SB 490 — Standards of Quality; employment of principals and assistant principals.

ifEach theschool averageboard dailyshall membershipensure inthat anyevery kindergartenschool classthat exceedsit 24supervises pupils,shall develop a full-timewritten teacher'sschool aidecrisis, emergency management, and medical emergency response plan, consistent with the definition provided in this section, and shall beinclude assignedthe tochief law-enforcement officer, the class;fire chief, the chief of the emergency medical services agency, the executive director of the relevant regional emergency medical services council, and the emergency management official of the locality, or their designees, in the development of such plans.

(ii)Each 24school todivision oneshall indesignate gradesan one,emergency two,manager. and three with larger than 35 students;

The Department of Education and (iv)the 24Virginia Center for School and Campus Safety shall provide technical assistance to onethe school divisions of the Commonwealth in Englishthe classesdevelopment of the school crisis, emergency management, and medical emergency response plans that describe the components of a medical emergency response plan developed in gradescoordination sixwith throughlocal 12.emergency medical services providers, the training of school personnel and students to respond to a life-threatening emergency, and the equipment required for this emergency response.

AfterThe Septemberlocal 30 of any school year,board, anytime the numberchief oflaw-enforcement studentsofficer, inthe afire classchief, exceeds the classchief sizeof limitthe eEtablishedemergency bymedical thisservices subsection,agency, the localexecutive schooldirector divisionof shallthe notifyrelevant theregional parentemergency ofmedical eachservices studentcouncil, inand suchthe classemergency management official of suchthe factlocality, noor latertheir thandesignees, 10shall daysannually afterreview the datewritten onschool whichcrisis, theemergency classmanagement, exceededand themedical classemergency sizeresponse limit.plans.

SuchThe notificationlocal shallschool stateboard theshall reasonhave that the classauthority sizeto exceedswithhold theor class size limit and describe the measuresreview thatof theany localsecurity schoolplans divisionand willspecific takevulnerability toassessment reducecomponents theas classprovided sizein tosubdivision comply4 withof this§ Subsection.2.2-3705.2.

ratiosThe forlocal pupilsschool withdivision intellectualsuperintendent disabilityshall thatcertify dothis notreview exceedin writing to the pupil/teacherVirginia ratiosCenter for self-containedSchool classesand forCampus pupilsSafety withno specificlater learningthan disabilities.August 31 of each year.

Further,Upon consultation with local school boardsboards, shalldivision assignsuperintendents, instructionalthe personnelVirginia inCenter afor mannerSchool thatand producesCampus schoolwideSafety, ratiosand the Coordinator of studentsEmergency inManagement, averagethe dailyBoard membershipsof toEducation full-timeshall equivalentdevelop, teachingand positionsmay revise as it deems necessary, a model school crisis, emergency management, and medical emergency response plan for the purpose of 2Sassisting tothe onepublic schools in middleVirginia schoolsin developing viable, effective crisis, emergency management, and highmedical schools.emergency response plans.

SchoolSuch divisionsmodel shall provideset allforth middlerecommended effective procedures and highmeans by which parents can contact the relevant school teacTersor school division regarding the location and safety of their school children and by which school officials may contact parents, with oneD.parental approval, during a critical event or emergency.

(EffectiveE. 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, :

36Each full-timeschool equivalentboard instructionalshall personnelensure that every public school it supervises employs at least one school administrator who has completed, either in-person or online, school safety training for eachpublic 1,000school studentspersonnel inconducted averageby dailythe membershiTVirginia (ADM)Center 37for asSchool setand forthCampus Safety in theaccordance appropriationwith act.subdivision A 1 of § 9.1-184.

CalculationsHowever, ofsuch kindergartenrequirement positions shall benot basedapply onif full-daysuch 38required kindergartentraining programs.is not available online.

Beginning with the March 31 report of average daily membership, those school 39 divisions offering half-day kindergarten with pupil/teacher ratios that exceed 30 to one shall Tdjust their memberships, as provided in the appropriation act.ct 85 percent of the total kindergarten averaEe daily D.

