SB 72 — Virginia Parent Data Portal; creation and maintenance by Board of Education.

The Board shall promulgate regulations establishing standards for accreditation pursuant to the Administrative Process Act (§ 2.2-4000 et seq.), which shall include (i) student outcome and growth measures, (ii) requirements and guidelines for instructional programs and for the integration of educational technology into such instructional programs, (iii) administrative and instructional staffing levels and positions, including staff positions for supporting educational technology, (iv) student services, (v) auxiliary education programs such as library and media services, (vi) requirements for graduation from high school, (vii) community relations, and (viii) the philosophy, goals, and objectives of public education in the Commonwealth.

When the Board determines through its review process that the failure of schools within a division to meet the standards established by the Board is related to division-level failure to implement the of 9 Standards of Quality or other division-level action or inaction, the Board may require a division-level academic review.

After the conduct of such review and within the time specified by the Board, eIcheach school board shall enter into a memorandum of understanding with the Board and shall subsequentNysubsequently submit to the Board for approval a corrective action plan, consistent with criteria established by the Board setting forth specific actions and a schedule designed to ensure that schools within its schooleschool division meet the standards established by the Board.

If the Board determines that the proposedTproposed corrective action plan is not sufficient to enable all schools within the division to meet the Rtandardsstandards established by the Board, the Board may return the plan to the local school board with directions to submit an amended plan pursuant to Board guidance.

D B.

The Superintendent shall develop, subject to revision by the Board, criteria for determining and Therecognizing portioneducational ofperformance such criteria that measures individual student growth shall become an integral part of the accreditation process for schools in which any grade level in the gradeCommonwealth's threelocal throughschool eightdivisions rangeand ispublic taught.schools.

The Superintendentportion shallof annuallysuch reportcriteria tothat themeasures Boardindividual onstudent growth shall become an integral part of the accreditation statusprocess offor alEschools schoolin divisionswhich andany schools.grade level in the grade three through eight range is taught.

The Superintendent shall annually report to the Board on the accreditation status of all school divisions and schools.

In recognizing educational performance and individual student growth in the school divisions, the Board shall include consideration of special school division accomplishments, such as numbers of dual enrollments and students in Advanced Placement and International Baccalaureate courses, and participation in academic year Governor's Schools.

The Superintendent shall monitor the S implementation of and report to the Board on the effectiveness of the corrective actions taken 7oto improve the educational performance in such school divisions and schools.

2C. determine the level of achievement of the Standards of Learning objectives by all students.

SuchthodsWith tosuch assessmentsfunds shallas evaluateare knowledge,available applicationfor ofthis knowledge,purpose, criticalthe thinking,Board andshall skillsprescribe relatedassessment methods to determine the level of achievement of the Standards of Learning beingobjectives assessed.by all students.

TheSuch Boardassessments shall,shall withevaluate theknowledge, assistanceapplication of independentknowledge, testingcritical thinking, and skills related to of 7 experts, conduct a regular analysis and validation process for these assessments.

In lieu of a one-time end-of-year assessment, the Board shall establish, for the purpose of providing measures of individual student growth over the course of the school year, a through-year growth assessment system, aligned with the Standards of Learning, for the administration of reading and mathematics assessments in grades beginning-of-year,three onethrough mid-year,eight. and one end-of-year assessment in order to provide individual student growth scores over the course of the school year, but the total time scheduled for taking all such assessments shall not exceed 150 percent of the time scheduled for taking a single end-of-year proficiency assessment.

Such through-year growth assessment system shall include at least one growth scores over the course of the school year, but the total time scheduled for taking all suchdent assessments shall not exceed 150 percent of the time scheduled for taking a single end-of-year proficiency assessment.

With such funds and content as are availablemeasurement forof sucha purpose,student's suchperformance, through-yearthrough growthcomputer assessmentadaptive systemtechnology, shallusing providetest accurateitems at, below, and above the student's grade level as necessary.

adaptive technology, using test items at, The Board shall also provide the option of industry certification and state licensure examinations as a student-selected credit.

