Understanding VA Standards of Learning: A Comprehensive Guide

The Virginia Standards of Learning (SOLs) are at the heart of the public education system in the Commonwealth of Virginia. Established by the Virginia Board of Education, these standards define the state’s expectations for student learning and achievement in core subjects. This guide provides a comprehensive overview of the Va Standards Of Learning, their purpose, components, and significance in shaping education in Virginia.

The Foundational Goal: Student Success and Full Potential

At its core, the Virginia General Assembly and the Board of Education believe that the primary objective of Virginia’s public schools is to equip every student with the essential skills for academic success, life preparation, and the realization of their full potential. This fundamental goal underscores the importance of quality education, which is supported by several key pillars:

High-Quality Instructional Personnel: Ensuring a supportive working environment, competitive benefits, and appropriate salaries to attract and retain excellent educators.
Optimal Learning Environments: Creating conducive learning spaces designed to foster student achievement and engagement.
Quality Instruction: Delivering effective teaching methods that enable every student to become a productive, informed citizen of Virginia and the United States.
Adequate Resource Commitment: Providing sufficient resources to support all aspects of the educational framework.

This commitment is further reinforced by the General Assembly’s provision for public education support, as mandated by Article VIII, § 1 of the Constitution of Virginia.

Defining the Standards of Learning (SOLs)

The Virginia Board of Education is responsible for establishing educational objectives known as the Standards of Learning. These SOLs form the cornerstone of Virginia’s educational program, complemented by other educational objectives aimed at ensuring students develop the necessary skills for both academic and lifelong success.

The SOLs are, at a minimum, defined for core subjects including:

English
Mathematics
Science
History and Social Science

It’s important to note that the Standards of Learning are not considered regulations as defined in § 2.2-4001. Instead, they serve as benchmarks and guidelines for curriculum development and instructional practices across the state.

Core Components of the VA Standards of Learning

The Board of Education strives to align the Standards of Learning with a high-quality foundational education program. These standards encompass, but are not limited to, essential skills such as:

Communication Skills: Proficiency in listening, speaking, reading, and writing. These are fundamental for effective interaction and learning across all subjects.
Computation and Critical Reasoning: Developing strong mathematical skills, critical thinking, problem-solving, and decision-making abilities.
Technology Proficiency: Competence in using computers and related technologies, which is increasingly vital in today’s digital age.
Computer Science and Computational Thinking: Understanding computer science concepts and computational thinking, including computer coding, to prepare students for future technological advancements.
Financial Literacy: Developing the skills to manage personal finances and make sound financial decisions, crucial for responsible adulthood.

For English Standards of Learning in reading from kindergarten through eighth grade, there is a specific emphasis on aligning with evidence-based literacy instruction and science-based reading research, ensuring that reading education is grounded in proven methodologies.

Regular Review and Revision for Continuous Improvement

The Standards of Learning are not static; they are subject to regular review and revision to maintain their rigor and relevance. This process ensures that the SOLs consistently reflect a balance between essential content knowledge and the practical application of this knowledge, preparing students for both employment and lifelong learning.

The Board of Education has established a schedule for reviewing and revising the SOLs in all subject areas at least once every seven years. This commitment to regular evaluation underscores the dedication to keeping Virginia’s educational standards current and effective. The Board is also empowered to conduct reviews and revisions more frequently if deemed necessary, reflecting an agile approach to educational improvement.

Public Input and Transparency in SOL Development

Recognizing the importance of stakeholder involvement, the Board of Education conducts public hearings before establishing any revised Standards of Learning. To ensure transparency and broad participation, the Board provides at least thirty days’ notice prior to these hearings. This notice is disseminated to all local school boards and any individuals who have requested to be informed. Furthermore, the intention to revise the SOLs is officially published in the Virginia Register of Regulations.

This process ensures that all interested parties, including the general public, teachers, and local school boards, have a reasonable opportunity to be heard and to present information before the final adoption of any revisions to the Standards of Learning. This commitment to public input ensures that the SOLs are developed collaboratively and reflect diverse perspectives.

