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Be it enacted by the General Assembly of Virginia:
§ 22.1-129.1. Transfer of assistive technology devices.
A. For the purposes of this section:
"Assistive technology device" means any device, including equipment or a product system, which is used to increase, maintain, or improve functional capabilities of a child with a disability. Assistive technology device shall not include surgically implanted medical devices, such as cochlear implants.
"Child with a disability" means the same as that term is defined in § 22.1-213.
"Transfer" means the process by which a school division that has purchased an assistive technology device may sell, lease, donate, or loan the device pursuant to subsection B.
B. An assistive technology device may be transferred to (i)
the school division to which a child with a disability transfers from the
school division that purchased the device; (ii) a state agency, including the
Department for Aging and Rehabilitative Services, that provides services to a
child with a disability following the child's graduation
standard or advanced studies diploma or when a school
division ceases to provide special education services for the student; or (iii)
the parents of a child with a disability, or the child with a disability if the
child with a disability is age 18 or older and has capacity to enter into a
§ 22.1-199.4. At-Risk Student Academic Achievement Program and Fund.
A. From such funds as may be appropriated for such purpose and from such gifts, donations, grants, bequests, and other funds as may be received on its behalf, there is hereby established the At-Risk Student Academic Achievement Program, to be administered by the Board of Education, and a special nonreverting fund within the Department of the Treasury known as the At-Risk Student Academic Achievement Fund, hereafter referred to as the "Fund." The Fund shall be established on the books of the Comptroller, and any moneys remaining in such Fund at the end of the biennium shall not revert to the general fund but shall remain in the Fund. Interest earned on such funds shall remain in the Fund and be credited to it.
The Department of the Treasury shall administer and manage the
Fund, subject to the authority of the Board of Education to provide for its
disbursement. The Fund shall be disbursed to award noncompetitive grants to
public school divisions to implement research-based programs or programs
identified as best practices that are designed to
improve the academic achievement of at-risk public school students on the
Standards of Learning assessments ; (ii) and decrease the rate of
dropout among at-risk public school students ; and
(iii) increase the number of such students obtaining the advanced studies
B. The amount of grants and required local matching funds shall be determined as provided in the appropriation act.
Funds received through this Program shall be used to supplement, not supplant, any local funds currently provided for at-risk programs within the school division.
C. The Board may issue guidelines governing the Program as it deems necessary and appropriate.
§ 22.1-209.1:3. Advancement Via Individual Determination (AVID) Programs.
A. With such funds as may be appropriated by the General Assembly for this purpose, local school boards may establish Advancement Via Individual Determination Programs in their respective school divisions to prepare at-risk students enrolled in the secondary grades in the public schools of the school division for post-secondary education eligibility.
B. Any school board adopting the Advancement Via Individual Determination Program shall establish policies and guidelines to ensure compliance with the provisions of this section. Programs established pursuant to subsection A shall include the following components:
1. A procedure for identifying at-risk students enrolled in
the secondary grades in the public schools of the school division who
demonstrate academic potential, a desire to attend college, and the willingness
to pursue a rigorous academic program of study
advanced studies program leading to eligibility for college
2. A procedure for obtaining participation in or support for the program by the parent, guardian or other person having charge or control of a child engaged in the program;
3. An agreement executed with a two-year or four-year institution of higher education located within or in the proximity of the school division to provide relevant support services including, but not limited to, access to advanced course work, student mentorships and tutorials, and cultural and enrichment experiences;
4. A curriculum developed for intensive, accelerated instruction designed to establish high standards and academic achievement for participating students;
5. An emphasis on college preparation and college awareness, access to advanced level college preparatory courses at the high school level, building self-esteem and the promotion of personal and social responsibility, the availability of support services for students enrolled in the AVID Program, and the development and fostering of a positive attitude toward learning and the advantages of higher education;
6. A low pupil-teacher ratio to promote a high level of interaction between the students and the teacher;
7. A current program of staff development and training in the organizational structure, instructional methods, strategies, and process used in and unique to the AVID Program for all teachers and administrators assigned to the program;
8. Community outreach to build strong school, business, and community partnerships, and to promote parental involvement in the educational process of participating children;
9. Specific, measurable goals and objectives and an evaluation component to determine the program's effectiveness in preparing students participating in the program for college, increasing academic achievement, and lessening the need for remediation of such students who attend college.
