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Teaching, Learning & Assessment " Instructional Resources & Support

Introduction

A school library is an essential component in supporting each school's instructional program by providing a variety of learning and teaching resources supporting academic standards, information literacy skills, and general interest topics for students.

Resources

Regulations & Requirements

Standards of Quality

Board of Education Regulations

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Library & Media Services | Virginia Department of Education

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Effective September 18, 2023, applications are open for $3000 learning acceleration grants ONLY for qualifying families. Grants will be available until funding is exhausted. Visit Learning Acceleration Grants for more information.

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Standards-Based Grading and Reporting is means of sharing feedback to students and families that is based on established learning standards. Standards-Based Grading and Reporting focuses on what students understand and what they can do with that understanding.

A "standard" (sometimes called a "learning standard" or a "content standard") is a description of what a student should be able to understand and be able to do. The Virginia Department of Education sets standards for all schools in the Commonwealth, and Arlington Public Schools establishes a framework of expectations for instructing those skills.

In APS, teachers collaborate to understand what is needed to advance each student's learning from wherever they begin, to mastering those skills. Research-based techniques and designs form the heart of our work with each student, as each of our highly-qualified professional educators plays a unique and powerful role in our Professional Learning Community, called a PLC.

Within our Professional Learning Communities, each grade level and content area collaborates as a Collaborative Learning Team, or CLT, bringing research, skills, professional learning, tools, resources, and a variety of support staff - including coaches and a variety of Special Education professionals and service providers - to bear on our goal: To ensure every child learns every required skill in a meaningful, authentic way. Our CLTs use an array of resources, data, evidence, and professional networks to enhance their skills and help them to target each student's unique learning needs.

Standards-Based Grading (SBG) is a method of evaluating student progress in relation to a set of standards. SBG is intended to help students, families, and teachers understand how students are doing as they work on developing their skills. It is not an assignment-based or productivity-mindset way of understanding what children can do.

Research-based descriptions are used to report a student's level of proficiency towards each standard required by the Virginia Department of Education and the Arlington Public Schools. Arlington Public Schools uses the following Performance Level Descriptors (PLDs):

Meets Standard The student shows full and consistent understanding of the standard independently.

Approaching Standard

The student shows partial and/or inconsistent understanding of the standard independently.

Developing Standard

The student shows initial understanding of the standard with support.

For each standard, in each grade level, teachers create and use meaningful proficiency benchmarks for students to show they have met the standard established by the Virginia Department of Education. On rare occasion, when a standard is introduced, but sufficient evidence has not yet been collected, "insufficient evidence" may be communicated rather than indicating a performance level.

A Journey in Learning

SBG differs from traditional "grading" by eliminating problematic "Fail" and "zero" indicators. In traditional grading, mathematical averages and calculations are used to create a numerical "score," which does not accurately represent a student's skill. In these mathematical systems, students who take longer to reach mastery receive lower "grades" or "scores" than students who begin with a high level of mastery. This has the inadvertent effect of discriminating against students who need more time or have unique ways of understanding. Instead of starting from "zero," students begin with the accurate description of "developing," meaning students simply have begun to develop that part of their learning. Most students will move through "Developing" and "Approaching" as they learn and develop their skills.

In fact, many students will spend much of their time during the course of learning at the "Approaching" stage, as they are developing skills and content knowledge. Once a student meets the standard of skill established by Virginia and Arlington, the student's skill is reported accurately as "Meets Standard."

Because every student is unique, SBG accepts a variety of demonstrations of skill as valid, so teachers use a wide array of student work examples, artifacts, conferences, and analyses to meaningfully understand each learner. Teachers seek to create authentic learning experiences and to help students create demonstrations of their skills within authentic contexts.

