Virginia 2022 Regular Session Status: Enacted

SB 616 — Virginia Literacy Act; early student literacy, evidence-based literacy instruction, etc.

Last action — Approved by Governor-Chapter 549 (effective - see bill)

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  1. ✓
    Introduced
  2. ✓
    In Committee
  3. ✓
    Passed Senate
  4. ✓
    Passed House of Delegates
  5. ✓
    To Executive
  6. 6
    Enacted

This bill has been enacted into law. Introduced January 12, 2022. Enacted.

Signed by Governor Glenn Youngkin (Republican) on April 11, 2022.

Prognosis

Likely to advance 80% · moderate confidence

Where this bill stands today.

Odds of enactment

High

How often bills like it became law.

  • Enacted

    Current position in the legislative process.

  • 6 sponsors

    1 primary, 5 co-sponsors signed on.

  • Cleared a recorded vote

    Passed 8 recorded votes so far.

Prognosis reads this bill's own signals — stage, sponsorship breadth, committee status, recorded votes and cross-state momentum. Odds come from a model trained on which bills have become law.

Summary

Virginia Literacy Act; early student literacy; evidence-based literacy instruction; science-based reading research. Makes several changes relating to early student literacy, including requiring (i) 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 individual seeking initial licensure with an endorsement in a certain area, including as a reading specialist, to demonstrate mastery of science-based reading research and evidence-based literacy instruction, as such terms are defined in the bill; (ii) the literacy assessment required of individuals seeking initial teacher licensure with endorsements in certain areas to include a rigorous test of science-based reading research and evidence-based literacy instruction; (iii) each local school board to establish a divisionwide literacy plan; (iv) each local school board to employ one reading specialist for each 550 students in kindergarten through grade three; and (v) each local school board to provide a program of literacy instruction whereby, among other things, (a) the program provides reading intervention services to students in kindergarten through grade three who demonstrate deficiencies based on their individual performance on the Standards of Learning reading assessment or an early literacy screener provided or approved by the Department of Education; (b) a reading specialist, in collaboration with the teacher of any student who receives such reading intervention services, develops, oversees implementation of, and monitors student progress on a student reading plan; and (c) each student who receives such reading intervention services is assessed utilizing either the early literacy screener provided or approved by the Department or the grade-level reading Standards of Learning assessment again at the end of that school year. The provisions of the bill become effective beginning with the 2024–2025 school year. This bill is identical to HB 319.

Bill Text

What changed in the latest version

945 added · 901 removed

Plain-language change summary

The amendment adds new language to the definition of "evidence-based literacy instruction" in the Code of Virginia, emphasizing structured instructional practices that are grounded in science-based reading research. It specifies that such practices are applicable in various educational settings, including core instruction and intervention services, and that they should demonstrate a record of success in enhancing students' reading skills. This change aims to clarify the expectations for literacy instruction in schools, focusing on effective teaching methods that can positively impact student literacy outcomes.