C. Upon completion of the initial school year of the Advancement Via Individual Determination Program and at least annually thereafter, each school board implementing such program shall require submission of interim evaluation reports of the program. If funded by an appropriation pursuant to subsection A, each school board having an Advancement Via Individual Determination Program shall report the status, effectiveness, and results of such program no later than November 30 of the year following the completion of the initial school year to the Board of Education, which shall transmit such reports to the Governor and the General Assembly.
§ 22.1-227.1. Career and technical education.
A. The Board of Education shall incorporate into career and
technical education the Standards of Learning for mathematics, science,
English, and social studies, including history, and other subject areas as may
be appropriate. The Board may also authorize, in its
regulations for accrediting public schools in Virginia, the substitution of
industry certification and state licensure examinations for Standards of
Learning assessments for the purpose of awarding
verified units of credit for career
and technical education courses, where appropriate.
B. The Board shall also develop a plan for increasing the number of students receiving industry certification and state licensure as part of their career and technical education. The plan shall include an annual goal for school divisions. Where there is an accepted national industry certification for career and technical education instructional personnel and programs for automotive technology, such certification shall be mandatory.
C. With such funds as may be appropriated for such purpose, there shall be established, within the Department of Education, a unit of specialists in career and technical education. The unit shall (i) assist in developing and revising local career and technical curriculum to integrate the Standards of Learning, (ii) provide professional development for career and technical instructional personnel to improve the quality of career and technical education, (iii) conduct site visits to the schools providing career and technical education, and (iv) seek the input of business and industry representatives regarding the content and direction of career and technical education programs in the public schools of the Commonwealth.
D. The Board shall develop guidelines for the establishment of High School to Work Partnerships, hereafter referred to as "Partnerships," between public high schools and local businesses to create opportunities for students who may not seek further education after high school to (i) participate in an apprenticeship, internship, or job shadow program in a variety of trades and skilled labor positions or (ii) tour local businesses and meet with owners and employees. These guidelines shall include a model waiver form to be used by high schools and local businesses in connection with Partnership programs to protect both the students and the businesses from liability.
Each local school board may encourage the local school division's career and technical education administrator or his designee to collaborate with the guidance counselor office of each public high school in the Commonwealth to establish Partnerships and to educate the student body about available opportunities.
Students who miss a partial or full day of school while participating in Partnership programs shall not be counted as absent for the purposes of calculating average daily membership, but each local school board shall develop policies and procedures for students to make up missed work and may determine the maximum number of school days per academic year that a student may spend participating in a Partnership program.
§ 22.1-253.13:3. Standard 3. Accreditation, other standards, assessments, and releases from state regulations.
A. The Board of Education shall promulgate regulations
establishing standards for accreditation pursuant to the Administrative Process
Act (§ 2.2-4000 et seq.), which shall include, but not be limited to, student
outcome measures, requirements and guidelines for instructional programs and
for the integration of educational technology into such instructional programs,
administrative and instructional staffing levels and positions, including staff
positions for supporting educational technology, student services, auxiliary
education programs such as library and media services,
and credit requirements for graduation from high school,
community relations, and the philosophy, goals, and objectives of public
education in Virginia.
The Board of Education shall promulgate regulations establishing standards for accreditation of public virtual schools under the authority of the local school board that enroll students full time.
The Board shall review annually the accreditation status of all schools in the Commonwealth. However, the Board may review the accreditation status of a school once every three years if the school has been fully accredited for three consecutive years. Upon such triennial review, the Board shall review the accreditation status of the school for each individual year within that triennial review period. If the Board finds that the school would have been accredited every year of that triennial review period the Board may accredit the school for another three years. The Board shall review the accreditation status of any school that (i) in any individual year within the triennial review period would have failed to achieve full accreditation or (ii) in the previous year has had an adjustment of its boundaries by a school board pursuant to subdivision 4 of § 22.1-79 that affects at least 10 percent of the student population of the school.
Each local school board shall maintain schools that are fully accredited pursuant to the standards for accreditation as prescribed by the Board of Education. Each local school board shall review the accreditation status of all schools in the local school division annually in public session. Within the time specified by the Board of Education, each school board shall submit corrective action plans for any schools within its school division that have been designated as not meeting the standards as approved by the Board.