References

"The Case Against Grades" by Alfie Kohn: http://www.alfiekohn.org/article/case-grades/ "

The Case Against Rewards and Praise" by Harvard Education Letter: http://hepg.org/hel-home/issues/10_2/helarticle/the-case-against-rewards-and-praise

"The Case Against Grades" by Michael Thomsen: http://www.slate.com/articles/double_x/doublex/2013/05/the_case_against_grades_they_lower_self_esteem_discourage_creativity_and.html

"Self-esteem based on external sources has mental health consequences," American Psychological Association: http://www.apa.org/monitor/dec02/selfesteem.aspx "

A is the Best One" by Caroline Greig: https://www.macalester.edu/educationreform/actionresearch/GreigAR.pdf "

Standards-based grading made my kid average" by Lisa Westman: https://lisawestman.com/2017/03/15/standards-based-grading-made-my-kid-average/

Standards-Based Reporting

At the conclusion of each Marking Period (four times per year), consistent with Arlington Public Schools policy, families of students in Grades 1 through 5 receive a Standards-Based Progress Report. Students in Kindergarten receive these reports at the conclusion of each Semester (twice per year). Progress Reports are available through ParentVue based on published dates in theAPS School Calendar.

We report on the Standards established for instruction in public schools in Virginia, by the Virginia Department of Education, and as organized by the Arlington Public Schools Curriculum documents. These Progress Reports provide families with their student's current state of proficiency within each Standard. These Progress Reports are "snapshots in time," showing the current learning at the time of the report.

You will note the absence of letter grades in the Standards-Based Progress Report. As explained throughout this section and in the literature, Standards-Based Grading does not utilize traditional letter grades. In APS, we provide discrete information about student's current level of proficiency for each Standard, providing more detailed and accurate information about each child's learning.

Progress Report

The Progress Report is generated from teacher entries in each content area in our Student Information System (called "Synergy"). The information and teacher comments on the Progress Report are generated directly from teacher input.

Elementary Implementation

Background

Discovery Elementary School began standards-based instruction, grading, and reporting in Fall 2015. Ashlawn and Oakridge joined the pilot in Fall of 2018.

Standards-based grading and reporting focuses on what students understand and does not utilize traditional letter grades. Standards-based grading and reporting practices -

Align to best practices in teaching and learning

Promote consistency

Focus on what students know and can do

Are specific

Involve students

The APS pilot schools utilized a progress report that provided families with their student's current level of mastery for various standards. Standards-based instruction, grading, and reporting expanded:

Fall 2019 to 8 elementary schools (Abingdon, Barrett, Fleet, Hoffman Boston, McKinley, Nottingham, Randolph, & Tuckahoe)

Fall 2021 to 6 elementary schools (Arlington Science Focus, Barcroft, Innovation, Long Branch, Montessori Public School of Arlington, & the elementary Virtual Learning Program)

Fall 2022 to 1 additional elementary school (Carlin Springs)

Fall 2023 to 4 additional elementary schools (Claremont, Drew, Escuela Key & Taylor)

As the implementation of standards-based reporting is expanded at the elementary level, we will continue to communicate with families, support teachers and administrators, and gather stakeholder feedback.

Parent Guides

Additional Resources
Community Info Session 2019 - Presentation Why Standards-based Grading and Reporting?
Questions?

Please contact Sarah Putnam, APS Executive Director of Curriculum and Instruction.

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Standards-Based Grading and Reporting - Arlington Public Schools

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Standards-Based Grading and Reporting is means of sharing feedback to students and families that is based on established learning standards. Standards-Based Grading and Reporting focuses on what students understand and... Read more "

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Standards of Learning for English | Virginia Department of Education

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The ALA/AASL/CAEP School Librarian Preparation Standards (2019)

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The ALA/AASL/CAEP School Librarian Preparation Standards (2019)

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American Association of School Librarians (AASL)

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The ALA/AASL/CAEP School Librarian Preparation Standards (2019) consist of five standards: The Learner and Learning, Planning for Instruction, Knowledge and Application of Content, Organization and Access, and Leadership, Advocacy, and Professional Responsibility.

The ALA/AASL/CAEP School Librarian Preparation Standards (2019) replaces the previously approved 2010 Standards for the Initial Preparation of School Librarians. Programs can use either the 2010 or 2019 standards through fall 2021. Beginning in spring 2022 programs submitting initial reports must use the 2019 standards. Programs that have completed their initial program report and are currently under revision should continue to use the 2010 standards.

For school librarians, the appropriate first professional degree is either of the following:

The American Association of School Librarians (AASL) works with educators and practitioners from the school library community to conduct reviews of school librarianship education programs in cooperation with CAEP.

Through this review process, ALA/AASL has the opportunity to influence not only the pre-service education of the majority of school librarians who are educated in non-ALA accredited programs, but also to help teachers and administrators develop appropriate expectations for school librarians in Information Age schools.