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SESSION ENROLLED VIRGINIA ACTS OF ASSEMBLY –– CHAPTER E An Act to amend and reenact §§ 22.1-1, 22.1-253.13:1, 22.1-253.13:2, 22.1-253.13:5, 22.1-253.13:6, section numbered 22.1-299.7:1, relating to early student literacy;
VIRGINIA ACTS OF ASSEMBLY -- 2022 SESSION CHAPTER 549 An Act to amend and reenact §§ 22.1-1, 22.1-253.13:1, 22.1-253.13:2, 22.1-253.13:5, 22.1-253.13:6, 22.1-298.1, and 23.1-902.1 of the Code of Virginia and to amend the Code of Virginia by adding a section numbered 22.1-299.7:1, relating to early student literacy;
O L [S 616] L Approved E Be it enacted by the General Assembly of Virginia:
[S 616] Approved April 11, 2022 Be it enacted by the General Assembly of Virginia:
D 23.1-902.1 of the Code of Virginia are amended and reenacted and the Code of Virginia is1, and amended and reenacted by adding a section numbered 22.1-299.7:1 as follows:
1.
That §§ 22.1-1, 22.1-253.13:1, 22.1-253.13:2, 22.1-253.13:5, 22.1-253.13:6, 22.1-298.1, and 23.1-902.1 of the Code of Virginia are amended and reenacted and the Code of Virginia is amended and reenacted by adding a section numbered 22.1-299.7:1 as follows:
As used in this title, unless the context requires a different meaning:
"Board" or "State Board" means the Board of Education.ifferent meaning:
"Board" or "State Board" means the Board of Education.
"Division superintendent" means the division superintendent of schools of a school division.B "Elementary" includes kindergarten.
"Division superintendent" means the division superintendent of schools of a school division.
1 school grades.
"Elementary" includes kindergarten.
and secondary" and "elementary or secondary" include elementary, middle, and higE "Evidence-based literacy instruction" means structured instructional practices, including sequential, systematic, explicit, and cumulative teaching, that (i) are based on reliable, trustworthy, and valid evidence consistent with science-based reading research;
"Elementary and secondary" and "elementary or secondary" include elementary, middle, and high school grades.
"Evidence-based literacy instruction" means structured instructional practices, including sequential, systematic, explicit, and cumulative teaching, that (i) are based on reliable, trustworthy, and valid evidence consistent with science-based reading research;
and (iv) are abl"Governing body" or "local governing body" means the board of supervisors of a county, council of a city, or council of a town, responsible for appropriating funds for such locality, as the context may require.
and (iv) are able to be differentiated in order to meet the individual needs of students.
"Governing body" or "local governing body" means the board of supervisors of a county, council of a city, or council of a town, responsible for appropriating funds for such locality, as the context may require.
"Person of school age" means a person who will have reached his fifth birthday on or before the school year.the school year and who has not reached twenty years of age on or before August 1 of "School board" means the school board that governs a school division.
"Person of school age" means a person who will have reached his fifth birthday on or before September 30 of the school year and who has not reached twenty years of age on or before August 1 of the school year.
"School board" means the school board that governs a school division.
"Superintendent" means the Superintendent of Public Instruction.
(ii) the appropriate learning environment designed to promote educated citizen of Virginia and the United States of America;
(ii) the appropriate learning environment designed to promote student achievement;
and (iv) the adequate commitment ofd other resources.
(iii) quality instruction that enables each student to become a productive and educated citizen of Virginia and the United States of America;
In keeping with this goal, the General Assembly shall provide for the support of public of 16 education as set forth in Article VIII, Section 1 of the Constitution of Virginia.
and (iv) the adequate commitment of other resources.
In keeping with this goal, the General Assembly shall provide for the support of public education as set forth in Article VIII, Section 1 of the Constitution of Virginia.
The Board of Education shall establish educational objectives known as the Standards of Learning, which shall form the core of Virginia's educational program, and other educational objectives, which together are designed to ensure the development of the skills that are necessary for success in school and for preparation for life in the years beyond.
The Board of Education shall establish educational objectives known as the Standards of of 15 Learning, which shall form the core of Virginia's educational program, and other educational objectives, which together are designed to ensure the development of the skills that are necessary for success in school and for preparation for life in the years beyond.
Each school board shall (i) require each middle school student to take at least one course in career investigation or (ii) select an alternate means of delivering the career investigation course to each middle school student, provided that such alternative is equivalent in content and rigor and provides the foundation for such students to develop of 16 their academic and career plans.
Each school board shall (i) require each middle school student to take at least one course in career investigation or (ii) select an alternate means of delivering the career investigation course to each middle school student, provided that such alternative is equivalent in content and rigor and provides the foundation for such students to develop their academic and career plans.
Any school board may require (a) such courses in career investigation at the high school level as it deems appropriate, subject to Board approval as required in subsEction A of § 22.1-253.13:4, and (b) such courses in career investigation at the elementary school level as it deems appropriate.
Any school board may require (a) such courses in career investigation at the high school level as it deems appropriate, subject to Board approval as required in subsection A of § 22.1-253.13:4, and (b) such courses in career investigation at the elementary school level as it deems appropriate.
The Board shall develop and disseminate to each school board career investigation resource materials that are designed to ensure that students have the ability to further explorR interest in career and technical education opportunities in middle and high school.
The Board shall develop and disseminate to each school board career investigation resource materials that are designed to ensure that students have the ability to further explore interest in of 15 career and technical education opportunities in middle and high school.
In developing such resource trade associations, chambers of commerce or similar organizations, and contractor organizations.try, skilled C.
In developing such resource materials, the Board shall consult with representatives of career and technical education, industry, skilled trade associations, chambers of commerce or similar organizations, and contractor organizations.
Local school boards shall develop and implement a program of instruction for grades K through 12 that is aligned to the Standards of Learning and meets or exceeds the requirements of the Board of Education.
C.
The program of instruction shall emphasize reading, writing, speaking, mathematical concepts and computations, proficiency in the use of computers and related technology, computer science End computational thinking, including computer coding, and scientific concepts and processes;
Local school boards shall develop and implement a program of instruction for grades K through that is aligned to the Standards of Learning and meets or exceeds the requirements of the Board of Education.
essential skills and concepts of citizenship, including knowledge of Virginia history and world and United States history, economics, government, foreign languages, international cultures, health and physical education, environmental issues, and geography necessary for responsible participation in American society and in and practical arts;
The program of instruction shall emphasize reading, writing, speaking, mathematical concepts and computations, proficiency in the use of computers and related technology, computer science and computational thinking, including computer coding, and scientific concepts and processes;
essential skills and concepts of citizenship, including knowledge of Virginia history and world and United States history, economics, government, foreign languages, international cultures, health and physical education, environmental issues, and geography necessary for responsible participation in American society and in the international community;
fine arts, which may include, but need not be limited to, music and art, and practical arts;
Local school boards shall also develop and implement programs of prevention, intervention, oS remediation for students who are educationally at risk including, but not limited to, those who6fail to achieve a passing score on any Standards of Learning assessment in grades three through eight o6 who fail an end-of-course test required for the award of a verified unit of credit.
Local school boards shall also develop and implement programs of prevention, intervention, or remediation for students who are educationally at risk including, but not limited to, those who fail to achieve a passing score on any Standards of Learning assessment in grades three through eight or who fail an end-of-course test required for the award of a verified unit of credit.
Such programs sRall include components that are research-based.
Such programs shall include components that are research-based.
Any student who achieves a passing score on one or more, but not all, of the Standards of Learning assessments for the relevant grade level in grades three through eight may be required to attend a remAny student who fails to achieve a passing score on all of the Standards of Learning assessments for the relevant grade level in grades three through eight or who fails an end-of-course test required for the award of a verified unit of credit shall be required to attend a remediation program or to participate in another form of remediation.
Any student who achieves a passing score on one or more, but not all, of the Standards of Learning assessments for the relevant grade level in grades three through eight may be required to attend a remediation program.
Any student who fails to achieve a passing score on all of the Standards of Learning assessments for the relevant grade level in grades three through eight or who fails an end-of-course test required for the award of a verified unit of credit shall be required to attend a remediation program or to participate in another form of remediation.
Such programs may also courses, as defined by regulations promulgated by the Board of Education, or other forms ofcademic remediation.
Such programs may also include summer school for all elementary and middle school grades and for all high school academic courses, as defined by regulations promulgated by the Board of Education, or other forms of remediation.
The requirement for remediation may, however, be satisfied by the student's attendance in a program of prevention, intervention or remediation that has been selected by his parent, in consultation with the division superintendent or his designee, and is either (i) conducted by an accredited private school or (ii) a special program that has been determined to be comparable to the required public school remediation special remediation program shall be borne by the student's parent.chool remediation program or other The Board of Education shall establish standards for full funding of summer remedial programs that shall include, but not be limited to, the minimum number of instructional hours or the equivalent thereof required for full funding and an assessment system designed to evaluate program effectiveness.