When the Board of Education has obtained evidence through the school academic review process that the failure of schools within a division to achieve full accreditation status is related to division level failure to implement the Standards of Quality, the Board may require a division level academic review. After the conduct of such review and within the time specified by the Board of Education, each school board shall submit for approval by the Board a corrective action plan, consistent with criteria established by the Board and setting forth specific actions and a schedule designed to ensure that schools within its school division achieve full accreditation status. Such corrective action plans shall be part of the relevant school division's comprehensive plan pursuant to § 22.1-253.13:6.
With such funds as are appropriated or otherwise received for this purpose, the Board shall adopt and implement an academic review process, to be conducted by the Department of Education, to assist schools that are accredited with warning. The Department shall forward a report of each academic review to the relevant local school board, and such school board shall report the results of such academic review and the required annual progress reports in public session. The local school board shall implement any actions identified through the academic review and utilize them for improvement planning.
B. The Superintendent of Public Instruction shall develop and the Board of Education shall approve criteria for determining and recognizing educational performance in the Commonwealth's public school divisions and schools. Such criteria, when approved, shall become an integral part of the accreditation process and shall include student outcome measurements. The Superintendent of Public Instruction shall annually identify to the Board those school divisions and schools that exceed or do not meet the approved criteria. Such identification shall include an analysis of the strengths and weaknesses of public education programs in the various school divisions in Virginia and recommendations to the General Assembly for further enhancing student learning uniformly across the Commonwealth. In recognizing educational performance 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 of Public Instruction shall assist local school boards in the implementation of action plans for increasing educational performance in those school divisions and schools that are identified as not meeting the approved criteria. The Superintendent of Public Instruction shall monitor the implementation of and report to the Board of Education on the effectiveness of the corrective actions taken to improve the educational performance in such school divisions and schools.
C. With such funds as are available for this purpose, the Board of Education shall prescribe assessment methods to determine the level of achievement of the Standards of Learning objectives by all students. Such assessments shall evaluate knowledge, application of knowledge, critical thinking, and skills related to the Standards of Learning being assessed. The Board shall, with the assistance of independent testing experts, conduct a regular analysis and validation process for these assessments. The Department of Education shall make available to school divisions Standards of Learning assessments typically administered by the middle and high schools by December 1 of the school year in which such assessments are to be administered or when newly developed assessments are available, whichever is later.
The Board shall also provide the option
of industry certification and state licensure examinations as a
The Board of Education shall make publicly available such assessments in a timely manner and as soon as practicable following the administration of such tests, so long as the release of such assessments does not compromise test security or deplete the bank of assessment questions necessary to construct subsequent tests, or limit the ability to test students on demand and provide immediate results in the web-based assessment system.
The Board shall include in the student outcome measures that are required by the Standards for Accreditation end-of-course or end-of-grade assessments for various grade levels and classes, including the completion of the alternative assessments implemented by each local school board, in accordance with the Standards of Learning. These assessments shall include end-of-course or end-of-grade tests for English, mathematics, science, and history and social science and may be integrated to include multiple subject areas.
The Standards of Learning assessments administered to students in grades three through eight shall not exceed (a) reading and mathematics in grades three and four; (b) reading, mathematics, and science in grade five; (c) reading and mathematics in grades six and seven; (d) reading, writing, and mathematics in grade eight; (e) science after the student receives instruction in the grade six science, life science, and physical science Standards of Learning and before the student completes grade eight; and (f) Virginia Studies and Civics and Economics once each at the grade levels deemed appropriate by each local school board.
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 (1) 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; (2) permit and encourage integrated assessments that include multiple subject areas; and (3) emphasize collaboration between teachers to administer and substantiate the assessments and the professional development of teachers to enable them to make the best use of alternative assessments.
Local school divisions shall provide targeted mathematics remediation and intervention to students in grades six through eight who show computational deficiencies as demonstrated by their individual performance on any diagnostic test or grade-level Standards of Learning mathematics test that measures non-calculator computational skills.