The Department shall make available to school divisions Standards of Learning assessments typically administered byor highwhen schoolsnewly bydeveloped Decemberassessments 1are ofavailable, thewhichever schoolis yearlater.ents inare whichto Ne The Board shall make publicly available such assessments arein a timely manner and as soon as practicable following the administration of such tests, so long as the release of such assessmeAts does not compromise test security or deplete the bank of assessment questions necessary to beconstruct administeredsubsequent tests, or whenlimit newlythe developedability assessmentsto aretest available,students whicheveron demand and provide immediate resultsTin the webThe Board shall prescribe alternative methods of Standards of Learning assessment administration for children with disabilities, as that term is later.defined in § 22.1-213, who meet criteria established by the Board to demonstrate achievement of the Standards of Learning.

TheAn Boardeligible shallstudent's makeIndividual publiclyEducation availableProgram suchteam assessmentsshall inmake athe timelyfinal mannerdetermination and as soonto aswhether notan compromisealternative testmethod security or deplete the bank of assessmentadministration questionsis necessaryappropriate tofor constructnts does subsequent tests, or limit the abilitystudent. to test students on demand and provide immediate results in the web-based assessment system.

TheS Boardstandards shall prescribe alternative methods of Standardsaccreditation ofthe Learningrequired assessmentassessments administration for childrenvarious withgrade disabilities,levels asand thatclasses, termincluding isthe definedcompletion inof §the 22.1-213,alternative whoassessments meetimplemented criteria established by theeach Boardlocal toschool demonstrateboard, achievementin ofaccordance with the Standards of Learning.

AnThese eligibleassessments student's Individual Education Program team shall make the final determination as to whether an alternative method of admThe Board shall include inend-of-course theor studentend-of-grade outcometests and growth measures that are required by the SB72 4 of 9 standards of accreditation the required assessments for variousEnglish, grademathematics, levelsscience, and classes,history includingand thesocial completionscience ofand themay alternativebe assessmentsintegrated implementedto byinclude eachSultiple localsubject schoolareas. board, in accordance with the Standards of Learning.

Thesenot assessmentsexceed shall(i) includereading end-of-course or end-of-grade tests for English, mathematics, science, and historymathematics andin socialgrades sciencethree and mayfour; be integrated to include multiple subject areas.

The Standards of Learning assessments administered to students in grades three through eight shall not exceed (i) reading and mathematics in grades three and four;

(v) science after the student receives instruction in the grade sixsixTscience, science, life science, and physical science Standards of Learning and before the student completes grade eight;

and (vi) Virginia Studies and Civics and Economics once each at the grade levels deemed appropriate by three through eight shall be through-year growth assessments.nts administered to students in grTdes Each school board shall annually certify that it has provided instruction and administered aE alternative assessment, consistent with Board guidelines, to students in grades three through eight in each localStandards of Learning subject area in which a Standards of Learning assessment was not administered during the school board.year.

TheSuch readingguidelines andshall mathematics(a) assessmentsincorporate administeredoptions tofor age-appropriate, ensure that students are making adequate academic progress in gradesthe threesubject througharea eightand shallthat bethe through-yearStandards growthof assessments.Learning content is being taught;

Each school board shall annually certify that it has provided instruction and administered an alternative assessment, consistent with Board guidelines, to students in grades three through eight in each Standards of Learning subject area in which a Standards of Learning assessment was not administered during the school year.

Such guidelines shall (a) incorporate options for age-appropriate, authentic performance assessments and portfolios with rubrics and other methodologies designed to ensure that students are making adequate academic progress in the subject area and that the Standards of Learning content is being taught;

and (c) emphasize collaboration between teachers to administer and substantiate the assessments and the professional development of teachers to enable them to make the best use ofofS alternative assessments.

Local7 school divisions shall provide targeted mathematics remediation and intervention to students in grades six through eight who show computational deficiencies as demonstrated by their individualindividualdents in performance on any diagnostic test or grade-level Standards of Learning mathematics test that measures non-calculator computational skills.

The Department shall award recovery credit to any student in grades three through eight who performs below grade level on a Standards of Learning assessment in English reading or mathematics, receives remediation, and subsequently retakes and performs at or above grade level on such an SB72S1 4 of 7 assessment, including any such student who subsequently retakes such an assessment on an expedited basis.

Records and other information furnished to or prepared by the Board during the conduct of a review of 9 or investigation may be withheld pursuant to subdivision 10 of § 2.2-3705.3.

