SB 1175 — Student literacy measures; scope, students in grades four through eight.

The Department of Education shall annually compile such lists and provideanprovide them to each local school board.

Such students shall be counted in average daily membership (ADM) in accordance with the8.the regulations of the Board of Education.

8.

Such programs may be conducted by the school board as the primary agency or through a collaborative of 14 arrangement between the school board and other agencies.

of 14 11.

of 14 Such unit may also provide resources supporting professional development for administrators and teachers.

In providing such information, resources, and other services to school divisions, theEunitthe unit shall give priority to those divisions demonstrating a less than 70 percent passing rate on the Standards of Learning assessments.

N F.

Each local school board may enter into agreements for postsecondary course credit, credenRial,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.

(ii) specify the credit, of 14 credentials, certifications, or licenses available for such courses;

and (iii) specify availablEavailable options for students to participate in pre-apprenticeship and apprenticeship programs at comprehensive community colleges concurrent with the pursuit of a high school diploma and receive college credit and high school credit for successful completion of any such program.

Each local school board shall provide a program of literacy instruction that is aligned with science-based reading research and provides evidenced-based literacy instruction to students in kindergarten through grade three eight and is consistent with the school board's literacy plan as required by subsection B of § 22.1-253.13:6.

Each local school board shall provide reading intervention services to students in kindergarten through grade three eight who demonstrate substantial deficiencies based on their individual peSformanceperformance on the Standards of Learning reading assessment or an early a literacy screener provided or app1ovedapproved by the Department.

Such reading intervention services shall consist of evidence-based literacy ins7ruction,instruction, align with science-based reading research, and be documented for each student in a written studEntstudent reading plan, consistent with the requirements in subdivision 2 and the list developed by the DRpartmentDepartment pursuant to subdivision H 2.

A reading specialist, in collaboration with the teacher of any student who receives reading intervention services pursuant to subdivision 1, shall develop, oversee implementation of, and monitor student progress on a student reading plan.

(e) the strategies, resources, and andmaterials (f)that anywill additionalbe servicesprovided to the teacherstudent's deemsparent availableto andsupport appropriatethe student to acceleratemake thereading student's;progress;

and (f) any additional services the teacher deems available and appropriate to accelerate the student's reading skill development;

Each student who receives such reading intervention services shall be assessed utilizing either the Learningearly assessmentliteracy againscreener atprovided theor endapproved ofby thatthe schoolDepartment year.tment or the grade-level reading Standards of 4.Learning assessment again at the end of that school year.

4.

The list shall be app3.approved by the Board;

3.

of 14 4.

Each school board shall assign licensed instructional personnel in a manner that produces divisionwide ratios of students in average daily membership to full-time equivalent teaching positions, excluding special education teachers, principals, assistant principals, school counselors or certain other of 14 licensed individuals as set forth in subdivision H 4, and librarians, that are not greater than the following ratios:

and (iv) 24 to one in English classes in grades six through 12.

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) 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.

School divisions using the SOQ Prevention, Intervention, and Remediation funds in this manner shall employ only instructional personnel of 14 licensed by the Board of Education.

In addition to the full-time equivalent positions required elsewhere in this section, eacEeach local school board shall employ one reading specialist for each 550 students in kindergarten through grade three five and one reading specialist for each 1,100 students in grades six through eight.

Each such reading specialist shall have training in science-based reading research and evidence-based litRracyliteracy instruction practices.

In addition, each such reading specialist shall have training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder and shall serve as an advisor on dyslexia and related disorders.

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

School divisions using the Early Reading Intervention Initiative funds in this manner shall employ only instructional personnel licensed toby meetthe thisBoard staffing standard may assign reading specialists to grade levels according to grade levelss with greatest need, regardless of theEducation. individual staffing standards established for grades kindergarten through five and six through eight.

Local school divisions that employ a sufficient number of reading specialists of 14 to meet this staffing standard may assign reading specialists to grade levels according to grade levels with greatest need, regardless of the individual staffing standards established for grades kindergarten through five and six through eight.

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

1 1.