AASL School Library program review information

AASL only recognizes master's programs. Program reviews are conducted as a part of CAEP's unit accreditation process.

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ALA and AASL: Assuring Quality in School Librarianship Education Programs

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The ALA/AASL/CAEP School Librarian Preparation Standards (2019) consist of five standards: The Learner and Learning, Planning for Instruction, Knowledge and Application of Content, Organization and Access, and Leadership, Advocacy, and Professional Responsibility. The ALA/AASL/CAEP School Librarian Preparation Standards (2019) replaces the previously approved 2010 Standards for the Initial Preparation of School Librarians.

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News & Announcements

Nominations for the 2023 Standards of Learning Item Review Committees

The Office of Student Assessment is seeking nominations for the 2023 Standards of Learning Item Review Committees. Approximately 10-15 members are needed for each committee. Please refer to Superintendent's Memo #045-23 for the list of committees to be convened, meeting dates, criteria, and application deadlines.

Spring 2023 Field Test Information: New Assessment Item Type for Reading

The Virginia Department of Education (VDOE) is developing a new assessment item type for the grades 5, 8, and end-of-course (EOC) Standards of Learning (SOL) reading tests to support the focus on integrating reading and writing instruction to build student literacy. Information about the spring 2023 field test for this new item type is provided in Superintendent's Memo #177-22 (PDF), published on August 12, 2022. Resources to support preparation for this field test are provided on the SOL Practice Items page and the English, Reading, & Literacy: Assessment Resources page of the VDOE website.

Virginia Standards of Learning

The Standards of Learning (SOL) for Virginia Public Schools establish minimum expectations for what students should know and be able to do at the end of each grade or course in English, Mathematics, Science, History, Social Science, and other subjects.

SOL tests measure the success of students in meeting the Board of Education's expectations for learning and achievement. All items on SOL tests are reviewed by Virginia classroom teachers for accuracy and fairness, and teachers also assist the Virginia Board of Education in setting proficiency standards for the tests.

Improving the Assessment Experience

The Virginia Department of Education is a national leader in the use of technology to develop and administer the Standards of Learning (SOL) tests. Virginia's school divisions have been administering online tests to students for over a decade. Innovations include a new test delivery system, a computer adaptive format for most mathematics and reading tests, and the use of various technology-enhanced items. Virginia has also added an online calculator from Desmos to improve the testing experience of students while taking online mathematics tests.

Online Test Delivery Software

The SOL tests are completed by students in Virginia's public schools using the online testing application, TestNav™. This application allows SOL tests to be administered securely to students using a wide variety of devices including desktop computers, laptop computers, and tablets.

As a resource to school divisions and families, the VDOE provides Practice Items in TestNav. The Practice Items serve as an introduction to online test navigation, online tools, item formatting, and overall functionality and appearance of SOL tests within TestNav.

Computer Adaptive Testing

A computer adaptive test (CAT) is an assessment that is customized for every student based on how the student responds to the test questions. Students who take online grades 3-8 Mathematics and Reading tests will be given a computer adaptive version of the Standards of Learning tests.

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Virginia SOL Assessment Program | Virginia Department of Education

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The Office of Student Assessment is seeking nominations for the 2023 Standards of Learning Item Review Committees. Approximately 10-15 members are needed for each committee. Please refer to Superintendent's Memo #045-23 for the list of committees to be convened, meeting dates, criteria, and application deadlines.

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The Digital Learning Integration were approved by the Virginia Board of Education in October 2020. These standards emphasize the essential role of technologies in the deeper learning experiences of students in content areas, as digital citizens in an ever-increasing digital world.
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/digital-learning-integration-standards-of-learning

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Digital Learning Integration Standards of Learning | Virginia Department of Education

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The Digital Learning Integration were approved by the Virginia Board of Education in October 2020. These standards emphasize the essential role of technologies in the deeper learning experiences of students in content areas, as digital citizens in an ever-increasing digital world.

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Code of Virginia - Staffing Requirement Standards

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Code of Virginia - Staffing Requirement Standards

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This section has more than one version with varying effective dates. Scroll down to see all versions.

§ 22.1-253.13:2. (For Expiration Date, see 2022 Acts, cc. 549, 550, cl. 2) Standard 2. Instructional, administrative, and support personnel.

A. The Board shall establish requirements for the licensing of teachers, principals, superintendents, and other professional personnel.