The requirement for remediation may, however, be satisfied by the student's attendance in a program of prevention, intervention or remediation that has been selected by his parent, in consultation with the division superintendent or his designee, and is either (i) conducted by an accredited private school or (ii) a special program that has been determined to be comparable to the required public school remediation program by the division superintendent.
The costs of such private school remediation program or other special remediation program shall be borne by the student's parent.
The Board of Education shall establish standards for full funding of summer remedial programs that shall include, but not be limited to, the minimum number of instructional hours or the equivalent thereof required for full funding and an assessment system designed to evaluate program effectiveness.
Programs in grades K through three that emphasize developmentally appropriate learning to enh2.
Programs in grades K through three that emphasize developmentally appropriate learning to enhance success.
2.
Such of 16 programs shall include components that are research-based.
Such programs shall include components that are research-based.
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Programs shall be based upon labor market needs and student interest.
Programs shall be based upon labor of 15 market needs and student interest.
Local school divisions shall provide reading intervention services to students in kindergarten through grade three who demonstrate deficiencies based on their individual performance on the Standards of of 16 Learning reading test or any reading diagnostic test that meets criteria established by the Department of Education.
Local school divisions shall provide reading intervention services to students in kindergarten through grade three who demonstrate deficiencies based on their individual performance on the Standards of Learning reading test or any reading diagnostic test that meets criteria established by the Department of Education.
Local school divisions shall report the results of the diagnostic tests to the DeparEment of Education on an annual basis, at a time to be determined by the Superintendent of Public Instruction.
Local school divisions shall report the results of the diagnostic tests to the Department of Education on an annual basis, at a time to be determined by the Superintendent of Public Instruction.
Such reading intervention services shall be evidence-based, including services that are grounded in the science of reading, and include (i) the components of effective reading instruction and (ii) exRlicit, systematic, sequential, and cumulative instruction, to include phonemic awareness, systematic phonics, demonstrated reading deficiencies.
Such reading intervention services shall be evidence-based, including services that are grounded in the science of reading, and include (i) the components of effective reading instruction and (ii) explicit, systematic, sequential, and cumulative instruction, to include phonemic awareness, systematic phonics, fluency, vocabulary development, and text comprehension as appropriate based on the student's demonstrated reading deficiencies.
Each student who receives such reading intervention services shall be assessed again at the end of that school year.
Each student who receives such reading intervention services shall be assessed again at the end of that school of 15 year.
The local school division, in its discretion, shall provide such reading intervention serEices prior to promoting a student from grade three to grade four.
The local school division, in its discretion, shall provide such reading intervention services prior to promoting a student from grade three to grade four.
and prevention, intervention, and remediation;
and extended instructional time in the school day or school year for these students.
Funds appropriated for prevention, intervention, and remediation;
or early interventionfor reading may be used to meet the requirements of this subdivision.
or early intervention reading may be used to meet the requirements of this subdivision.
Local school divisions shall provide algebra readiness intervention services to students in grades six through nine who are at risk of failing the Algebra I end-of-course test, as demonstrated by thSir individual performance on any diagnostic test that has been approved by the Department of Educa6ion.
Local school divisions shall provide algebra readiness intervention services to students in grades six through nine who are at risk of failing the Algebra I end-of-course test, as demonstrated by their individual performance on any diagnostic test that has been approved by the Department of Education.
Local school divisions shall report the results of the diagnostic tests to the Department of Ed6cation on an annual basis, at a time to be determined by the Superintendent of Public Instruction.
Local school divisions shall report the results of the diagnostic tests to the Department of Education on an annual basis, at a time to be determined by the Superintendent of Public Instruction.
Each sRudent who receives algebra readiness intervention services will be assessed again at the end of that school year.
Each student who receives algebra readiness intervention services will be assessed again at the end of that school year.
or algebra readiness intervention services may be used to meet the requirements of this subAs used in this subdivision:
or algebra readiness intervention services may be used to meet the requirements of this subdivision.
As used in this subdivision:
Such program may include any combination of (i) activities deemed appropriate by the local school board.
Such program may include any combination of (i) physical education classes, (ii) extracurricular athletics, (iii) recess, or (iv) other programs and physical activities deemed appropriate by the local school board.
Each local school board shall implement suchphysical program during the regular school year.
Each local school board shall implement such program during the regular school year.
From such funds as may be appropriated or otherwise received for such purpose, there shall be resources and technical assistance to increase the capacity for school divisions to deliver qualityde the instruction;
From such funds as may be appropriated or otherwise received for such purpose, there shall be established within the Department of Education a unit to (i) conduct evaluative studies;
(ii) provide the resources and technical assistance to increase the capacity for school divisions to deliver quality instruction;
In providing such information, resources, and other services to school divisions, the unit shall Learning assessments.e divisions demonstrating a less than 70 percent passing rate on the Standards of F.
In providing such information, resources, and other services to school divisions, the unit shall give priority to those divisions demonstrating a less than 70 percent passing rate on the Standards of Learning assessments.
Each local school board may enter into agreements for postsecondary course credit, credential, of 16 certification, or license attainment, hereinafter referred to as College and Career Access Pathways Partnerships (Partnerships), with comprehensive community colleges or other public institutions of higher education or educational institutions established pursuant to Title 23.1 that offer a career and technical education curriculum.
F.
Each local school board may enter into agreements for postsecondary course credit, credential, certification, or license attainment, hereinafter referred to as College and Career Access Pathways Partnerships (Partnerships), with comprehensive community colleges or other public institutions of higher education or educational institutions established pursuant to Title 23.1 that offer a career and technical education curriculum.
1.
of 15 1.
The Board shall establish requirements for the licensing of teachers, principals, superintendents, of 16 and other professional personnel.
The Board shall establish requirements for the licensing of teachers, principals, superintendents, and other professional personnel.
School boards shall employ licensed instructional personnel qualified in the relevant subEect areas.
School boards shall employ licensed instructional personnel qualified in the relevant subject areas.
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, and Ribrarians, that are not greater than the following ratios:
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, and librarians, that are not greater than the following ratios:
(i) 24 to one in kindergarten with no class being larger full-time teacher's aide shall be assigned to the class;
(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;
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 cEass of such fact no later than 10 days after the date on which the class exceeded the class size limit.
After September 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.
Within its regulations governing special education programs, the Board shall seek to set pupil/teacher classes for pupils with specific learning disabilities.not exceed the pupil/teacher ratios for self-contained Further, 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.
Within 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 of 15 classes for pupils with specific learning disabilities.
School divisions shall provide all middle and high school teacSers with one planning period per day or the equivalent, unencumbered of any teaching or supervisory duti6s.
Further, 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.
(Effective until July 1, 2022) Each local school board shall employ with state and local 6asic, special education, gifted, and career and technical education funds a minimum number of licenseR, full-time equivalent instructional personnel for each 1,000 students in average daily membership (ADM) as set forth in the appropriation act.
(Effective until July 1, 2022) 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.
Beginning with the March 31 report of average daily membership, those school average daily membership for kindergarten to reflect 85 percent of the total kindergarten average dailyheir memberships, as provided in the appropriation act.
Beginning with the March 31 report of average daily membership, those school divisions offering half-day kindergarten with pupil/teacher ratios that exceed 30 to one shall adjust their average daily membership for kindergarten to reflect 85 percent of the total kindergarten average daily memberships, as provided in the appropriation act.
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 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.
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.
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 2020-2021 school year for each 1,000 students identified as having limited English proficiency and (ii)n the 20 full-time equivalent instructional positions in the 2021-2022 school year and thereafter for each 1,000 students identified as having limited English proficiency, which positions may include dual language teachers who provide instruction in English and in a second language.
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 (i) 18.5 full-time equivalent instructional positions in the 2020-2021 school year for each 1,000 students identified as having limited English proficiency and (ii) full-time equivalent instructional positions in the 2021-2022 school year and thereafter for each 1,000 students identified as having limited English proficiency, which positions may include dual language teachers who provide instruction in English and in a second language.
School divisions using the SOQ licensed by the Board of Education.iation funds in this manner shall employ only instructional personnel G.
School divisions using the SOQ Prevention, Intervention, and Remediation funds in this manner shall employ only instructional personnel licensed by the Board of Education.