(Effective 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.

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.

StSte 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 ide0tified by the local school boards.

H employ mathematics teacher specialists to provide the required algebra readiness intervention services.

School divisions using the Standards of Learning Algebra Readiness Initiative funding in this manner shall only employ instructional personnel licensed by the Board of Education.

F.

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 SB490H1 2 of 4 2020-2021 school year for each 1,000 students identified as having limited English proficiency and (ii) 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.

To provide flexibility in the instruction of English language learners who have limited English proficiency and who are at risk of not meeting state accountability standards, school divisions may use state and local funds from the Standards of Quality Prevention, Intervention, and Remediation account to employ additional English language learner teachers or dual language teachers to provide instruction to identified limited English proficiency students.

Using these funds in this manner is intended to supplement the instructional services provided in this section.

School divisions using the SOQ Prevention, Intervention, and Remediation funds in this manner shall employ only instructional personnel licensed by the Board of Education.

G.

In addition to the full-time equivalent positions required elsewhere in this section, each local school board shall employ the following reading specialists in elementary schools, one full-time in each elementary school at the discretion of the local school board.

One reading specialist employed by each local school board that employs a reading specialist shall have training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder and shall serve as an advisor on dyslexia and related disorders.

Such reading specialist shall have an understanding of the definition of dyslexia and a working knowledge of (i) techniques to help a student on the continuum of skills with dyslexia;

(ii) dyslexia characteristics that may manifest at different ages and grade levels;

(iii) the basic foundation of the keys to reading, including multisensory, explicit, systemic, and structured reading instruction;

and (iv) appropriate interventions, accommodations, and assistive technology supports for students with dyslexia.

To provide reading intervention services required by § 22.1-253.13:1, school divisions may employ reading specialists to provide the required reading intervention services.

School divisions using the Early Reading Intervention Initiative funds in this manner shall employ only instructional personnel licensed by the Board of Education.

H.

Each local school board shall employ, at a minimum, the following full-time equivalent positions for any school that reports fall membership, according to the type of school and student enrollment:

1.

Principals in elementary schools, one half-time to 299 students, one full-time at 300 students;

principals in middle schools, one full-time, to be employed on a 12-month basis;

principals in high schools, one full-time in each elementary school, middle school, and high school, to be employed on a 12-month basis;

2.

Assistant principals in elementary schools, one half-time at 600 students, one full-time at 900 students;

assistant principals in middle schools, one full-time for each 600 students;

assistant principals in high schools, one full-time for each 600 per 500 elementary school, middle school, and high school students;

and school divisions that employ a sufficient number of assistant principals to meet this staffing requirement may assign assistant principals to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary;

3.

Librarians in elementary schools, one part-time to 299 students, one full-time at 300 students;

librarians in middle schools, one-half time to 299 students, one full-time at 300 students, two full-time at 1,000 students;

librarians in high schools, one half-time to 299 students, one full-time at 300 students, two full-time at 1,000 students.

Local school divisions that employ a sufficient number of librarians to meet this staffing requirement may assign librarians to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary;

and 4.

School counselors:

a.

Effective with the 2020-2021 school year, in elementary schools, one hour per day per 75 students, one full-time at 375 students, one hour per day additional time per 75 students or major fraction thereof;

in middle schools, one period per 65 students, one full-time at 325 students, one additional period per 65 students or major fraction thereof;

in high schools, one period per 60 students, one full-time at 300 students, one additional period per 60 students or major fraction thereof.

b.

Effective with the 2021-2022 school year, local school boards shall employ one full-time equivalent school counselor position per 325 students in grades kindergarten through 12.

c.

Local school divisions that employ a sufficient number of school counselors to meet the school counselor staffing requirements set forth in this subdivision may assign school counselors to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or high schools.

I.

Local school boards shall employ five full-time equivalent positions per 1,000 students in grades kindergarten through five to serve as elementary resource teachers in art, music, and physical education.

J.