B. School boards shall employ licensed instructional personnel qualified in the relevant subject areas.

C. 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 licensed individuals as set forth in subdivision H 4, and librarians, that are not greater than the following ratios: (i) 24 to one in kindergarten with no class being larger than 29 students; if the average daily membership in any kindergarten class exceeds 24 pupils, a full-time teacher's aide shall be assigned to the class; (ii) 24 to one in grades one, two, and three with no class being larger than 30 students; (iii) 25 to one in grades four through six with no class being larger than 35 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. Such notification shall state the reason that the class size exceeds the class size limit and describe the measures that the local school division will take to reduce the class size to comply with this subsection.

Within its regulations governing special education programs, the Board shall seek to set pupil/teacher ratios for pupils with intellectual disability that do not exceed the pupil/teacher ratios for self-contained classes for pupils with specific learning disabilities.

Further, school boards shall assign instructional personnel in a manner that produces schoolwide ratios of students in average daily memberships to full-time equivalent teaching positions of 21 to one in middle schools and high schools. School divisions shall provide all middle and high school teachers with one planning period per day or the equivalent, unencumbered of any teaching or supervisory duties.

D. Each local school board shall employ with state and local basic, special education, gifted, and career and technical education funds a minimum number of licensed, full-time equivalent instructional personnel for each 1,000 students in average daily membership (ADM) as set forth in the appropriation act.

E. In addition to the positions supported by basic aid and in support of regular school year programs of prevention, intervention, and remediation, state funding, pursuant to the appropriation act, shall be provided to fund certain full-time equivalent instructional positions for each 1,000 students in grades K through 12 who are identified as needing prevention, intervention, and remediation services. State funding for prevention, intervention, and remediation programs provided pursuant to this subsection and the appropriation act may be used to support programs for educationally at-risk students as identified by the local school boards.

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

F. In addition to the positions supported by basic aid and those in support of regular school year programs of prevention, intervention, and remediation, state funding, pursuant to the general appropriation act, shall be provided to support (i) 18.5 full-time equivalent instructional positions in the 2020-2021 school year for each 1,000 students identified as having limited English proficiency and (ii) 20 full-time equivalent instructional positions in the 2021-2022 school year and thereafter for each 1,000 students identified as having limited English proficiency, which positions may include dual language teachers who provide instruction in English and in a second language.

To provide flexibility in the instruction of English language learners who have limited English proficiency and who are at risk of not meeting state accountability standards, school divisions may use state and local funds from the Standards of Quality Prevention, Intervention, and Remediation account to employ additional English language learner teachers or dual language teachers to provide instruction to identified limited English proficiency students. Using these funds in this manner is intended to supplement the instructional services provided in this section. School divisions using the SOQ Prevention, Intervention, and Remediation funds in this manner shall employ only instructional personnel licensed by the Board.

G. In addition to the full-time equivalent positions required elsewhere in this section, each local school board shall employ the following reading specialists in elementary schools, one full-time in each elementary school at the discretion of the local school board. One reading specialist employed by each local school board that employs a reading specialist shall have training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder and shall serve as an advisor on dyslexia and related disorders. Such reading specialist shall have an understanding of the definition of dyslexia and a working knowledge of (i) techniques to help a student on the continuum of skills with dyslexia; (ii) dyslexia characteristics that may manifest at different ages and grade levels; (iii) the basic foundation of the keys to reading, including multisensory, explicit, systemic, and structured reading instruction; and (iv) appropriate interventions, accommodations, and assistive technology supports for students with dyslexia.

To provide reading intervention services required by § 22.1-253.13:1, school divisions may employ reading specialists to provide the required reading intervention services. School divisions using the Early Reading Intervention Initiative funds in this manner shall employ only instructional personnel licensed by the Board.