In addition to the full-time equivalent positions required elsewhere in this section, each local of 16 school board shall employ the following one reading specialists in elementary schools, one full-time in each elementary school at the discretion of the local school board.
G.
In addition to the full-time equivalent positions required elsewhere in this section, each local school board shall employ the following one reading specialists in elementary schools, one full-time in each elementary school at the discretion of the local school board.
principals in middle schools, one full-time, to be employed on a 12-month basis;
of 15 principals in middle schools, one full-time, to be employed on a 12-month basis;
of 16 L.
L.
this requirement shall apply to all stEff, except for school counselors, and shall be based on the school's total enrollment;
this requirement shall apply to all staff, except for school counselors, and shall be based on the school's total enrollment;
The Board of Education may grant waivers from these staffinR levels upon request from local school boards seeking to implement experimental or innovative programs thaM.
The Board of Education 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.
Actual pupil/teacher ratios shall include only the teachers who teach the grade and class on a full-time basis and shall exclude resource personneE.
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.
however, the data shall be compiled in a manner to ensN.
however, the data shall be compiled in a manner to ensure the confidentiality of all teacher and pupil identities.
N.
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 educaSion, fine arts, foreign language, or health education or physical education course shall be counted in th6 ADM in the relevant school division on a pro rata basis as provided in the appropriation act.
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 suc6 course enrollment by such students shall be counted as 0.25 in the ADM;
Each such course of 15 enrollment by such students shall be counted as 0.25 in the ADM;
however, no such nonpublic or Rome school student shall be counted as more than one-half a student for purposes of such pro rata calculation.
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.
students.
O.
Each school board shall provide at least three specialized student support positions per 1,000 students.
Executive policy and leadership positions, including school board members, superintendents and ass2.
Executive policy and leadership positions, including school board members, superintendents and assistant superintendents;
2.
and maintenance professional and service positions;
6.
and security service, trade, and laborer positions;ion 7.
Operation and maintenance positions, including facilities;
pupil transportation positions;
operation and maintenance professional and service positions;
and security service, trade, and laborer positions;
7.
part-time to 299 students, one full-time at 300 students;
part-time to 299 students, one full-time at students;
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;
one full-time and one additional full-time for each 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 elePursuant to the appropriation act, support services shall be funded from basic school aid.
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.
School divisions may use the state and local funds for support services to provide additional of 16 instructional services.
Pursuant to the appropriation act, support services shall be funded from basic school aid.
School divisions may use the state and local funds for support services to provide additional instructional services.
and (v) any individual with an endorsement in early/primary education preschool through grade three, elementary education preschool through grade six, special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing preschool through grade 12, or special education blindness/visual impairments preschool through grade 12 or as a reading specialist in science-based reading research and evidence-based literacy instruction.
and (v) any individual with an endorsement in early/primary education preschool through grade three, elementary education preschool through grade six, special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing preschool through grade 12, or special education blindness/visual impairments preschool through grade 12 or as a reading specialist in science-based of 15 reading research and evidence-based literacy instruction.
and (iv) for principals and supervisors designed to increase proficiency in instructional leadership and management, including training in the evaluation and documentation of teacher and principal performance based on student academic progress and the skills and knowledge of such of 16 instructional or administrative personnel.
and (iv) for principals and supervisors designed to increase proficiency in instructional leadership and management, including training in the evaluation and documentation of teacher and principal performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel.
E 1.
1.
(c) methods for assessing the progress of individual students, including Standards of Learning assessment materRals or other criterion-referenced tests that match locally developed objectives;
(c) methods for assessing the progress of individual students, including Standards of Learning assessment materials or other criterion-referenced tests that match locally developed objectives;
(d) instruction and remediation instructional purposes;
(d) instruction and remediation techniques in English, mathematics, science, and history and social science;
(e) interpreting test data for instructional purposes;
and (g)data for effective classroom management;
and (g) effective classroom management;
and L 2.
and 2.
High-quality professional development and training in science-based reading research and evidence-based literacy instruction, from the list developed and the resources provided by the L Department pursuant to subsection C of § 22.1-253.13:5 or an alternative program that consists Ef evidence-based literacy instruction and aligns with science-based reading research approved by the Department, for each elementary school principal and each teacher with an endorsement in D early/primary education preschool through grade three, elementary education preschool through grade six, special education general curriculum kindergarten through grade 12, special education deaf and preschool through grade 12 or as a reading specialist in order to aid in the licensure renewal process for such individuals.
High-quality professional development and training in science-based reading research and evidence-based literacy instruction, from the list developed and the resources provided by the Department pursuant to subsection C of § 22.1-253.13:5 or an alternative program that consists of evidence-based literacy instruction and aligns with science-based reading research approved by the Department, for each elementary school principal and each teacher with an endorsement in early/primary education preschool through grade three, elementary education preschool through grade six, special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing preschool through grade 12, or special education blindness/visual impairments preschool through grade 12 or as a reading specialist in order to aid in the licensure renewal process for such individuals.
Schools and school divisions shall include as an integral component of their comprehensive plans required by § 22.1-253.13:6, high-quality professional development programs that support the S recruitment, employment, and retention of qualified teachers and principals.
Schools and school divisions shall include as an integral component of their comprehensive plans required by § 22.1-253.13:6, high-quality professional development programs that support the recruitment, employment, and retention of qualified teachers and principals.
Each school board 6hall require all instructional personnel to participate each year in these professional development 6rograms.
Each school board shall require all instructional personnel to participate each year in these professional development programs.
Each local school board shall annually review its professional development program for quRlity, effectiveness, participation by instructional personnel, and relevancy to the instructional needs of teachers and the academic achievement needs of the students in the school division.
Each local school board shall annually review its professional development program for quality, effectiveness, participation by instructional personnel, and relevancy to the instructional needs of teachers and the academic achievement needs of the students in the school division.
data collection, analysis, and evaluation.
A.
The Board of Education shall adopt a statewide comprehensive, unified, long-range plan based on data collection, analysis, and evaluation.
The Board shall review the plan biennially and adopt any necessary revisions.
The of 15 Board shall review the plan biennially and adopt any necessary revisions.
In the annual report required by § 22.1-18, the Board shall include an statewide comprehensive plan have been met.
In the annual report required by § 22.1-18, the Board shall include an analysis of the extent to which these Standards of Quality have been achieved and the objectives of the statewide comprehensive plan have been met.
The plan shall be developed with staff and community involvement and shall include, or be consistent with, all other divisionwide plans required by state and federal laws revisions.
The plan shall be developed with staff and community involvement and shall include, or be consistent with, all other divisionwide plans required by state and federal laws and regulations.
Each local school board shall review the plan biennially and adopt any necessary revisions.
(iv) a plan for projecting and managing enrollment changes including consideration of the services to students and economies in school operations;
(iv) a plan for projecting and managing enrollment changes including consideration of the consolidation of schools to provide for a more comprehensive and effective delivery of instructional services to students and economies in school operations;
(vi) a plan of 16 for implementing such regional programs and services when appropriate;
(vi) a plan for implementing such regional programs and services when appropriate;
"Alternate route to licensure" means a nontraditional route to teacher licensure available to individuals who meet the criteria specified in the guidelines developed pursuant to subsection N or regulations issued by the Board of Education.
"Alternate route to licensure" means a nontraditional route to teacher licensure available to individuals who meet the criteria specified in the guidelines developed pursuant to subsection N or of 15 regulations issued by the Board of Education.
(b) the school board to proceed to a hearing on such petition for revocation within 90 days of of 16 the mailing of a copy of the petition to the license holder, unless the license holder requests the cancellation of his license in accordance with Board regulations;
(b) the school board to proceed to a hearing on such petition for revocation within 90 days of the mailing of a copy of the petition to the license holder, unless the license holder requests the cancellation of his license in accordance with Board regulations;
and (c) the school board to pEovide a copy of the investigative file and such petition for revocation to the Superintendent of Public Instruction at the time that the hearing is scheduled.
and (c) the school board to provide a copy of the investigative file and such petition for revocation to the Superintendent of Public Instruction at the time that the hearing is scheduled.