Principals in elementary schools, one half-time to 299 students, one full-time at 300 stu7ents;students;

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

R 2.

assistant principals numberin ofhigh assistantschools, principalsone tofull-time meetfor thiseach staffing600 requirementstudents; 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;

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;

and through4. 12.l counselors, one full-time equivalent position per 325 students in grades kindergarten However, in order to meet the staffing requirements set forth in this subdivision, any local school board (i) may employ, under a provisional license issued by the Department for three school years with an allowance for an additional two-year extension with the approval of the division superintendent, any professional counselor licensed by the Board of Counseling, clinical social worker licensed by the Board of Social Work, psychologist licensed by the Board of Psychology, or other licensed counseling professional with appropriate experience and training, provided that any such individual makes progress toward completing the requirements for full licensure as a school counselor during such period of employment or (ii) in the event that the school board does not receive any application from a licensed counseling professional with appropriate experience and training to fill a school counselor vacancy in the school division, may enter into an annual contract with another entity for the provision of school counseling services by a licensed professional counselor, clinical social worker, or psychologist or another licensed counseling professional with appropriate experience and training.

School counselors, one full-time equivalent position per 325 students in grades kindergarten through 12.

However, in order to meet the staffing requirements set forth in this subdivision, any local school board (i) may employ, under a provisional license issued by the Department for three school years with an allowance for an additional two-year extension with the approval of the division superintendent, any professional counselor licensed by the Board of Counseling, clinical social worker licensed by the Board of Social Work, psychologist licensed by the Board of Psychology, or other licensed counseling professional with appropriate experience and training, provided that any such individual makes progress toward completing the requirements for full licensure as a school counselor during such period of employment or (ii) in the event that the school board does not receive any application from a licensed school counselor, professional counselor, clinical social worker, or psychologist or another licensed counseling professional with appropriate experience and training to fill a school counselor vacancy in the school division, may enter into an annual contract with another entity for the provision of school counseling services by a licensed professional counselor, clinical social worker, or psychologist or another licensed counseling professional with appropriate experience and training.

Local school boards 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.

to provide technology support and one to serve as an instructional To provide flexibility, school divisions may use the state and local funds for instructional technology of 14 resource teachers to employ a data coordinator position, an instructional technology resource teacher position, or a data coordinator/instructional resource teacher blended position.

School of 14 boards shall report pupil/teacher ratios that include resource teachers in the same annual report.

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

one full-time and one additional full-time for each of 14 600 students beyond 200 students and one full-time for the library at 750 students;

one full-time and one additional full-time for each 600 students beyond 200 studeEtsstudents 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 Rchoolsschools are elementary, middle, or secondary.

Pursuant to the appropriation act, support services shall be funded from basic school aid.

L Q.

E § 22.1-253.13:2.

D A.

B.

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 producesjectproduces areas.divisionwide ratios of students in average daily membership to full-time equivalent teaching positions, excluding special education teachers, principals, assistant principals, school counselors or certain other licensed individuals as set forth in subdivision H 4, and librarians, that are not greater than the following ratios:

divisionwide ratios of students in average daily membership to full-time equivalent teaching positions, excluding special education teachers, principals, assistant principals, school counselors or certain other licensed individuals as set forth in subdivision H 4, and librarians, that are not greater thanSthe following ratios:

if1theif the average daily membership in any kindergarten class exceeds 24 pupils, a full-time teacher's aide shall 7ebe of 14 assigned to the class;

(ii) 24 to one in grades one, two, and three with no class being larger Ehanthan 30 students;

(iii) 25 to one in grades four through six with no class being larger than 35 studentR;students;

and (iv) 24 to one in English classes in grades six through 12.

After September 30 of any school year, anytime the number of students in a class exceeds the class size limit established by this subsection, the local school division shall notify the parent of each student in such class of such fact no later than 10 days after the date on which the class exceeded the class size limit.

School divisions shall provide all middle and high school teachers with oneD.one planning period per day or the equivalent, unencumbered of any teaching or supervisory duties.

D.

State funding for prevention, intervention, and remediation programs provided pursuant to this subsection and the localappropriation schoolact boards.ymay be used to support programs for educationally at-risk students as identified by Tothe providelocal algebra readiness intervention services required by § 22.1-253.13:1, school divisionsboards. may employ mathematics teacher specialists to provide the required algebra readiness intervention services.

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

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) 20 full-time equivalent instructional positions in the 2021-2022 school year and thereafter for each 1,000 teachersstudents whoidentified provideas instructionhaving inlimited English andproficiency, inwhich apositions second language.tions may include dual language Toteachers who provide flexibilityinstruction in the instruction of English language learners who have limited English of 14 proficiency and whoin area atsecond risklanguage. 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.

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.

of 14 H.

Local school boards shall employ five full-time equivalent positions per 1,000 students in grades of 14 kindergarten through five to serve as elementary resource teachers in art, music, and physical education.