In addition, to assess the educational progress of students, the Board of Education shall (A) develop appropriate assessments, which may include criterion-referenced tests and other assessment instruments that may be used by classroom teachers; (B) select appropriate industry certification and state licensure examinations; and (C) prescribe and provide measures, which may include nationally normed tests to be used to identify students who score in the bottom quartile at selected grade levels. An annual justification that includes evidence that the student meets the participation criteria defined by the Virginia Department of Education shall be provided for each student considered for the Virginia Grade Level Alternative. Each Individual Education Program team shall review such justification and make the final determination as to whether or not the Virginia Grade Level Alternative is appropriate for the student. The superintendent and the school board chairman shall certify to the Board of Education, as a part of certifying compliance with the Standards of Quality, that there is a justification in the Individual Education Program for every student who takes the Virginia Grade Level Alternative. Compliance with this requirement shall be monitored as a part of the special education monitoring process conducted by the Department of Education. The Board shall report to the Governor and General Assembly in its annual reports pursuant to § 22.1-18 any school division that is not in compliance with this requirement.
The Standards of Learning requirements, including all related assessments, shall be waived for any student awarded a scholarship under the Brown v. Board of Education Scholarship Program, pursuant to § 30-231.2, who is enrolled in a preparation program for a high school equivalency examination approved by the Board of Education or in an adult basic education program or an adult secondary education program to obtain the high school diploma or a high school equivalency certificate.
The Department of Education shall develop processes for informing school divisions of changes in the Standards of Learning.
The Board of Education may adopt special provisions related to the administration and use of any Standards of Learning test or tests in a content area as applied to accreditation ratings for any period during which the Standards of Learning content or assessments in that area are being revised and phased in. Prior to statewide administration of such tests, the Board of Education shall provide notice to local school boards regarding such special provisions.
D. The Board of Education may pursue all available civil remedies pursuant to § 22.1-19.1 or administrative action pursuant to § 22.1-292.1 for breaches in test security and unauthorized alteration of test materials or test results.
The Board may initiate or cause to be initiated a review or investigation of any alleged breach in security, unauthorized alteration, or improper administration of tests, including the exclusion of students from testing who are required to be assessed, by local school board employees responsible for the distribution or administration of the tests.
Records and other information furnished to or prepared by the Board during the conduct of a review or investigation may be withheld pursuant to subdivision 11 of § 2.2-3705.3. However, this section shall not prohibit the disclosure of records to (i) a local school board or division superintendent for the purpose of permitting such board or superintendent to consider or to take personnel action with 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 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 shall, 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.
Notwithstanding any other provision of state law, no test or examination authorized by this 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.
E. With such funds as may be appropriated, the Board of Education may provide, through an agreement with vendors having the technical capacity and expertise to provide computerized tests and 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.
F. To assess the educational progress of students as individuals and as groups, each local school board 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. Each local school shall require the administration of appropriate assessments to students, which may include criterion-referenced tests and teacher-made tests and shall include the Standards of Learning assessments, the local school board's alternative assessments, and the National Assessment of Educational Progress state-by-state assessment. Each school board shall analyze and report annually, in compliance with any criteria that may be established by the Board of Education, the results from the Stanford Achievement Test Series, Ninth Edition (Stanford Nine) assessment, if administered, industry certification examinations, and the Standards of Learning Assessments to the public.
The Board of Education shall not require administration of the Stanford Achievement Test Series, Ninth Edition (Stanford Nine) assessment, except as may be selected to facilitate compliance with the requirements for home instruction pursuant to § 22.1-254.1.
The Board shall include requirements for the reporting of the Standards of Learning assessment scores and averages for each year, 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 of their receipt. These reports (i) shall be posted on the portion of the Department of Education's website relating to the School Performance Report Card, in a format and in a manner that allows year-to-year comparisons, and (ii) may include the National Assessment of Educational Progress state-by-state assessment.
G. Each local school division superintendent shall regularly review the division's submission of data and reports required by state and federal law and regulations to ensure that all information is accurate and submitted in a timely fashion. The Superintendent of Public Instruction shall provide a list of the required reports and data to division superintendents annually. The status of compliance with this requirement shall be included in the Board of Education's annual report to the Governor and the General Assembly as required by § 22.1-18.
H. Any school board may request the Board of Education for release from state regulations or, on behalf of one or more of its schools, for approval of an Individual School Accreditation Plan for the evaluation of the performance of one or more of its schools as authorized for certain other schools by the Standards of Accreditation pursuant to 8 VAC 20-131-280 C of the Virginia Administrative Code. Waivers of regulatory requirements may be granted by the Board of Education based on submission of a request from the division superintendent and chairman of the local school board. The Board of Education may grant, for a period up to five years, a waiver of regulatory requirements that are not (i) mandated by state or federal law or (ii) designed to promote health or safety. The school board shall provide in its waiver request a description of how the releases from state regulations are designed to increase the quality of instruction and improve the achievement of students in the affected school or schools. The Department of Education shall provide (a) guidance to any local school division that requests releases from state regulations and (b) information about opportunities to form partnerships with other agencies or entities to any local school division in which the school or schools granted releases from state regulations have demonstrated improvement in the quality of instruction and the achievement of students.