The Board of Education shall revoke the license of any person for whom it has received a notice of dismissal or resignation pursuant to subsection F of § 22.R-313 and, in the case of a person who is the subject of a founded complaint of child abuse or neglect, after all authority of any other agency of the Commonwealth to approve educational programs, only the Board of Education shall have the authority to license teachers to be regularly employed by school boards, including those teachers employed to provide nursing education.
The Board of Education shall revoke the license of any person for whom it has received a notice of dismissal or resignation pursuant to subsection F of § 22.1-313 and, in the case of a person who is the subject of a founded complaint of child abuse or neglect, after all rights to any administrative appeal provided by § 63.2-1526 have been exhausted.
Regardless of the authority of any other agency of the Commonwealth to approve educational programs, only the Board of Education shall have the authority to license teachers to be regularly employed by school boards, including those teachers employed to provide nursing education.
Such license shall be valid only for teEching online courses.
Such license shall be valid only for teaching online courses.
D C.
C.
for educators by achieving a qualifying score on professional assessments or meeting alternativeore skills evaluation standards as prescribed by the Board.
1.
The literacy assessment for any individual seeking initial licensure with an endorsement in early/primary education preschool through grade three, elementary education preschool through grade six, special education general curriculum kindergaSten through grade 12, special education deaf and hard of hearing preschool through grade 12, or spe6ial education blindness/visual impairments preschool through grade 12 or as a reading specialist sh6ll include a rigorous test of science-based reading research and evidence-based literacy instructiRn;
Demonstrate proficiency in the relevant content area, communication, literacy, and other core skills for educators by achieving a qualifying score on professional assessments or meeting alternative evaluation standards as prescribed by the Board.
The literacy assessment for any individual seeking initial licensure with an endorsement in early/primary education preschool through grade three, elementary education preschool through grade six, special education general curriculum kindergarten through grade 12, special education deaf and hard of hearing preschool through grade 12, or special education blindness/visual impairments preschool through grade 12 or as a reading specialist shall include a rigorous test of science-based reading research and evidence-based literacy instruction;
and of increasing family involvement in student learning at home and at school.and families and ways D.
and 4.
Complete study in methods of improving communication between schools and families and ways of increasing family involvement in student learning at home and at school.
D.
Every person seeking renewal of a license shall complete all renewal requirements, including professional development in a manner prescribed by the Board, except that no person seeking renewal of a license shall be required to satisfy any such requirement by completing coursework and earning credit at 3.
Every person seeking renewal of a license shall complete all renewal requirements, including of 15 professional development in a manner prescribed by the Board, except that no person seeking renewal of a license shall be required to satisfy any such requirement by completing coursework and earning credit at an institution of higher education;
3.
impaired shall demonstrate proficiency in reading and writing Braille;of the blind and visually 5.
4.
Every person seeking licensure with an endorsement as a teacher of the blind and visually impaired shall demonstrate proficiency in reading and writing Braille;
5.
counselor shall complete training in the recognition of mental health disorder and behavioral distress, including depression, trauma, violence, youth suicide, and substance abuse;
7.
of 16 8.
Every person seeking initial licensure or renewal of a license with an endorsement as a school counselor shall complete training in the recognition of mental health disorder and behavioral distress, including depression, trauma, violence, youth suicide, and substance abuse;
8.
H.
of 15 H.
Notwithstanding any provision of law to the contrary, the Board (i) may provide for the issuance of a provisional license, valid for a period not to exceed three years, pursuant to subdivision D 5 or to any person who does not meet the requirements of this section or any other requirement for licensure imposed by law and (ii) shall provide for the issuance of a provisional license, valid for a period not to of 16 exceed three years, to any former member of the Armed Forces of the United States or the Virginia National Guard who has received an honorable discharge and has the appropriate level of experieEce or training but does not meet the requirements for a renewable license.
Notwithstanding any provision of law to the contrary, the Board (i) may provide for the issuance of a provisional license, valid for a period not to exceed three years, pursuant to subdivision D 5 or to any person who does not meet the requirements of this section or any other requirement for licensure imposed by law and (ii) shall provide for the issuance of a provisional license, valid for a period not to exceed three years, to any former member of the Armed Forces of the United States or the Virginia National Guard who has received an honorable discharge and has the appropriate level of experience or training but does not meet the requirements for a renewable license.
N 1.
1.
With comparable endorsement areas for those individuals holding a valid out-of-state teacRing license and national certification from the National Board for Professional Teaching Standards or a such individuals shall require evidence of such valid licensure and national certification and shall not require official student transcripts;
With comparable endorsement areas for those individuals holding a valid out-of-state teaching license and national certification from the National Board for Professional Teaching Standards or a nationally recognized certification program approved by the Board of Education.
L 2.
The application for such individuals shall require evidence of such valid licensure and national certification and shall not require official student transcripts;
For any spouse of an active duty member of the Armed Forces of the United States or the Commonwealth who has obtained a valid out-of-state license, with full credentials and without L deficiencies, that is in force at the time the application for a Virginia license is received bE the Department of Education.
2.
For any spouse of an active duty member of the Armed Forces of the United States or the Commonwealth who has obtained a valid out-of-state license, with full credentials and without deficiencies, that is in force at the time the application for a Virginia license is received by the Department of Education.
For individuals who have obtained a valid out-of-state license, with full credentials and without Department of Education.
For individuals who have obtained a valid out-of-state license, with full credentials and without deficiencies, that is in force at the time the application for a Virginia license is received by the Department of Education.
The Board shall include in its regulations an alternate route to licensure for elementarySeducation preK-6 preschool through grade six and an alternate route to licensure for special education ge6eral curriculum K-12 kindergarten through grade 12.
The Board shall include in its regulations an alternate route to licensure for elementary education preK-6 preschool through grade six and an alternate route to licensure for special education general curriculum K-12 kindergarten through grade 12.
Each such alternate route to licensure shall req6ire individuals to (i) meet the qualifying scores on the content area assessment prescribed by the Roard for the endorsements sought and (ii) complete an alternative certification program that provides training in the pedagogy and methodology of the respective content or special education areas prescribed by the Board.
Each such alternate route to licensure shall require individuals to (i) meet the qualifying scores on the content area assessment prescribed by the Board for the endorsements sought and (ii) complete an alternative certification program that provides training in the pedagogy and methodology of the respective content or special education areas prescribed by the Board.
NotM.
Nothing in this subsection shall preclude the Board from establishing other alternate routes to licensure.
The Board, in its regulations providing for licensure by reciprocity established pursuant tocensure.
M.
subsection K, shall (i) permit applicants to submit third-party employment verification forms and (ii) grant special consideration to individuals who have successfully completed a program offered by a provider that is accredited by the Council for the Accreditation of Educator Preparation.
The Board, in its regulations providing for licensure by reciprocity established pursuant to subsection K, shall (i) permit applicants to submit third-party employment verification forms and (ii) grant special consideration to individuals who have successfully completed a program offered by a provider that is accredited by the Council for the Accreditation of Educator Preparation.
The petitioner may pro§ 22.1-299.7:1.
The petitioner may proffer or the Board may impose conditions in conjunction with the approval of such petition.
§ 22.1-299.7:1.
reading specialists.he approval of such petition.
reading specialists.
The Department shall establish a microcredential program for the purpose of permitting any public elementary or secondary school teacher who holds a renewable or provisional license or any individual who participates in any alternate route to licensure program to earn a series of microcredentials in the reading specialist endorsement area.
The Department shall establish a microcredential program for the purpose of permitting any public elementary or secondary school teacher who holds a renewable or provisional license or any of 15 individual who participates in any alternate route to licensure program to earn a series of microcredentials in the reading specialist endorsement area.
teachers pursuant to the microcredential program established in accordance with subsection A will be used to award an add-on endorsement as a reading specialist.
B.
The Board shall issue guidance that determines how the series of microcredentials awarded to teachers pursuant to the microcredential program established in accordance with subsection A will be used to award an add-on endorsement as a reading specialist.
Teachers who hold a renewable license and who participate, through the microcredential program established in accordance with subsection A, in courses that do not contribute to an endorsement are eligible for professional development points toward renewal of their license for the number of in-person hours of coursework completed upon providing a certificate of such participation from the course pro§ 23.1-902.1.
Teachers who hold a renewable license and who participate, through the microcredential program established in accordance with subsection A, in courses that do not contribute to an endorsement are eligible for professional development points toward renewal of their license for the number of in-person hours of coursework completed upon providing a certificate of such participation from the course provider.
§ 23.1-902.1.
As used in this section, "evidence-based literacy instruction" and "science-based reading research" of 16 have the same meanings as provided in § 22.1-1.
As used in this section, "evidence-based literacy instruction" and "science-based reading research" have the same meanings as provided in § 22.1-1.
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Action History

