Virginia
State Information
The purpose of this document is to capture state-by-state information of policy and guidelines related to the science of reading / evidence-based reading instruction to be presented on The Reading League Compass, a website of reliable and reputable guidance and resources for targeted stakeholder groups.
Local control?
Yes
Has your state passed legislation and/or non-legislated rule changes related to the science of reading?
Yes
Beginning in the 2024-2025 school year:
- Every student in kindergarten to grade three will receive core literacy instruction based in scientifically based reading research and evidence based literacy instruction, as defined in the VLA. Students will also receive evidence-based instruction and intervention, as outlined in an individualized student reading plan, if they do not meet literacy benchmarks.
- Every family will have access to online resources to support literacy development at home, and will be able to participate in the development of their child’s student reading plan, if their child does not meet literacy benchmarks.
- Every teacher will use evidence-based literacy curriculum, assess student learning using approved literacy screeners, use student-level data to inform instruction and intervention, and participate in pre-service preparation or training on evidence-based literacy instruction.
- Every reading specialist, in consultation with classroom teachers, will coordinate and oversee intervention for students not meeting literacy benchmarks, and will develop and monitor student progress on student reading plans, working closely with families and teachers.
Every division will develop a literacy plan, ensure the use of evidence-based literacy curriculum, staff enough reading specialists to support intervention needs, and provide professional development to support teachers, reading specialists, and principals.
Does your state have an approved curriculum list?
Yes.
The Approved Core Instructional Program Guide (PDF) provides an overview of the approved core instructional programs. To compile this guide, VDOE partnered with Virginia Literacy Partnerships (VLP) at the University of Virginia School of Education to facilitate reviews of core instructional programs. The Core Instructional Review Process is unique to Virginia and consists of two phases, each with discrete rubrics for each grade band. Rubrics were produced by VLP and reviewed by national experts, Virginia higher education partners and Virginia educators, and posted online. Reviews were conducted by outstanding Virginia educators including administrators, reading specialists, and teachers from all eight regions. This review process was also designed to align with Virginia’s textbook adoption process. The list is the final result of a rigorous, multi-month, process to identify best-in-class K-3 core instructional programs.
VDOE, in partnership with Virginia Literacy Partnerships (VLP), will conduct additional review cycle(s) to evaluate core (K-5), supplemental (K-8), and intervention programs (K-8), beginning in Summer 2023, to support full implementation of the VLA by the 2024-2025 school year.
Was evidence-aligned reading instruction a consideration for the curriculum review?
Yes
The Virginia Literacy Act (VLA), passed by the Virginia Legislature in 2022, seeks to improve K-3 literacy outcomes for all students in the Commonwealth. The VLA requires the Virginia Department of Education (VDOE) to develop a list of K-3 instructional programs in literacy – including core, supplemental, and intervention – that consist of evidence-based literacy instruction (EBLI) and align with science-based reading research (SBRR). This list will then be approved by the Virginia Board of Education. VDOE, in partnership with the Virginia Literacy Partnerships (VLP), has opened Round 1 of the Core Instructional Program Review process. Reviews are being conducted by Virginia educators including administrators, reading specialists, and teachers. Virginia is using a two-phase process that is 1) modeled on similar processes in other states, and 2) designed to align with the requirements of the VLA and the current textbook review process.
Phase I: Initial Review for alignment to features of evidence-based core instructional reading programs, as required by the VLA.
Phase II: In-Depth Program Review for detailed alignment to evidence-based literacy instructional practices for teaching essential early literacy skills, by grade level, as required by the VLA.
Does your state mandate or provide guidance on early screening?
Yes
The Early Intervention Reading Initiative (EIRI) was established by the 1997 Virginia Acts of Assembly, Chapter 924, Item 140, to serve either kindergarten or first-grade students to reduce the number of children with reading problems through early diagnosis and immediate intervention. During the 2000 General Assembly, this initiative was expanded to serve kindergarten through third-grade students. Participating school divisions must administer a diagnostic assessment to students identified as needing reading intervention at prescribed times in grades K-3. Since 2000, through a contract with the University of Virginia (UVA), the Phonological Awareness Literacy Screening (PALS) has been provided to school divisions at no charge to identify the students to receive reading intervention, while specifying the types of deficiencies to be addressed.
Does your state have policy or guidance related to MTSS that incorporates information on the science of reading and/or evidence-based literacy practices?
While there is no specific policy related to MTSS, the Virginia Literacy Act addresses requirements for Tier 1, Tier 2, and Tier 3 instruction.
Does your state have policy or guidance related to instruction and/or professional development
Yes, the Virginia Literacy Act has a section related to professional development and will be part of full implementation in 2024-2025.
Does your state have state-developed guidance documents or training courses related to the science of reading?
The following training is currently underway across Virginia. This will be expanded to include teachers, administrators, and additional reading specialists over the 2023-2024 school year in preparation for full implementation.
Information regarding this summer’s training can be found below:
As part of the VLA, all reading specialists are required to receive training in EBLI and SBRR. VLP is leading the design, development, and facilitation of a free statewide knowledge-based professional development training series for reading specialists. This training series will also prepare reading specialists to support the implementation of VLA, including implementation of EBLI aligned with SBRR. Divisions may still choose to provide professional learning in addition to the statewide training.Please also see the recorded webinar and the frequently asked questions (FAQ) with more details about the statewide training for and other key information related to reading specialists.
Has your state reviewed standards for alignment to the science of reading?
Currently under review.
Does your state have guidance or resources for families related to the science of reading?
This is part of the Virginia Literacy Act (VLA) and will be in place for the 2024-2025 implementation year.
Do you have policy or guidance regarding how to leverage evidence-based practices to support secondary students?
The 2023 General Assembly expanded VLA through grade eight. This expansion will be finalized when we have a signed state budget.
Does your state have state-developed guidance documents or training courses related to the science of reading and Multilingual learners?
Not currently.
Does your state have licensure or program approval criteria to ensure Educator Preparation Programs are aligned to the science of reading?
This is currently in development and will be part of the full implementation of the VLA.
Do you have a “contact us” website that we can share publicly on TRL Compass?
Interactive State Map
Use the interactive state map to find descriptions of state-level policy adoption, guidance, and practices related to the science of reading. State policy may include legislation incorporating training or practices related to the science of reading or state education agency guidance regarding policy, professional development, curricula, instruction, or assessment.
Filter by specific topic area(s) to find state-specific work:
The Reading League expresses gratitude to our collaborators and associates within the state education agencies for sharing their state-specific data. This data will undergo semi-annual updates, contingent upon the availability and resources of the respective state agencies. For any inquiries, clarifications, or updates, please reach out to compass@thereadingleague.org.