The Board of Education may also grant local school boards waivers of specific requirements in § 22.1-253.13:2, based on submission of a request from the division superintendent and chairman of the local school board, permitting the local school board to assign instructional personnel to the schools with the greatest needs, so long as the school division employs a sufficient number of personnel divisionwide to meet the total number required by § 22.1-253.13:2 and all pupil/teacher ratios and class size maximums set forth in subsection C of § 22.1-253.13:2 are met. The school board shall provide in its request a description of how the waivers from specific Standards of Quality staffing standards are designed to increase the quality of instruction and improve the achievement of students in the affected school or schools. The waivers may be renewed in up to five-year increments, or revoked, based on student achievement results in the affected school or schools.
§ 22.1-253.13:4. Standard 4. Student achievement and graduation requirements.
A. Each local school board shall award diplomas to all
secondary school students, including students who transfer from nonpublic
schools or from home instruction, who
earn the units of credit meet the requirements
prescribed by the Board of Education , pass the prescribed
tests, and meet such other requirements as may be
prescribed by the local school board and approved by the Board of Education.
Provisions shall be made to facilitate the transfer and appropriate grade
placement of students from other public secondary schools, from nonpublic
schools, or from home instruction as outlined in the standards for
accreditation. Course credits earned
for online courses taken in the Department of Education's Virtual Virginia
program shall transfer to Virginia public schools in accordance with provisions
of the The
standards for accreditation shall include provisions
relating to the completion of graduation requirements through Virtual Virginia.
Further, reasonable accommodation to meet the requirements for diplomas shall
be provided for otherwise qualified students with disabilities as needed.
In addition, each local school board may devise, vis-a-vis the award of diplomas to secondary school students, a mechanism for calculating class rankings that takes into consideration whether the student has taken a required class more than one time and has had any prior earned grade for such required class expunged.
Each local school board shall notify the parents of rising
eleventh and twelfth grade students of (i) the
and subject area requirements of standard and verified units of credit required requirements for graduation
pursuant to the standards for accreditation and (ii) the
remaining number and subject area requirements of such units of credit that have yet to be completed by
the individual student requires for
B. Students identified as disabled who complete the requirements of their individualized education programs and meet certain requirements prescribed by the Board pursuant to regulations but do not meet the requirements for any named diploma shall be awarded Applied Studies diplomas by local school boards.
Each local school board shall notify the parent of such
students with disabilities who have an individualized education program and who
fail to meet the graduation requirements
for a standard or advanced
studies diploma of the student's right
to a free and appropriate education to age 21, inclusive, pursuant to Article 2
(§ 22.1-213 et seq.) of Chapter 13.
C. Students who have completed a prescribed course of study as defined by the local school board shall be awarded certificates of program completion by local school boards if they are not eligible to receive a Board of Education-approved diploma.
Each local school board shall provide notification of the
right to a free public education for students who have not reached 20 years of
age on or before August 1 of the school year, pursuant to Chapter 1 (§ 22.1-1
et seq.), to the parent of students who fail to graduate or who have failed to
the number of verified units of credit required
for graduation requirements
as provided in the standards for accreditation. If such student who does not
graduate or achieve
complete such verified units of credit requirements is a student for
whom English is a second language, the local school board shall notify the
parent of the student's opportunity for a free public education in accordance
with § 22.1-5.
D. In establishing
course and credit graduation requirements for a high school diploma, the
1. Develop and implement, in consultation with stakeholders representing elementary and secondary education, higher education, and business and industry in the Commonwealth and including parents, policymakers, and community leaders in the Commonwealth, a Profile of a Virginia Graduate that identifies the knowledge and skills that students should attain during high school in order to be successful contributors to the economy of the Commonwealth, giving due consideration to critical thinking, creative thinking, collaboration, communication, and citizenship.