  1. Approved by Governor-Chapter 549 (effective - see bill)

  2. Governor's Action Deadline 11:59 p.m., April 11, 2022

  3. Enrolled Bill Communicated to Governor on March 22, 2022

  4. Signed by Speaker

  5. Signed by President

  6. Impact statement from DPB (SB616ER)

  7. Enrolled

  8. House amendment agreed to by Senate (40-Y 0-N)

  9. Impact statement from DPB (SB616ES1)

  10. VOTE: Passage (96-Y 0-N)

  11. Passed House with amendment (96-Y 0-N)

  12. Engrossed by House as amended

  13. Committee amendment agreed to

  14. Read third time

  15. Read second time

  16. Reported from Education with amendment(s) (22-Y 0-N)

  17. Referred to Committee on Education

  18. Read first time

  19. Placed on Calendar

  20. Passed Senate (40-Y 0-N)

  21. Constitutional reading dispensed (40-Y 0-N)

  22. Printed as engrossed 22104626D-ES1

  23. Engrossed by Senate - committee substitute SB616ES1

  24. Committee amendment agreed to

  25. Reading of amendment waived

  26. Committee substitute agreed to 22104626D-S1

  27. Reading of substitute waived

  28. Read second time

  29. Constitutional reading dispensed (40-Y 0-N)

  30. Impact statement from DPB (SB616S1)

  31. Reported from Finance and Appropriations with amendment (16-Y 0-N)

  32. Senate committee, floor amendments and substitutes offered

  33. Senate subcommittee amendments and substitutes offered

  34. Rereferred to Finance and Appropriations

  35. Committee substitute printed 22104626D-S1

  36. Reported from Education and Health with substitute (15-Y 0-N)

  37. Senate committee, floor amendments and substitutes offered

  38. Referred to Committee on Education and Health

  39. Presented and ordered printed 22104284D

Sponsors

Sponsorship breakdown

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1 sponsors · 5 co-sponsors · 142 not signed on

Sponsors (1)

Co-sponsors (5)

Not signed on (142)

142 members have not signed on to this bill.

Show all 142 →

"Not signed on" means a member has not sponsored or co-sponsored this bill — it does not imply opposition. Members flagged Voted No have a recorded No vote on this bill.

Whip count is in markup. Polling the chamber and every recorded vote this session. Only the first open is slow. It’s instant for you after this. Calling the roll · Tallying · Engrossing

Votes

House amendment agreed to by Senate (40-Y 0-N)

Passed 40 Yea · 0 Nay
Party YeaNayPresentNot Voting
Unaffiliated 40000
Total 40000
% of votes cast 100%0%0%0%
How each member voted (40)
Member Party Vote
McClellan, Jennifer L. — Yea
Morrissey, Joseph D. — Yea
Spruill, Lionell, Sr. — Yea
Barbara A. Favola — Yea
Barker, George L. — Yea
Bell, John J. — Yea
Bill DeSteph — Yea
Bryce E. Reeves — Yea
Chase, Amanda F. — Yea
Cosgrove, John A., Jr. — Yea
David R. Suetterlein — Yea
David W. Marsden — Yea
Dunnavant, Siobhan S. — Yea
Ebbin, Adam P. — Yea
Edwards, John S. — Yea
Hanger, Emmett W., Jr. — Yea
Hashmi, Ghazala F. — Yea
Howell, Janet D. — Yea
Jennifer B. Boysko — Yea
Jeremy S. McPike — Yea
Kiggans, Jennifer A. — Yea
L. Louise Lucas — Yea
Lewis, Lynwood W., Jr. — Yea
Mamie E. Locke — Yea
Mark D. Obenshain — Yea
Mark J. Peake — Yea
Mason, T. Montgomery "Monty" — Yea
Newman, Stephen D. — Yea
Norment, Thomas K., Jr. — Yea
Petersen, J. Chapman — Yea
R. Creigh Deeds — Yea
Richard H. Stuart — Yea
Ruff, Frank M., Jr. — Yea
Ryan T. McDougle — Yea
Saslaw, Richard L. — Yea
Scott A. Surovell — Yea
T. Travis Hackworth — Yea
Todd E. Pillion — Yea
Vogel, Jill Holtzman — Yea
William M. Stanley, Jr. — Yea

Official roll call →

VOTE: Passage (96-Y 0-N)