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

1. Principals in elementary schools, one half-time to 299 students, one full-time at 300 students; principals in middle schools, one full-time, to be employed on a 12-month basis; principals in high schools, one full-time, to be employed on a 12-month basis;

2. Assistant principals in elementary schools, one half-time at 600 students, one full-time at 900 students; assistant principals in middle schools, one full-time for each 600 students; assistant principals in high schools, one full-time for each 600 students; and school divisions that employ a sufficient number of assistant principals to meet this staffing requirement may assign assistant principals to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary;

3. Librarians in elementary schools, one part-time to 299 students, one full-time at 300 students; librarians in middle schools, one-half time to 299 students, one full-time at 300 students, two full-time at 1,000 students; librarians in high schools, one half-time to 299 students, one full-time at 300 students, two full-time at 1,000 students. Local school divisions that employ a sufficient number of librarians to meet this staffing requirement may assign librarians to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary; and

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

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

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

To provide flexibility, school divisions may use the state and local funds for instructional technology resource teachers to employ a data coordinator position, an instructional technology resource teacher position, or a data coordinator/instructional resource teacher blended position. The data coordinator position is intended to serve as a resource to principals and classroom teachers in the area of data analysis and interpretation for instructional and school improvement purposes, as well as for overall data management and administration of state assessments. School divisions using these funds in this manner shall employ only instructional personnel licensed by the Board.

K. Local school boards may employ additional positions that exceed these minimal staffing requirements. These additional positions may include, but are not limited to, those funded through the state's incentive and categorical programs as set forth in the appropriation act.

L. A combined school, such as kindergarten through 12, shall meet at all grade levels the staffing requirements for the highest grade level in that school; this requirement shall apply to all staff, except 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 may grant waivers from these staffing levels upon request from local school boards seeking to implement experimental or innovative programs that are not consistent with these staffing levels.

M. School boards shall, however, annually, on or before December 31, report to the public (i) the actual pupil/teacher ratios in elementary school classrooms in the local school division by school for the current school year; and (ii) the actual pupil/teacher ratios in middle school and high school in the local school division by school for the current school year. Actual pupil/teacher ratios shall include only the teachers who teach the grade and class on a full-time basis and shall exclude resource personnel. School boards shall report pupil/teacher ratios that include resource teachers in the same annual report. Any classes funded through the voluntary kindergarten through third grade class size reduction program shall be identified as such classes. Any classes having waivers to exceed the requirements of this subsection shall also be identified. Schools shall be identified; however, the data shall be compiled in a manner to ensure the confidentiality of all teacher and pupil identities.

N. Students enrolled in a public school on a less than full-time basis shall be counted in ADM in the relevant school division. Students who are either (i) enrolled in a nonpublic school or (ii) receiving home instruction pursuant to § 22.1-254.1, and who are enrolled in public school on a less than full-time basis in any mathematics, science, English, history, social science, career and technical education, fine arts, foreign language, or health education or physical education course shall be counted in the ADM in the relevant school division on a pro rata basis as provided in the appropriation act. Each such course enrollment by such students shall be counted as 0.25 in the ADM; however, no such nonpublic or home school student shall be counted as more than one-half a student for purposes of such pro rata calculation. Such calculation shall not include enrollments of such students in any other public school courses.

O. Each school board shall provide at least three specialized student support positions per 1,000 students. For purposes of this subsection, specialized student support positions include school social workers, school psychologists, school nurses, licensed behavior analysts, licensed assistant behavior analysts, and other licensed health and behavioral positions, which may either be employed by the school board or provided through contracted services.

In order to fill vacant school psychologist positions, any local school board 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, clinical psychologists licensed by the Board of Psychology, provided that any such individual makes progress toward completing the requirements for full licensure as a school psychologist during such period of employment.

P. Each local school board shall provide those support services that are necessary for the efficient and cost-effective operation and maintenance of its public schools.

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

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

2. Fiscal and human resources positions, including fiscal and audit operations;

3. Student support positions, including (i) social work administrative positions not included in subsection O; (ii) school counselor administrative positions not included in subdivision H 4; (iii) homebound administrative positions supporting instruction; (iv) attendance support positions related to truancy and dropout prevention; and (v) health and behavioral administrative positions not included in subsection O;

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

5. Technology professional positions not included in subsection J;

6. Operation and maintenance positions, including facilities; pupil transportation positions; operation and maintenance professional and service positions; and security service, trade, and laborer positions;

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

8. School-based clerical personnel in elementary schools; part-time to 299 students, one full-time at 300 students; clerical personnel in middle schools; one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students; clerical personnel in high schools; one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students. Local school divisions that employ a sufficient number of school-based clerical personnel to meet this staffing requirement may assign the clerical personnel to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary.

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

School divisions may use the state and local funds for support services to provide additional instructional services.