However, this section shall not prohibit the disclosure of records to (i) a local school board or division superintendent fIrfor the purpose of permitting such board or superintendent to consider or to take personnel action withNregardwith regard to an employee or (ii) any requester, after the conclusion of a review or investigation, in a form that (a) does not reveal the identity of any person making a complaint or supplying information to the Board ona)on a confidential basis and (b) does not compromise the security of any test mandated by the Board.

Any local school board or division superintendent receiving such records or other information shallRshall, upon taking personnel action against a relevant employee, place copies of such records or information relating to the specific employee in such person's personnel file.

O Notwithstanding any other provision of state law, no test or examination authorized by this Dection,section, including the Standards of Learning assessments, shall be released or required to be released as minimum competency tests, if, in the judgment of the Board, such release would breach the security of such test or examination or deplete the bank of questions necessary to construct future secure tests.

With such funds as may be appropriated, the Board may provide, through an agreement with C vendors having the technical capacity and expertise to provide computerized tests and assessmenEs,assessments, and test construction, analysis, and security, for (i) web-based computerized tests and assessments, including computer-adaptive Standards of Learning assessments, for the evaluation of student progress during and after remediation and (ii) the development of a remediation item bank directly related to the Standards of Learning.

boardF. shall require the use of Standards of Learning assessments, alternative assessments, and other relevant data, such as industry certification and state licensure examinations, to evaluate student progress and to determine educational performance.

EachTo localassess school shall require the administrationeducational progress of appropriatestudents assessmentsas toindividuals students,and whichas maygroups, includeeach criterion-referencedlocal testsschool andboard teacher-made tests and shall includerequire the use of Standards of Learning assessments, thealternative localassessments, schooland board'sother alternativerelevant aSsessments,data, such as industry certification and thestate Nationallicensure Assessmentexaminations, ofto Educationalevaluate Progressstudent state-by-stateprogress assessment.and to determine educational performance.

Each local school boar7 shall providerequire teachers,the parents,administration principals,of appropriate assessments to students, which may include criterion-referenced tests and otherteacher-made schooltests leadersand withshall theirinclude students'the resultsStandards on2anyof practicableLearning afterassessments, the assessmentlocal isschool administered.board's alternative assessments, and the National Assessment of Educational Progress state-by-state assessment.

Each school board shall analyzeprovide andteachers, reportparents, annually,principals, inand complianceother withschool anyleaders criteriawith thattheir maystudents' beresults establishedon byany theStandards Board,of theLearning resultsassessment fromor industryVirginia certificationAlternate examinationsAssessment andProgram theassessment Standardsas ofsoon Learningas assessmentspracticable toafter the public.assessment is administered.

TheEach school board shall analyze and report annually, in compliance with any criteria that may be established by the Board, the results from industry certification of 7 exaThe Board shall include requirements for the reporting of the Standards of Learning assessment data, regardless of accreditation frequency, as part of the Board's requirements relating to the School Performance Report Card.

Such scores shall be disaggregated for each school by student subgroups on the Virginia assessment program as appropriate and shall be reported to the public within three months the School Performance Report Card, in a format and in a manner that allows year-to-year comparisons,ng to and (ii) may include the National Assessment of Educationaltheir Progressreceipt. state-by-state assessment.

These reports (i) shall be posted on the portion of the Department's website relating to and (ii) may include the National Assessment of Educational Progress state-by-state assessment.isons, G.

The status of compliance with this requirement shall be included§ in22.1-18.n the Board's annual report to the Governor and the General Assembly as required by §H. 2H.

Waivers of regulatoryE requirements may be granted by the Board based on submission of a request from the division superintendent and chairman of the local school board.

The Board may grant, for a periodperiNd up to five years, a waiver of regulatory requirements that are not (i) mandated by state or federal law or (ii) of how the releases from state regulations are designed to increasepromote thehealth quality of instruction and improve the achievement of students in the affected school or schools.safety.

The Departmentschool board shall provide (a)in guidanceits towaiver anyrequest locala schooldeAcription divisionof thathow requeststhe releases from state regulations andare (b)designed information about opportunities to formincrease partnerships with other agencies or entities to any local school division in which the schoolquality orof schoolsinstruction grantedand releasesimprove from state regulations have demonstrated improvement in the qualityachievement of instructionstudents andin the achievementaffected ofschool students.or schools.