Passed 95 Yea · 0 Nay · 4 Other
Party YeaNayPresentNot Voting
Unaffiliated 95004
Total 95004
% of votes cast 96%0%0%4%
How each member voted (99)
Member Party Vote
Greenhalgh, Karen S. — Yea
March, Marie E. — Yea
Adams, Dawn M. — Yea
Adams, Les R. — Yea
Alfonso H. Lopez — Yea
Angelia Williams Graves — Yea
Anne Ferrell Tata — Yea
Avoli, G. "John" — Yea
Batten, Amanda E. — Yea
Bell, Robert B. — Yea
Betsy B. Carr — Yea
Bill Wiley — Yea
Bourne, Jeffrey M. — Not Voting
Briana D. Sewell — Yea
Bulova, David L. — Yea
Byron, Kathy J. — Yea
C.E. Cliff Hayes, Jr. — Yea
Campbell, Jeffrey L. — Yea
Campbell, Ronnie R. — Yea
Charniele L. Herring — Yea
Chris S. Runion — Yea
Christopher T. Head — Yea
Convirs-Fowler, Kelly K. — Not Voting
Cordoza, A.C. — Yea
Coyner, Carrie E. — Yea
Dan I. Helmer — Yea
Danica A. Roem — Yea
David A. Reid — Yea
Davis, Glenn R. — Yea
Delores L. McQuinn — Yea
Don Scott — Yea
Edmunds, James E., II — Yea
Elizabeth B. Bennett-Parker — Yea
Emily M. Jordan — Yea
Fariss, C. Matthew — Yea
Filler-Corn, Eileen — Yea
Fowler, Hyland F."Buddy," Jr. — Yea
Freitas, Nicholas J. — Yea
Gooditis, Wendy W. — Yea
Guzman, Elizabeth R. — Yea
H. Otto Wachsmann, Jr. — Yea
Hudson, Sally L. — Yea
Irene Shin — Yea
Israel D. O'Quinn — Yea
Jackie H. Glass — Yea
James A. "Jay" Leftwich — Yea
James W. Morefield — Yea
Jason S. Ballard — Yea
Jeion A. Ward — Yea
Jenkins, Clinton L. — Yea
Jessica L. Anderson — Yea
Joseph P. McNamara — Yea
Karrie K. Delaney — Yea
Kathy K.L. Tran — Yea
Keam, Mark L. — Yea
Knight, Barry D. — Not Voting
Kory, Kaye — Yea
LaRock, Dave A. — Yea
Lamont Bagby — Yea
Luke E. Torian — Yea
M. Keith Hodges — Yea
Maldonado, Michelle Lopes — Yea
Marcia S. "Cia" Price — Yea
Marcus B. Simon — Yea
Marshall, Daniel W., III — Yea
McGuire, John J., III — Yea
Michael J. Webert — Yea
Mike A. Cherry — Yea
Mullin, Michael P. — Yea
Mundon King, Candi — Yea
Murphy, Kathleen — Yea
Nadarius E. Clark — Yea
Orrock, Robert D., Sr. — Yea
Patrick A. Hope — Yea
Paul E. Krizek — Yea
Phillip A. Scott — Yea
Plum, Kenneth R. — Yea
R. Lee Ware — Not Voting
Ransone, Margaret B. — Yea
Richard C. "Rip" Sullivan, Jr. — Yea
Robert S. Bloxom, Jr. — Yea
Robinson, Roxann L. — Yea
Rodney T. Willett — Yea
Sam Rasoul — Yea
Schuyler T. VanValkenburg — Yea
Scott A. Wyatt — Yea
Shelly A. Simonds — Yea
Sickles, Mark D. — Yea
Subramanyam, Suhas — Yea
Tara A. Durant — Yea
Taylor, Kim A. — Yea
Terry G. Kilgore — Yea
Terry L. Austin — Yea
Thomas C. Wright, Jr. — Yea
Tony O. Wilt — Yea
Vivian E. Watts — Yea
Wampler, William C., III — Yea
Wendell S. Walker — Yea
Wren M. Williams — Yea

Official roll call →

Reported from Education with amendment(s) (22-Y 0-N)

Passed 22 Yea · 0 Nay
Party YeaNayPresentNot Voting
Unaffiliated 22000
Total 22000
% of votes cast 100%0%0%0%
How each member voted (22)
Member Party Vote
Greenhalgh, Karen S. — Yea
Anne Ferrell Tata — Yea
Avoli, G. "John" — Yea
Batten, Amanda E. — Yea
Bourne, Jeffrey M. — Yea
Briana D. Sewell — Yea
Coyner, Carrie E. — Yea
Davis, Glenn R. — Yea
Delores L. McQuinn — Yea
Filler-Corn, Eileen — Yea
Freitas, Nicholas J. — Yea
Guzman, Elizabeth R. — Yea
LaRock, Dave A. — Yea
Maldonado, Michelle Lopes — Yea
McGuire, John J., III — Yea
Mike A. Cherry — Yea
Sam Rasoul — Yea
Schuyler T. VanValkenburg — Yea
Shelly A. Simonds — Yea
Subramanyam, Suhas — Yea
Tara A. Durant — Yea
Wampler, William C., III — Yea

Official roll call →

Passed Senate (40-Y 0-N)

Passed 40 Yea · 0 Nay
Party YeaNayPresentNot Voting
Unaffiliated 40000
Total 40000
% of votes cast 100%0%0%0%
How each member voted (40)
Member Party Vote
McClellan, Jennifer L. — Yea
Morrissey, Joseph D. — Yea
Spruill, Lionell, Sr. — Yea
Barbara A. Favola — Yea
Barker, George L. — Yea
Bell, John J. — Yea
Bill DeSteph — Yea
Bryce E. Reeves — Yea
Chase, Amanda F. — Yea
Cosgrove, John A., Jr. — Yea
David R. Suetterlein — Yea
David W. Marsden — Yea
Dunnavant, Siobhan S. — Yea
Ebbin, Adam P. — Yea
Edwards, John S. — Yea
Hanger, Emmett W., Jr. — Yea
Hashmi, Ghazala F. — Yea
Howell, Janet D. — Yea
Jennifer B. Boysko — Yea
Jeremy S. McPike — Yea
Kiggans, Jennifer A. — Yea
L. Louise Lucas — Yea
Lewis, Lynwood W., Jr. — Yea
Mamie E. Locke — Yea
Mark D. Obenshain — Yea
Mark J. Peake — Yea
Mason, T. Montgomery "Monty" — Yea
Newman, Stephen D. — Yea
Norment, Thomas K., Jr. — Yea
Petersen, J. Chapman — Yea
R. Creigh Deeds — Yea
Richard H. Stuart — Yea
Ruff, Frank M., Jr. — Yea
Ryan T. McDougle — Yea
Saslaw, Richard L. — Yea
Scott A. Surovell — Yea
T. Travis Hackworth — Yea
Todd E. Pillion — Yea
Vogel, Jill Holtzman — Yea
William M. Stanley, Jr. — Yea

Official roll call →

Constitutional reading dispensed (40-Y 0-N)