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

§ 22.1-253.13:2. (For Effective Date, see Acts 2022, cc. 549, 550, cl. 2) Standard 2. Instructional, administrative, and support personnel.

A. The Board shall establish requirements for the licensing of teachers, principals, superintendents, and other professional personnel.

B. School boards shall employ licensed instructional personnel qualified in the relevant subject areas.

C. 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 licensed individuals as set forth in subdivision H 4, and librarians, that are not greater than the following ratios: (i) 24 to one in kindergarten with no class being larger than 29 students; if the average daily membership in any kindergarten class exceeds 24 pupils, a full-time teacher's aide shall be assigned to the class; (ii) 24 to one in grades one, two, and three with no class being larger than 30 students; (iii) 25 to one in grades four through six with no class being larger than 35 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. Such notification shall state the reason that the class size exceeds the class size limit and describe the measures that the local school division will take to reduce the class size to comply with this subsection.

Within its regulations governing special education programs, the Board shall seek to set pupil/teacher ratios for pupils with intellectual disability that do not exceed the pupil/teacher ratios for self-contained classes for pupils with specific learning disabilities.

Further, school boards shall assign instructional personnel in a manner that produces schoolwide ratios of students in average daily memberships to full-time equivalent teaching positions of 21 to one in middle schools and high schools. School divisions shall provide all middle and high school teachers with one planning period per day or the equivalent, unencumbered of any teaching or supervisory duties.

D. Each local school board shall employ with state and local basic, special education, gifted, and career and technical education funds a minimum number of licensed, full-time equivalent instructional personnel for each 1,000 students in average daily membership (ADM) as set forth in the appropriation act.

E. In addition to the positions supported by basic aid and in support of regular school year programs of prevention, intervention, and remediation, state funding, pursuant to the appropriation act, shall be provided to fund certain full-time equivalent instructional positions for each 1,000 students in grades K through 12 who are identified as needing prevention, intervention, and remediation services. State funding for prevention, intervention, and remediation programs provided pursuant to this subsection and the appropriation act may be used to support programs for educationally at-risk students as identified by the local school boards.

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

F. In addition to the positions supported by basic aid and those in support of regular school year programs of prevention, intervention, and remediation, state funding, pursuant to the general appropriation act, shall be provided to support (i) 18.5 full-time equivalent instructional positions in the 2020-2021 school year for each 1,000 students identified as having limited English proficiency and (ii) 20 full-time equivalent instructional positions in the 2021-2022 school year and thereafter for each 1,000 students identified as having limited English proficiency, which positions may include dual language teachers who provide instruction in English and in a second language.

To provide flexibility in the instruction of English language learners who have limited English proficiency and who are at risk of not meeting state accountability standards, school divisions may use state and local funds from the Standards of Quality Prevention, Intervention, and Remediation account to employ additional English language learner teachers or dual language teachers to provide instruction to identified limited English proficiency students. Using these funds in this manner is intended to supplement the instructional services provided in this section. School divisions using the SOQ Prevention, Intervention, and Remediation funds in this manner shall employ only instructional personnel licensed by the Board.

G. In addition to the full-time equivalent positions required elsewhere in this section, each local school board shall employ one reading specialist for each 550 students in kindergarten through grade 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 literacy 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. Such reading specialist shall have an understanding of the definition of dyslexia and a working knowledge of (i) techniques to help a student on the continuum of skills with dyslexia; (ii) dyslexia characteristics that may manifest at different ages and grade levels; (iii) the basic foundation of the keys to reading, including multisensory, explicit, systemic, and structured reading instruction; and (iv) appropriate interventions, accommodations, and assistive technology supports for students with dyslexia.

To provide reading intervention services required by § 22.1-253.13:1, school divisions may employ reading specialists to provide the required reading intervention services. School divisions using the Early Reading Intervention Initiative funds in this manner shall employ only instructional personnel licensed by the Board. Local school divisions that employ a sufficient number of reading specialists 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.

