                                 CODE OF VIRGINIA

(EFFECTIVE JULY 1, 2026) EDUCATION PREPARATION PROGRAMS; COURSEWORK; AUDIT (§
23.1-902.1)

A. As used in this section:
			&#8220;Evidence-based literacy instruction&#8221; and &#8220;science-based
reading research&#8221; have the same meanings as provided in &#xA7; 22.1-1.
			&#8220;Instructional practices to support specially designed instruction in
inclusive settings&#8221; has the same meaning as provided in &#xA7; 22.1-213.
			&#8220;Textbooks and other high-quality instructional materials&#8221; 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. 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:

   1. 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

   2. 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.

C. 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:

   1. 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;

   2. 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

   3. 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.

D. The Department of Education shall audit at least once every seven years each
education preparation program, in alignment with each program&#8217;s
accreditation cycle, for compliance with the requirements set forth in
subsection B.

E. 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.

HISTORY: 2018, cc. 282, 588; 2022, cc. 549, 550, 757; 2024, cc. 468, 502; 2025,
cc. 680, 683.