Passed 40 Yea · 0 Nay
Party YeaNayPresentNot Voting
Unaffiliated 40000
Total 40000
% of votes cast 100%0%0%0%
How each member voted (40)
Member Party Vote
McClellan, Jennifer L. — Yea
Morrissey, Joseph D. — Yea
Spruill, Lionell, Sr. — Yea
Barbara A. Favola — Yea
Barker, George L. — Yea
Bell, John J. — Yea
Bill DeSteph — Yea
Bryce E. Reeves — Yea
Chase, Amanda F. — Yea
Cosgrove, John A., Jr. — Yea
David R. Suetterlein — Yea
David W. Marsden — Yea
Dunnavant, Siobhan S. — Yea
Ebbin, Adam P. — Yea
Edwards, John S. — Yea
Hanger, Emmett W., Jr. — Yea
Hashmi, Ghazala F. — Yea
Howell, Janet D. — Yea
Jennifer B. Boysko — Yea
Jeremy S. McPike — Yea
Kiggans, Jennifer A. — Yea
L. Louise Lucas — Yea
Lewis, Lynwood W., Jr. — Yea
Mamie E. Locke — Yea
Mark D. Obenshain — Yea
Mark J. Peake — Yea
Mason, T. Montgomery "Monty" — Yea
Newman, Stephen D. — Yea
Norment, Thomas K., Jr. — Yea
Petersen, J. Chapman — Yea
R. Creigh Deeds — Yea
Richard H. Stuart — Yea
Ruff, Frank M., Jr. — Yea
Ryan T. McDougle — Yea
Saslaw, Richard L. — Yea
Scott A. Surovell — Yea
T. Travis Hackworth — Yea
Todd E. Pillion — Yea
Vogel, Jill Holtzman — Yea
William M. Stanley, Jr. — Yea

Official roll call →

Constitutional reading dispensed (40-Y 0-N)

Passed 40 Yea · 0 Nay
Party YeaNayPresentNot Voting
Unaffiliated 40000
Total 40000
% of votes cast 100%0%0%0%
How each member voted (40)
Member Party Vote
McClellan, Jennifer L. — Yea
Morrissey, Joseph D. — Yea
Spruill, Lionell, Sr. — Yea
Barbara A. Favola — Yea
Barker, George L. — Yea
Bell, John J. — Yea
Bill DeSteph — Yea
Bryce E. Reeves — Yea
Chase, Amanda F. — Yea
Cosgrove, John A., Jr. — Yea
David R. Suetterlein — Yea
David W. Marsden — Yea
Dunnavant, Siobhan S. — Yea
Ebbin, Adam P. — Yea
Edwards, John S. — Yea
Hanger, Emmett W., Jr. — Yea
Hashmi, Ghazala F. — Yea
Howell, Janet D. — Yea
Jennifer B. Boysko — Yea
Jeremy S. McPike — Yea
Kiggans, Jennifer A. — Yea
L. Louise Lucas — Yea
Lewis, Lynwood W., Jr. — Yea
Mamie E. Locke — Yea
Mark D. Obenshain — Yea
Mark J. Peake — Yea
Mason, T. Montgomery "Monty" — Yea
Newman, Stephen D. — Yea
Norment, Thomas K., Jr. — Yea
Petersen, J. Chapman — Yea
R. Creigh Deeds — Yea
Richard H. Stuart — Yea
Ruff, Frank M., Jr. — Yea
Ryan T. McDougle — Yea
Saslaw, Richard L. — Yea
Scott A. Surovell — Yea
T. Travis Hackworth — Yea
Todd E. Pillion — Yea
Vogel, Jill Holtzman — Yea
William M. Stanley, Jr. — Yea

Official roll call →

Reported from Finance and Appropriations with amendment (16-Y 0-N)

Passed 16 Yea · 0 Nay
Party YeaNayPresentNot Voting
Unaffiliated 16000
Total 16000
% of votes cast 100%0%0%0%
How each member voted (16)
Member Party Vote
McClellan, Jennifer L. — Yea
Barker, George L. — Yea
David W. Marsden — Yea
Ebbin, Adam P. — Yea
Edwards, John S. — Yea
Hanger, Emmett W., Jr. — Yea
Howell, Janet D. — Yea
L. Louise Lucas — Yea
Mamie E. Locke — Yea
Newman, Stephen D. — Yea
Norment, Thomas K., Jr. — Yea
Petersen, J. Chapman — Yea
R. Creigh Deeds — Yea
Ruff, Frank M., Jr. — Yea
Saslaw, Richard L. — Yea
Vogel, Jill Holtzman — Yea

Official roll call →

Reported from Education and Health with substitute (15-Y 0-N)

Passed 15 Yea · 0 Nay
Party YeaNayPresentNot Voting
Unaffiliated 15000
Total 15000
% of votes cast 100%0%0%0%
How each member voted (15)
Member Party Vote
Barker, George L. — Yea
Cosgrove, John A., Jr. — Yea
David R. Suetterlein — Yea
Dunnavant, Siobhan S. — Yea
Edwards, John S. — Yea
Hashmi, Ghazala F. — Yea
Howell, Janet D. — Yea
L. Louise Lucas — Yea
Lewis, Lynwood W., Jr. — Yea
Mamie E. Locke — Yea
Mark J. Peake — Yea
Newman, Stephen D. — Yea
Petersen, J. Chapman — Yea
Saslaw, Richard L. — Yea
Todd E. Pillion — Yea

Official roll call →

Subjects

education
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Frequently asked questions

What does SB 616 do?
Virginia Literacy Act; early student literacy; evidence-based literacy instruction; science-based reading research. Makes several changes relating to early student literacy, including requiring (i) 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 individual seeking initial licensure with an endorsement in a certain area, including as a reading specialist, to demonstrate mastery of science-based reading research and evidence-based literacy instruction, as such terms are defined in the bill; (ii) the literacy assessment required of individuals seeking initial teacher licensure with endorsements in certain areas to include a rigorous test of science-based reading research and evidence-based literacy instruction; (iii) each local school board to establish a divisionwide literacy plan; (iv) each local school board to employ one reading specialist for each 550 students in kindergarten through grade three; and (v) each local school board to provide a program of literacy instruction whereby, among other things, (a) the program provides reading intervention services to students in kindergarten through grade three who demonstrate deficiencies based on their individual performance on the Standards of Learning reading assessment or an early literacy screener provided or approved by the Department of Education; (b) a reading specialist, in collaboration with the teacher of any student who receives such reading intervention services, develops, oversees implementation of, and monitors student progress on a student reading plan; and (c) each student who receives such reading intervention services is assessed utilizing either the early literacy screener provided or approved by the Department or the grade-level reading Standards of Learning assessment again at the end of that school year. The provisions of the bill become effective beginning with the 2024–2025 school year. This bill is identical to HB 319.
Who sponsors SB 616?
SB 616 is sponsored by L. Louise Lucas, Jennifer L. McClellan, Kory, Kaye, Coyner, Carrie E., Vogel, Jill Holtzman, and Dunnavant, Siobhan S..
What is the current status of SB 616?
This bill has been enacted into law. Introduced January 12, 2022. Enacted.
Where can I track SB 616?
Track SB 616 free on One Click Politics — get push/email alerts when it moves.

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