2. Emphasize the development of core skill sets in the early years of high school.
3. Establish and require students to follow in the later years of high school alternative paths toward college and career readiness that include opportunities for internships, externships, and credentialing.
4. Provide for the selection of integrated learning courses
meeting the Standards of Learning and approved by the Board to satisfy
credit requirements, which shall include Standards of Learning
testing, as necessary. 2. Establish
the requirements for a standard and an advanced studies high school diploma,
which shall each include 5. Require
students to complete
at least one credit course
in fine or performing arts or career and technical education and, one credit course in
United States and Virginia history . The
requirements for a standard high school diploma shall, however, include at
least, and two sequential electives elective courses chosen from a concentration of courses selected from a variety
of options that may be planned to ensure the completion of a focused sequence
of elective courses . Such focused sequence
of elective courses shall provide that
provides a foundation for further
education or training or preparation for employment. The
advanced studies diploma shall be the recommended diploma for students pursuing
baccalaureate study. Both the standard and the advanced studies diploma shall
prepare students for post-secondary education and the career readiness required
by the Commonwealth's economy. Beginning with first-time
ninth grade students in the 2013-2014 school year, requirements for the
standard diploma shall include a requirement to 6. Graduation requirements shall include a
requirement that students either (i) complete an
Advanced Placement, honors, or International Baccalaureate course
or (ii) earn a career and technical
education credential that has been approved by the Board, except when a career
and technical education credential in a particular subject area is not readily
available or appropriate or does not adequately measure student competency, in
which case the student shall receive satisfactory competency-based instruction
in the subject area to satisfy the
standard diploma requirements earn credit. The career and technical education credential, when required, could include the
successful completion of an industry certification, a state licensure
examination, a national occupational competency assessment, or the Virginia
workplace readiness skills assessment.
7. Beginning with first-time ninth grade students in the 2016-2017
requirements for the
standard and advanced diplomas shall include a requirement require students to be trained in emergency first aid, cardiopulmonary
resuscitation, and the use of automated external defibrillators, including
hands-on practice of the skills necessary to perform cardiopulmonary
resuscitation. The Board shall make 8. Make
provision in its regulations for students with disabilities to earn a standard
diploma. 3. Provide, in the
requirements to earn a standard or advanced studies diploma, the successful
completion of 9. Require students to
complete one virtual course . The virtual course, which
may be a noncredit-bearing course. 4. 10. Provide , in the requirements for the verified units of
credit stipulated for obtaining the standard or advanced studies diploma, that students completing who complete elective classes into which the Standards of Learning for any required course
have been integrated may take and achieve a passing score
on the relevant Standards of Learning
test for the relevant required course and receive , upon
achieving a satisfactory score on the specific Standards of Learning
assessment, a verified unit of credit for such elective class that shall be deemed to
satisfy the Board's requirement for verified credit for the required course. 5. 11. Establish
a procedure to facilitate the acceleration of students that allows qualified
students, with the recommendation of the division superintendent, without
completing the 140-hour class, to obtain credit for such class upon demonstration of demonstrating mastery of the course content and objectives . Having received credit for the course, the
student shall be permitted to sit for the relevant Standards of Learning
assessment and , upon
receiving a passing score , shall earn a verified
credit on the relevant
Standards of Learning assessment.
Nothing in this section shall preclude relevant school division personnel from
enforcing compulsory attendance in public schools. 6. 12. Provide for the award of verified units of credit for passing scores on
industry certifications, state licensure examinations, and national occupational competency assessments approved by
the Board of Education.
School boards shall report annually to the Board of Education the number of Board-approved industry certifications obtained, state licensure examinations passed, national occupational competency assessments passed, Virginia workplace readiness skills assessments passed, and the number of career and technical education completers who graduated. These numbers shall be reported as separate categories on the School Performance Report Card.
For the purposes of this subdivision, "career and technical education completer" means a student who has met the requirements for a career and technical concentration or specialization and all requirements for high school graduation or an approved alternative education program.