Local school boards shall employ two full-time equivalent positions per 1,000 students in grades kindergarten through 12, one to provide technology support and one to serve as an instructional technology resource teacher.

of 4 resource teachers to employ a data coordinator position, an instructional technology resource teacherology position, or a data coordinator/instructional resource teacher blended position.

The data coordinator position is intended to serve as a resource to principals and classroom teachers in the area of data analysis and interpretation for instructional and school improvement purposes, as well as for overall data management and administration of state assessments.

School divisions using these funds in this manner shaK.

Local school boards may employ additional positions that exceed these minimal staffing requirements.

These additional positions may include, but are not limited to, those funded through the state's incentive and categorical programs as set forth in the appropriation act.

L.

A combined school, such as kindergarten through 12, shall meet at all grade levels the staffing requirements for the highest grade level in that school;

this requirement shall apply to all staff, except requirements shall, however, be based on the enrollment at the various school organization levels, i.e., elementary, middle, or high school.

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.

School boards shall, however, annually, on or before December 31, report to the public (i) the current school year;

and (ii) the actual pupil/teacher ratios in middle school and high school Un the local school division by school for the current school year.

Actual pupil/teacher ratios shall include only the teachers who teach the grade and class on a full-time basis and shall exclude resource personneS.

School boards shall report pupil/teacher ratios that include resource teachers in the same annual report.

Any classes funded through the voluntary kindergarten through third grade class size reduction progEam shall shall also be identified.

Schools shall be identified;

however, the data shall be compiled in a manner to ensure the confidentiality of all teacher and pupil identities.

N.

Students enrolled in a public school on a less than full-time basis shall be counted in ASM in the relevant school division.

Students who are either (i) enrolled in a nonpublic school or (ii) receiving home instruction pursuant to § 22.1-254.1, and who are enrolled in public school on a less thanUfull-time arts, foreign language, or health education or physical education course shall be counted in the ADM inne the relevant school division on a pro rata basis as provided in the appropriation act.

Each sucS course enrollment by such students shall be counted as 0.25 in the ADM;

however, no such nonpublic or home school student shall be counted as more than one-half a student for purposes of such pro rata T calculation.

Such calculation shall not include enrollments of such students in any other publiI school couO.

Each school board shall provide at least three specialized student support positions per 1,000 students.

For purposes of this subsection, specialized student support positions include school social workers, school psychologists, school nurses, licensed behavior analysts, licensed assistant behavior analysts, and other licensed health and behavioral positions, which may either be employed by tTe school board or provided through contracted services.

and cost-effective operation and maintenance of its public schools.that are necessary for the eEficient For the purposes of this title, unless the context otherwise requires, "support services positions" shall include the following:

1.

Executive policy and leadership positions, including school board members, superintendents and assistant superintendents;

3.

Student support positions, including (i) social work administrative positions not included in subsection O;

(ii) school counselor administrative positions not included in subdivision H 4;

(iii) homebound administrative positions supporting instruction;

(iv) attendance support positions related to truancy and dropout prevention;

and (v) health and behavioral administrative positions not incl9ded in subsection O;

H media positions not included in subdivision H 3;

professional development positions and library1and 5.

Technology professional positions not included in subsection J;

6.

Operation and maintenance positions, including facilities;

pupil transportation positions;

operation and maintenance professional and service positions;

and security service, trade, and laborer positions;

7.

Technical and clerical positions for fiscal and human resources, student support, instructional personnel support, operation and maintenance, administration, and technology;

and SB490H1 4 of 4 8.

School-based clerical personnel in elementary schools;

part-time to 299 students, one full-time at 300 students;

clerical personnel in middle schools;

one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students;

clerical personnel in high schools;

one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students.

Local school divisions that employ a sufficient number of school-based clerical personnel to meet this staffing requirement may assign the clerical personnel to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary.

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.

Q.

Notwithstanding the provisions of this section, when determining the assignment of instructional and other licensed personnel in subsections C through J, a local school board shall not be required to include full-time students of approved virtual school programs.