The BoardDepartment mayshall alsoprovide grant(a)Tguidance localopportunities schoolto boardsform waiverspartnerships ofwith specificother requirementsagencies inor §entities 22.1-253.13:2,to board,any permitting the local school boarddivision toin assignwhich instructionalthe personnelschool toor the schools withgranted thereleases greatestfrom SB72state 6regulations ofhave 9demonstrated needs,improvement soin long as the schoolquality division employs a sufficient number of personnelinstruction divisionwideand to meet the totalachievement number required by § 22.1-253.13:2 and all pupil/teacher ratios and class size maximums set forth in subsection C of §students. 22.1-253.13:2 are met.

The Board may also grant local school boardboards shallwaivers provideof specific requirements in its§ request22.1-253.13:2, abased descriptionon submission of howa request from the waiversdivision fromsuperintendent specificand Standardschairman of Qualitythe staffinglocal standardsschSol areneeds, designedso tolong increaseas the qualityschool division employs a sufficient number of instructionpersonnel divisionwide to meet thetest total number required by § 22.1-253.13:2 and improveall thepupil/teacher achievementratios ofand studentsclass size maximums set forth in thesubsection affectedC schoolof or§ schools.22.1-253.13:2 are met.

The waiversschool mayboard beshall renewedprovide in upits request a description of how the waivers from specific Standards of Quality staffing standards are designed to five-yearincreaSe increments,the orquality revoked,of basedinstruction onand studentimprove the achievement resultsof students in the affected school or schools.

The in the affected school or schools.ve-year increments, or revoked, based on student achievement Tesults I.

The Board shallshall: ensure that the Portal:

T 1.

DisplaysEnsure individualized student assessment data on all state-supported assessments (i) in a format that showsthe bothPortal: current and cumulative data over time and (ii) within 45 days of a state-supported assessment window closing for each state-supported assessment;

2.a.

ProvidesDisplays (i)and aupdates descriptionwithin of45 thedays purpose of eacha state-supportedstate assessment,assessment (ii)window anclosing explanationfor of how to interpret student data on each state-supportedU assessment,in and (iii) a comparisonformat ofthat ashows student'sboth performancecurrent onand eachcumulative state-supporteddata assessmentover withtime; the performance of the student's school, the student's school division, and the Commonwealth;

3.(ii) a comparison of a student'sments performance on each state-supported assessment with the performance of the student's school, thE student's school division, and the Commonwealth;

and (iii) guidance to support parents to understand and address the specific academic needs of their student based on their state-supported assessment results;

explanation of how to interpret student data on each state-supported assessment;nt and (ii) an c.

4.d.

5.S e.

Complies with relevant privacy standards, including §§ 2.2-3802 and 22.1-287.02 and 20 U.S.C.U.7.C.

§ 1232g;1f.

6.Leverages existing school division user management to restrict user access to students and their parents as defined in § 22.1-1;

Provides functionality to enable school division personnel to manage and restrict1 userg. access to students and their parents as defined in § 22.1-1;

andIs 7.compatible with each local school division student information system to enable direct integration of state-supported assessment data into local school division parent portals;

Providesand functionality2. to enable local school divisions to upload additional, non-state-supported assessment data for inclusion in the Portal at the discretion of each local school division.

TheProvide Board shall provide guidance regarding governance of the Portal, including authorized users, user roles, data SB72S1 6 of 7 security, and division-level user management;

TheEstablish Departmenta shallparent withinportal 45advisory dayscommittee consisting of aparents stateof assessmentpublic windowschool closingstudents updaterepresenting thedifferent Portalgrade withlevels, individualizedvarious studentregions assessmentof resultsthe onCommonwealth alland state-supportedlocal assessmentsschool divisions, and aschools comparisonwith ofTitle aI student'sstatus performancefor onthe eachpurpose state-supportedof assessmentproviding withto the performanceBoard ofregular thefeedback student'son school, the student'sdevelopment schooland division,implementation andof the Commonwealth.Portal.

(For Expirationeffective Date,date, see Acts 2022, cc.

Each member of the Board of Education shall participate in high-quality professional development programs on personnel, curriculum and current issues in education as part of his service on the Board.

The Board of Education shall provide guidance on high-quality professional development for (i) teachers, principals, supervisors, division superintendents, and other school staff;

and (iv) programs in Braille for teachers of the blind and visually impaired, in cooperation with the Virginia Department for the Blind and Vision Impaired;

and (v) teachers and principals in parent engagement on and interpretation of student assessment data for state-supported assessments available through the Virginia Parent Data Portal specified in subsection I of § 22.1-253.13:3.