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

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

2. Assistant principals in elementary schools, one half-time at 600 students, one full-time at 900 students; assistant principals in middle schools, one full-time for each 600 students; assistant principals in high schools, one full-time for each 600 students; and school divisions that employ a sufficient number of assistant principals to meet this staffing requirement may assign assistant principals to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary;

3. Librarians in elementary schools, one part-time to 299 students, one full-time at 300 students; librarians in middle schools, one-half time to 299 students, one full-time at 300 students, two full-time at 1,000 students; librarians in high schools, one half-time to 299 students, one full-time at 300 students, two full-time at 1,000 students. Local school divisions that employ a sufficient number of librarians to meet this staffing requirement may assign librarians to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary; and

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

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

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

To provide flexibility, school divisions may use the state and local funds for instructional technology resource teachers to employ a data coordinator position, an instructional technology resource teacher position, or a data coordinator/instructional resource teacher blended position. The data coordinator position is intended to serve as a resource to principals and classroom teachers in the area of data analysis and interpretation for instructional and school improvement purposes, as well as for overall data management and administration of state assessments. School divisions using these funds in this manner shall employ only instructional personnel licensed by the Board.

K. Local school boards may employ additional positions that exceed these minimal staffing requirements. These additional positions may include, but are not limited to, those funded through the state's incentive and categorical programs as set forth in the appropriation act.

L. A combined school, such as kindergarten through 12, shall meet at all grade levels the staffing requirements for the highest grade level in that school; this requirement shall apply to all staff, except 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 may grant waivers from these staffing levels upon request from local school boards seeking to implement experimental or innovative programs that are not consistent with these staffing levels.

M. School boards shall, however, annually, on or before December 31, report to the public (i) the actual pupil/teacher ratios in elementary school classrooms in the local school division by school for the current school year; and (ii) the actual pupil/teacher ratios in middle school and high school in the local school division by school for the current school year. Actual pupil/teacher ratios shall include only the teachers who teach the grade and class on a full-time basis and shall exclude resource personnel. School boards shall report pupil/teacher ratios that include resource teachers in the same annual report. Any classes funded through the voluntary kindergarten through third grade class size reduction program shall be identified as such classes. Any classes having waivers to exceed the requirements of this subsection shall also be identified. Schools shall be identified; however, the data shall be compiled in a manner to ensure the confidentiality of all teacher and pupil identities.

N. Students enrolled in a public school on a less than full-time basis shall be counted in ADM in the relevant school division. Students who are either (i) enrolled in a nonpublic school or (ii) receiving home instruction pursuant to § 22.1-254.1, and who are enrolled in public school on a less than full-time basis in any mathematics, science, English, history, social science, career and technical education, fine arts, foreign language, or health education or physical education course shall be counted in the ADM in the relevant school division on a pro rata basis as provided in the appropriation act. Each such course enrollment by such students shall be counted as 0.25 in the ADM; however, no such nonpublic or home school student shall be counted as more than one-half a student for purposes of such pro rata calculation. Such calculation shall not include enrollments of such students in any other public school courses.

O. Each school board shall provide at least three specialized student support positions per 1,000 students. For purposes of this subsection, specialized student support positions include school social workers, school psychologists, school nurses, licensed behavior analysts, licensed assistant behavior analysts, and other licensed health and behavioral positions, which may either be employed by the school board or provided through contracted services.

In order to fill vacant school psychologist positions, any local school board 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, clinical psychologists licensed by the Board of Psychology, provided that any such individual makes progress toward completing the requirements for full licensure as a school psychologist during such period of employment.

P. Each local school board shall provide those support services that are necessary for the efficient and cost-effective operation and maintenance of its public schools.

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

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

2. Fiscal and human resources positions, including fiscal and audit operations;

3. Student support positions, including (i) social work administrative positions not included in subsection O; (ii) school counselor administrative positions not included in subdivision H 4; (iii) homebound administrative positions supporting instruction; (iv) attendance support positions related to truancy and dropout prevention; and (v) health and behavioral administrative positions not included in subsection O;

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

5. Technology professional positions not included in subsection J;

6. Operation and maintenance positions, including facilities; pupil transportation positions; operation and maintenance professional and service positions; and security service, trade, and laborer positions;

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

8. School-based clerical personnel in elementary schools; part-time to 299 students, one full-time at 300 students; clerical personnel in middle schools; one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students; clerical personnel in high schools; one full-time and one additional full-time for each 600 students beyond 200 students and one full-time for the library at 750 students. Local school divisions that employ a sufficient number of school-based clerical personnel to meet this staffing requirement may assign the clerical personnel to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary.

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

School divisions may use the state and local funds for support services to provide additional instructional services.