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

N To provide flexibility, school divisions may use the state and local funds for instructionalRtechnologyinstructional technology resource teachers to employ a data coordinator position, an instructional technology resource teacher positionposition, isor intended to serve as a resource to principals and classroom teachers in the area of datar analysis and interpretation for instructional and school improvement purposes, as well as for overall data managementcoordinator/instructional andresource administrationteacher ofblended stateposition. assessments.

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.

L K.

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

D L.

this requirement shall apply to all staff, except for school counselors or certain other licensed individuals as set forth in subdivision H 4, and shall be based on the school's total enrollment.

The Board of Education may grant waivers from these staffingllstaffing be levels upon request from local school boards seeking to implement experimental or innovative programs that are not consistent with these staffing levels.

School boards shall, however, annually, on or before December 31, report to the public (iS(i) the actual pupil/teacher ratios in elementary school classrooms in the local school division by sch1olschool for the current school year;

and (ii) the actual pupil/teacher ratios in middle school and high school 7nin the local school division by school for the current school year.

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

Any classes funded through the voluntary kindergarten through third grade class size reduction program shall shallbe alsoidentified beas identified.such classes.

Any classes having waivers to exceed the requirements of this subsection shall also be identified.

however, the data shall be compiled in a manner to of 14 ensure the confidentiality of all teacher and pupil identities.

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.

For the purposes of this title, unless the context otherwise requires, "support services positions" shall include the following:

this title, unless the context otherwise requires, "support services positions" shall 1.

Instructional personnel support, including professional development positions and library and med5.media positions not included in subdivision H 3;

5.

operation of 14 and maintenance professional and service positions;

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

(ii) principals, supervisors, and division superintendents in the evaluation and documentation of teacher and principal of 14 performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel;

Each local school board shall require (i) its members to participate annually in high-quality of 14 professional development activities at the state, local, or national levels on governance, including, but not limited to, personnel policies and practices;

the evaluation of personnel, curriculum, and Enstruction;instruction;

and current issues in education as part of their service on the local board and (ii) the division superintendent to participate annually in high-quality professional development activities at the local, state, or national levels, including the Standards of QualRty,Quality, Board of Education regulations, and the Guidelines for Uniform Performance Standards and Evaluation Criteria forE.for Teachers, Principals, and Superintendents.

E.

(ii) as part of the license renewal proEess,process, to assist teachers and principals in acquiring the skills needed to work with gifted students, students with disabilities, and students who have been identified as having limited English proficiency and to increase student achievement and expand the knowledge and skills students require to meet the standards for academic performance set by the Board of Education;

(iii) in educational technology for all instructional personnel which is designed to facilitate integration of computer skills and related technology into the curricula;

and (iv) for principals and supervisors designed to increase proficiency in instructional the 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.

S In addition, each local school board shall provide:

1 1.

Teachers and principals with high-quality professional development programs each year in 7a)(a) instructional content;

(c) methods Eorfor assessing the progress of individual students, including Standards of Learning assessment materRalsmaterials or other criterion-referenced tests that match locally developed objectives;

(e) interpreting test data for effectiveinstructional classroompurposes; management;

andogy(f) technology applications to implement the Standards of Learning;

and (g) 2.effective classroom management;

High-quality professional development and training2. 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 proficiency in evidence-based literacy instruction and science-based reading research 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 of 14 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 English as a second language preschool through grade 12, or as a reading specialist that builds proficiency in evidence-based literacy instruction and science-based reading research 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, or an alternative program that consists of evidence-based literacy instruction and aligns with science-based reading research approved by the Department, for (i) each teacher with an endorsement in middle education grades six through eight who teaches English that builds proficiency in evidence-based literacy instruction and science-based reading research and (ii) each middle school principal and teacher with an endorsement in middle education grades six through evidence-basedeight literacywho instructionteaches mathematics, science, or history and science-basedsocial readingscience research.hatthat builds an awareness of F.evidence-based literacy instruction and science-based reading research.

F.

dataA. collection, analysis, and evaluation.

The Board of Education shall adopt a statewide comprehensive, unified, long-range plan based on data collection, analysis, and evaluation.

The Board shall post the plan of 14 on the Department of Education's website if practicable, and, in any case, shall make a hard copy of such plan available for public inspection and copying.

and (x) a plan for parent and family involvement to include building successful school of 14 and parent partnerships that shall be developed with staff and community involvement, including participation by parents.