The Board shall also provide technical assistance on high-quality professional development to local school boards designed to ensure that all instructional personnel are proficient in the use of educational technology consistent with its comprehensive plan for educational technology.

The Department shall provide technical assistance to local school divisions to provide professional development to teachers and principals in parent engagement on and interpretation of student assessment data for state-supported assessments available through the Virginia Parent Data Portal specified in subsection I of § 22.1-253.13:3.

D.

Each local school board shall require (i) its members to participate annually in high-quality professional development activities at the state, local, or national levels on governance, including, but of 9 not limited to, personnel policies and practices;

the evaluation of personnel, curriculum, and instruction;

use of data in planning and decision making;

and current issues in education as part of their sIrvice on the local board and (ii) the division superintendent to participate annually in high-quality prNfessional Education regulations, and the Guidelines for Uniform Performance Standards and Evaluation Criteria Board of for Teachers, Principals, and Superintendents.

T E.

Each local school board shall provide a program of high-quality professional development Ri) in the use and documentation of performance standards and evaluation criteria based on student academic progress and skills for teachers, principals, and superintendents to clarify roles and performance expectations and to facilitate the successful implementation of instructional programs that proDote student achievement at the school and classroom levels;

(ii) as part of the license renewal process, to 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 insEructional 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 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 insIn addition, each local school board shall also provide teachers and principals with high-quality professional development programs each year in (a) instructional content;

(b) the preparation of tests and other assessment measures;

(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 techniques in English, mathematics, scienSe, and history and social science;

(e) interpreting test data for instructional purposes;

(f) parent e7gagement on and interpretation of student assessment data for state-supported assessments available through2the implement the Standards of Learning;

and (g) (h) effective classroom management.chnology applications to F.

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 shall require all instructional personnel to participate each year in these professional development programs.

G.

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 tea§ 22.1-253.13:5.

(For Effective date, see 2022 Acts cc.

549, 550, cl.

2) Standard 5.

Quality of classroom instruction and educational leadership.

A.

Each member of the Board shall participate in high-quality professional development programs on personnel, curriculum and current issues in education as part of his service on the Board.

B.

Consistent with the finding that leadership is essential for the advancement of public education in the Commonwealth, teacher, principal, and superintendent evaluations shall be consistent with the performance standards included in the Guidelines for Uniform Performance Standards and Evaluation progress as a significant component and an overall summative rating.

Teacher evaluations shall include regular observation and evidence that instruction is aligned with the school's curriculum.

Evaluations shall include identification of areas of individual strengths and weaknesses and recommendations for appropriate professional activities.

Evaluations shall include an evaluation of cultural competency.

C.

The Board shall provide guidance on high-quality professional development for (i) teachers, principals, supervisors, division superintendents, and other school staff;

(ii) principals, supervisors, and division superintendents in the evaluation and documentation of teacher and principal performance based personnel;

(iii) school board members on personnel, curriculum and current issues in education;

(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, 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 endorsementscience-based inreading middleresearch educationand grades six through eight who teaches English that builds proficiency in SB72 8 of 9 evidence-based literacy instructioninstruction; and science-based reading research;

(vi) 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 (viii) teachersprincipals and principalsteachers in parentencouraging engagementand onsupporting parents to engage with, understand, and interpretationinterpret oftheir studentstudent's assessment data for state-supported assessments available through the Virginia Parent Data Portal specifiedpursuant into subsection I of § 22.1-253.13:3.22.1-253.13:3 to take action to support their student's learning.

The Department shall providedevelop technicalprofessional assistancedevelopment tofor localprincipals schooland divisionsteachers toin provideencouraging professional development to teachers and principalssupporting inparents parentto engagementengage onwith, understand, and interpretationinterpret oftheir studentstudent's assessment data for state-supported assessments available through the Virginia Parent Data Portal specifiedpursuant into subsection I of § 22.1-253.13:3.22.1-253.13:3 to take action to support their student's learning.

The Department shall provide accompanying technical assistance to local school boards to provide such professional development.

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 Quality, Board regulations, and the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, of 7 Principals, and Superintendents.

