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The Virginia Literacy Act 2022
The Virginia Literacy Act 2022
The Virginia Literacy Act
The Virginia Literacy Act
Interview with Dr. Emily Solari and Delegate Carrie Coyner describing the components of the law.
January 2022 Literacy legislation:
The Virginia General Assembly convened on January 12, 2022. There are three pieces of legislation being introduced related to early literacy.
HB 319 Virginia Literacy Act; early student literacy, evidence-based literacy instruction, etc.
HB 419 Institutions of higher education; education preparation programs, coursework, audit.
HB 418 Public elementary and secondary education; at-risk add-on funds; Reading Recovery.
SB 1865 July 1, 2021
Revisions to Standard 1 (§ 22.1-253.13:1)
HB1865 (Delaney) Reading intervention services for certain students in kindergarten through grade 3. Requires reading intervention services for 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 Virginia Department of Education (VDOE) to be evidence-based, including services that are grounded in the science of reading, and include 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. The bill requires the parent of each student who receives such reading intervention services to be notified before the services begin and the progress of each such student to be monitored throughout the provision of services.
Approved March 31, 2020: Higher Ed statewide coalition
Be it enacted by the General Assembly of Virginia: 1. § 1. That the State Council of Higher Education for Virginia shall facilitate the development of a statewide coalition of public institutions of higher education in the Commonwealth, by December 1, 2020, to gather and share information on the latest evidence-based methods and approaches to prepare teachers to effectively educate K-12 students in reading, including multi-sensory structured language education to instruct students with dyslexia. Each public institution's school of education, education department, or relevant department for the career paths of K-12 reading specialists and teachers may collect such information and collaborate with other public institutions of higher education in the Commonwealth regarding the latest reliable research for reading instruction for all K-12 students, with an emphasis on improving reading instruction to students with dyslexia. Each public institution of higher education may implement information learned through the coalition in the institution's undergraduate and graduate degree programs in education.
Legislation takes effect July 1, 2019: Pilot Study (plan put forth was not supported by parent group)
The Department of Education, in consultation with appropriate stakeholders, including a parent of a currently enrolled public school student diagnosed with dyslexia, shall develop a plan to implement a pilot program to incorporate additional diagnostic tools into reading diagnostic tests used for screening students in kindergarten through grade three. Such a plan shall consider the appropriate interventions and services for students identified through such additional diagnostic tools and the resources that are necessary for the implementation of such interventions and services. The Department of Education shall submit such plan to the Chairmen of the House Committee on Education, the Senate Committee on Education and Health, the House Committee on Appropriations, and the Senate Committee on Finance no later than December 1, 2019.
Legislation took effect July 1, 2018
§ 23.1-902.1. Education preparation programs; reading specialists; dyslexia.
Each education preparation program offered by a public institution of higher education or private institution of higher education that leads to a degree, concentration, or certificate for reading specialists shall include a program of coursework and other training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder. Such program shall (i) include coursework in the constructs and pedagogy underlying remediation of reading, spelling, and writing and (ii) require reading specialists to demonstrate mastery of an evidence-based, structured literacy instructional approach that includes explicit, systematic, sequential, and cumulative instruction.
Legislation took effect July 1, 2017
§ 22.1-298.1. Regulations governing licensure.
Every person seeking initial licensure or renewal of a license shall complete awareness training, provided by the Department of Education, on the indicators of dyslexia, as that term is defined by the Board pursuant to regulations, and the evidence-based interventions and accommodations for dyslexia.
§ 22.1-298.4. Teacher preparation programs; learning disabilities.
The Department of Education shall collaborate with the State Council of Higher Education for Virginia to ensure that all teacher preparation programs offered at public institutions of higher education in the Commonwealth or otherwise available convey information on the identification of students at risk for learning disabilities, including dyslexia, other language-based learning disabilities, and attention deficit disorder.
§ ; “Dyslexia Advisor” -
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 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.
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