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

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This section has more than one version with varying effective dates. Scroll down to see all versions. A. The Board shall establish requirements for the licensing of teachers, principals, superintendents, and other professional personnel. B. School boards shall employ licensed instructional personnel qualified in the relevant subject areas. C.

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K-12 Standards & Instruction K-12 Standards & Instruction VDOE

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K-12 Standards & Instruction K-12 Standards & Instruction VDOE

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Teaching, Learning & Assessment

Instruction in Virginia's public schools is guided by the Standards of Learning (SOL). The standards describe the commonwealth's expectations for student learning and achievement in grades K-12 in the following subjects:

The Commonwealth and its public schools also provide specialized instruction and programs for the following:

Gifted students

Students with disabilities

English language learners

Children in schools serving economically disadvantaged communities.

Featured Instructional Resources

Virtual Teaching & Learning Hub

Visit the Virtual Teaching & Learning Hub to discover best practices for supporting virtual learning, find tips on lesson planning and assessment strategies, and access professional learning resources.

Stay Informed with TeacherDirect

TeacherDirect provides a direct line of communication with classroom teachers and educators. TeacherDirect includes information about new instructional resources created by VDOE staff as well as professional development, grant opportunities, and other information of special interest to teachers and students.

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K-12 Standards & Instruction | Virginia Department of Education

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Instruction in Virginia’s public schools is guided by the Standards of Learning (SOL). The standards describe the commonwealth’s expectations for student learning and achievement in grades K-12 in the following subjects:

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ISTE student standards are:

1. Empowered learner

2. Digital citizen

3. Knowledge constructor

4. Innovative designer

5. Computational thinker

6. Creative communicator

7. Global collaborator

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Home - National School Library Standards

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The new National School Library Standards reflect an evolution of AASL learning standards and program guidelines, now referred to as "Standards" and framed within a single text.

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Index to the National School Library Standards

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Index to the National School Library Standards

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In 2018, AASL and ALA Editions updated the Index in the publication, National School Library Standards for Learners, School Librarians, and School Libraries to better facilitate users' ability to find topical content. The revised index was published with the second printing of the book in August 2018. Those who purchased the book August 20, 2018, or later received a copy of the second printing that contains the revised index. Purchases before this date received the first printing with the original index. Download the revised index now as a PDF document.

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Index to the National School Library Standards - National School Library Standards

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In 2018, AASL and ALA Editions updated the Index in the publication, National School Library Standards for Learners, School Librarians, and School Libraries to better facilitate users' ability to find topical content. The revised index was published with the second printing of the book in August 2018.

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Virginia Alternate Assessment Program (VAAP) 

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Virginia Alternate Assessment Program (VAAP) 

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The New Virginia Alternate Assessment Program (VAAP) is designed to evaluate the performance of students with significant cognitive disabilities instructed on academic standards that have been reduced in complexity and depth. This content is derived from the Standards of Learning (SOL) and is referred to as the Virginia Essentialized Standards of Learning (VESOL). Eligible students with significant cognitive disabilities in grades 3-8 and high school participating in the new VAAP online assessment will be assessed on VESOL in the content areas of reading, mathematics, and science.

Note: Beginning in the 2021-2022 school year and for eligible elementary and middle school students participating in VAAP, school divisions will collect student work to compile collections of evidence, score the collections of evidence using the existing VAAP scoring rubric and addendum, and report student performance to parents in elementary and middle school history/social science and grade 8 writing. The collections of evidence are to be based on the Aligned Standards of Learning (ASOL) for these content areas and levels.

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training and technical assistance centers

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Virginia Alternate Assessment Program (VAAP)

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The mission of Virginia's Training and Technical Assistance Centers (T/TAC) is to improve educational opportunities and contribute to the success of children and youth with disabilities (birth - 22 years). The Centers provide quality training and technical assistance in response to local, regional, and state needs.

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Virginia Association of School Librarians

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Virginia Association of School Librarians

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This year the conference is being held Nov. 1-3, 2023 at the Westfields Marriott and Conference Center in Chantilly, Virginia. The Conference Planning Committee and Conference Solutions, our conference planning vendor, have worked hard to get the registration open early! The Westfields Marriott stil…

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American Association of School Librarians (AASL)

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American Association of School Librarians (AASL)

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A Division of the American Library Association