Each local school board shall provide a program of high-quality professional development (i) in the use and documentation of performance standards and evaluation criteria based on student academic progress and skills for teachers, principals, and superintendents to clarify roles and performance expectations and to facilitate the successful implementation of instructional programs that promote 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 atand expand the schoolknowledge and classroomskills levels;students require to meet the standards for academic performance set by the Board;

(ii)(iii) asin parteducational oftechnology thefor licenseall renewalinstructional process,personnel toand assist(iv) teachersfor and principals in acquiring the skills needed to work with gifted students, students with disabilities, and studentssupervisors whodesigned have been identified as having limited English proficiency and to increase studentproficiency achievementin andinstructional expandleadership theand; knowledge and skills students require to meet the standards for academic performance set by the Board;

(iii)management, including training in educationalthe technologyevaluation forand alldocumentation instructionalof personnelteacher whichand isprincipal designedperformance tobased facilitateon integrationstudent ofacademic computerprogress and the skills and relatedknowledge technologyof intosuch theinstructional curricula;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.

1.S instructional content;

Teachers(b) and(ii) principalsthe withpreparation high-qualityof professionaltests developmentand programsother eachassessment yearmeasures; in (a) instructional content;

(b)(c) (iii) methods for assessing the preparationprogress of testsindividual andstudents, otherincluding Standards of Learning assessment measures;materials or other criterion-referenced tests that match locally developed objectives;

(c)(d) methods(iv) forinstruction assessingNnd theremediation progresstechniques ofin individualEnglish, students,mathematics, includingscience, Standardsand ofhistory Learningand assessmentsocial materialsscience; or other criterion-referenced tests that match locally developed objectives;

(d)(e) instruction(v) andinterpreting remediationtest techniquesdata infor English,instructional mathematics,purposes; science, and history and social science;

(e)(f) interpreting(vi) testencouraging dataand forsupporting instructionalparents purposes;Ao engage through the Virginia Parent Data Portal pursuant to subsection I of § 22.1-253.13:3 to take actTon toable support their student's learning;

(f)(vii) parenttechnology engagementapplications onto andimplement interpretation of student assessment data for state-supported assessments available through the VirginiaStandards Parent Data Portal specified in subsection I of §Learning; 22.1-253.13:3;

and (g) technology(viii) applicationseffective toclassroom implementmanagement; the Standards of Learning;

andE (g)2. (h) effective classroom management;

2.High-quality professional development and training in science-based reading research and 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 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 generaU curriculum kindergarten through grade 12, special education deaf and hard of hearing preschool Bhrough second language preschool through grade 12, or as a reading specialist that builds proficiency ins a 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 trainingT in3. 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 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 of 9 grade 12, 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 renewal process for such individuals;

andcience-basedHigh-quality professional development and training in science-based reading research inand orderI Department pursuant to aidsubsection inC, or an alternative program that consists of evidence-based literacy instruction and aligns with science-based reading research approved by the lNcensureDepartment, 3.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 anT (ii) each middle school principal and teacher with an endorsement in middle education grades six through eight evidence-based literacy instruction and science-based reading research.ilds an awareness of E F.

High-qualitySchools professional development and trainingschool indivisions science-basedshall readinginclude researchas andan Tintegral evidence-basedcomponent literacyof instruction,their fromcomprehensive theplans listrequired developed and the resources provided by the§ instruction22.1-253.13:6, andhigh-quality alignsprofessional withdevelopment science-basedprograms readingthat researchsupport approved by the Department,recruitment, foremployment, (i) eachracy teacher with an endorsement in middle education grades six through eight who teaches English that builds proficiency in evidence-based literacy instruction and science-basedretention readingof researchqualified anDteachers (ii) each who teaches mathematics, science, or history and socialprincipals. science that builds an awareness ofugh Uight evidence-based literacy instruction and science-based reading research.

F.Each school board shall reqG.

SchoolsEach andlocal school divisionsboard shall includeannually asreview anits integral component of their comprehensive plans required by § 22.1-253.13:6, high-quality professional development programsprogram thatfor supportquality,ms. the E require all instructional personnel to participate each year in these professional development programs.

G.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.

EachS localB schoolS board1 shall annually review its professional development program for quality, effectiveness, participation by instructional personnel, and relevancy to the instructional needs of 2.

That the provisions of this act shall satisfy the reenactment requirements of Chapters 652 and 653 of the Acts of Assembly of 2023.

B 2