In addition, the Board may:
a. For the purpose of awarding
verified units of credit, approve the use of additional or substitute tests for
the correlated Standards of Learning assessment, such as academic achievement
tests, industry certifications or state licensure examinations; and
b. Permit students completing career and
technical education programs designed to enable such students to pass such
industry certification examinations or state licensure examinations to be
awarded, upon obtaining satisfactory scores on such industry certification or
the appropriate verified units of credit for one or more career and technical education classes
into which relevant Standards of Learning for various classes taught at the
same level have been integrated. Such industry certification and state
licensure examinations may cover relevant Standards of Learning for various
required classes and may, at the discretion of the Board, address some
Standards of Learning for several required classes. 7. 13. Provide
for the waiver of certain graduation requirements (i) upon the Board's initiative
or (ii) at the request of a local school board. Such waivers shall be granted
only for good cause and shall be considered on a case-by-case basis. 8. 14. Consider
all computer science course credits earned by
students to be science
course credits, mathematics course credits, or career and
technical education credits. The Board of Education
shall develop guidelines addressing how computer
science courses can satisfy graduation requirements. 9. 15. Permit
local school divisions to waive the requirement for students to receive 140
clock hours of instruction to earn a
standard unit of credit upon
providing the Board with satisfactory proof, based on Board guidelines, that
the students for whom such requirements are waived have learned the content and
skills included in the relevant Standards of Learning.
E. In the exercise of its authority to recognize exemplary performance by providing for diploma seals:
1. The Board shall develop criteria for recognizing exemplary performance in career and technical education programs by students who have completed the requirements for a Board of Education-approved diploma and shall award seals on the diplomas of students meeting such criteria.
2. The Board shall establish criteria for awarding a diploma seal for advanced mathematics and technology for the Board of Education-approved diplomas. The Board shall consider including criteria for (i) technology courses; (ii) technical writing, reading, and oral communication skills; (iii) technology-related training; and (iv) industry, professional, and trade association national certifications.
3. The Board shall establish criteria for awarding a diploma seal for excellence in civics education and understanding of our state and federal constitutions and the democratic model of government for the Board of Education-approved diplomas. The Board shall consider including criteria for (i) successful completion of history, government, and civics courses, including courses that incorporate character education; (ii) voluntary participation in community service or extracurricular activities that includes the types of activities that shall qualify as community service and the number of hours required; and (iii) related requirements as it deems appropriate.
4. The Board shall establish criteria for awarding a diploma seal of biliteracy to any student who demonstrates proficiency in English and at least one other language for the Board of Education-approved diplomas. The Board shall consider criteria including the student's (i) score on a College Board Advanced Placement foreign language examination, (ii) score on an SAT II Subject Test in a foreign language, (iii) proficiency level on an ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) measure or another nationally or internationally recognized language proficiency test, or (iv) cumulative grade point average in a sequence of foreign language courses approved by the Board.
F. The Board shall establish, by regulation, requirements for the award of a general achievement adult high school diploma for those persons who are not subject to the compulsory school attendance requirements of § 22.1-254 and have (i) achieved a passing score on a high school equivalency examination approved by the Board of Education; (ii) successfully completed an education and training program designated by the Board of Education; (iii) earned a Board of Education-approved career and technical education credential such as the successful completion of an industry certification, a state licensure examination, a national occupational competency assessment, or the Virginia workplace readiness skills assessment; and (iv) satisfied other requirements as may be established by the Board for the award of such diploma.
G. (Effective until July 1, 2016) To ensure the uniform assessment of high school graduation rates, the Board shall collect, analyze, and report high school graduation and dropout data using a formula prescribed by the Board.
The Board may promulgate such regulations as may be necessary and appropriate for the collection, analysis, and reporting of such data.
G. (Effective July 1, 2016) To ensure the uniform assessment of high school graduation rates, the Board shall collect, analyze, report, and make available to the public high school graduation and dropout data using a formula prescribed by the Board.
H. (Effective July 1, 2016) The Board shall also collect, analyze, report, and make available to the public high school graduation and dropout data using a formula that excludes any student who fails to graduate because such student is in the custody of the Department of Corrections, the Department of Juvenile Justice, or local law enforcement. For the purposes of the Standards of Accreditation, the Board shall use the graduation rate required by this subsection.
I. (Effective July 1, 2016) The Board may promulgate such regulations as may be necessary and appropriate for the collection, analysis, and reporting of such data required by subsections G and H.
2. That the Board of Education shall establish graduation requirements pursuant to this act no later than September 1, 2017, and that such requirements shall apply to each student who enrolls in high school as (i) a freshman after July 1, 2018, (ii) a sophomore after July 1, 2019, (iii) a junior after July 1, 2020, or (iv) a senior after July 1, 2021.