literacy instruction. Each such program of coursework and the student mastery\n required to be demonstrated therein shall be consistent with definitions and\n expectations established by the Board of Education and the Department of\n Education after consultation with a commission consisting of independent\n literacy experts and stakeholders with knowledge of science-based reading\n research and evidence-based literacy instruction that has reviewed the\n requirements established in subdivision 6 of 8VAC20-23-130, subdivision 6 of\n 8VAC20-23-190, subdivision 2 a of 8VAC20-23-350, 8VAC20-23-510 through\n 8VAC20-23-580, and 8VAC20-23-660; and\n\n 2. For any such student seeking initial licensure by the Board of Education as\n a teacher with an endorsement in early childhood, elementary education, or\n special education or with an endorsement as a reading specialist, ensure that\n reading coursework and field practice opportunities are a significant focus of\n the education preparation program.\n\nC. Each education preparation program offered by a public institution of higher\neducation or private institution of higher education or alternative\ncertification program that provides training for any student seeking initial\nlicensure by the Board of Education with an endorsement in early\/primary\neducation preschool through grade three, elementary education preschool through\ngrade six, middle education grades six through eight, and secondary education\ngrades six through 12 shall:\n\n 1. Include a program of coursework and require all such students to\n demonstrate mastery in instructional practices to support specially designed\n instruction in inclusive settings. Each such program of coursework and the\n student mastery required to be demonstrated therein shall be consistent with\n definitions and expectations established by the Board of Education and the\n Department of Education after consultation with a commission consisting of\n independent special education experts and stakeholders that has reviewed the\n requirements established in 8VAC20-23-510 through 8VAC20-23-580;\n\n 2. Include a program of coursework and clinical experience and require all\n such students to demonstrate mastery in identifying and implementing textbooks\n and other high-quality instructional materials. Each such program of\n coursework and clinical experience and the student mastery required to be\n demonstrated therein shall be consistent with definitions and expectations\n established by the Board of Education and the Department of Education after\n consultation with a commission consisting of independent experts and\n stakeholders with knowledge of the research and evidence base to support the\n identification and implementation of high-quality curricula as a strategy for\n improving student learning that has reviewed the requirements established in\n subdivision 2 of 8VAC20-23-130 of the Virginia Administrative Code and\n subdivision 2 of 8VAC20-23-190 of the Virginia Administrative Code; and\n\n 3. For any such student seeking initial licensure by the Board of Education as\n a teacher with an endorsement in early\/primary, elementary, or secondary\n education, ensure that coursework and, as available, field practice\n opportunities that build knowledge of instructional practices to support\n specially designed instruction in inclusive settings are a significant focus\n of the education preparation program.\n\nD. The Department of Education shall audit at least once every seven years each\neducation preparation program, in alignment with each program’s\naccreditation cycle, for compliance with the requirements set forth in\nsubsection B.\n\nE. Each education preparation program offered by a public institution of higher\neducation or private institution of higher education that leads to a degree,\nconcentration, endorsement, or certificate for reading specialists shall include\na program of coursework and other training in the identification of and the\nappropriate interventions, accommodations, and teaching techniques for students\nwith dyslexia or a related disorder. Such program shall (i) include coursework\nin the constructs and pedagogy underlying remediation of reading, spelling, and\nwriting and (ii) require reading specialists to demonstrate mastery of\nscience-based reading research and evidence-based literacy instruction,\nincluding appropriate application of instructional supports and services and\nreading literacy interventions to ensure reading proficiency.\n\nHISTORY: 2018, cc. 282, 588; 2022, cc. 549, 550, 757; 2024, cc. 468, 502; 2025,\ncc. 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}}