Educator Feedback and Online Platform

To further facilitate continuous improvement, the Virginia Department of Education maintains a website, specifically designed for public elementary, middle, and high school educators to submit recommendations for enhancing the Standards of Learning. This platform is particularly active when the SOLs are under review, as per the Board’s established schedule and in relation to assessments required by the Standards of Quality.

This online resource streamlines the process for educators to contribute their expertise and insights, ensuring that those directly involved in teaching and learning have a voice in shaping the future of Virginia’s educational standards.

Local Implementation and Curriculum Alignment

While the Board of Education sets the Standards of Learning at the state level, local school boards play a crucial role in implementation. School boards are mandated to implement the SOLs or establish objectives specifically tailored for their school divisions that are equivalent to or exceed the Board’s requirements.

Students are expected to meet the educational objectives set by their local school division at appropriate age and grade levels. Crucially, the curriculum adopted by each local school division must be aligned with the state-mandated Standards of Learning, ensuring a cohesive and consistent educational experience across Virginia.

Addressing Diversity and Inclusion in SOLs

The Virginia Standards of Learning are designed to be inclusive and representative of the diverse population of the Commonwealth. Specifically, the Board includes in the Standards of Learning for history and social science the study of contributions to society made by diverse people. For this purpose, “diverse” is broadly defined to include considerations of:

Disability
Ethnicity
Race
Gender

This commitment to diversity ensures that the curriculum reflects the rich tapestry of Virginia’s population and promotes a more inclusive and comprehensive understanding of history and society.

Integrating Essential Life Skills into the Curriculum

Recognizing the importance of practical life skills, the Board of Education incorporates several crucial areas into the Standards of Learning. These include:

Emergency Preparedness: The SOLs for health instruction mandate the inclusion of emergency first aid, cardiopulmonary resuscitation (CPR), and the use of automated external defibrillators (AEDs). This instruction also includes hands-on practice in CPR techniques, based on current national evidence-based emergency cardiovascular care guidelines from organizations like the American Heart Association and the American Red Cross. Teachers compliant with subdivision D 3 of § 22.1-298.1 are not required to be certified CPR trainers to provide this non-certification instruction.
Hazing Prevention: In physical and health education for grades nine or ten, the SOLs include research-based hazing prevention instruction, in accordance with guidelines developed by the Board pursuant to subsection B of § 22.1-207. This aims to educate students about the dangers of hazing and promote a safe school environment.

Career and Technical Education (CTE) and Workforce Readiness

The Virginia Standards of Learning recognize the importance of preparing students for future careers and the workforce. The Board regularly reviews and revises competencies for career and technical education programs to ensure full integration of English, mathematics, science, and history and social science SOLs.

CTE programs are aligned with industry and professional standard certifications where they exist, ensuring that students gain relevant and recognized qualifications. Furthermore, the Board establishes content standards and curriculum guidelines for career investigation courses in elementary, middle, and high schools. Each school board is required to ensure that every middle school student takes at least one career investigation course or an equivalent alternative, providing a foundation for academic and career planning.

Local Curriculum Development and Core Subjects

Local school boards are responsible for developing and implementing a comprehensive program of instruction for grades K through 12 that aligns with and meets or exceeds the Standards of Learning. This program must emphasize several core areas:

Fundamental Skills: Reading, writing, speaking, mathematical concepts and computations.
Technological Literacy: Proficiency in using computers and related technology, computer science, and computational thinking, including coding.
Scientific Literacy: Scientific concepts and processes.
Citizenship and Civic Knowledge: Essential skills and concepts of citizenship, including Virginia history, world and U.S. history, economics, government, foreign languages, international cultures, health and physical education, environmental issues, and geography.
Arts and Practical Skills: Fine arts (music and art) and practical arts.
Career Readiness: Knowledge and skills needed for further education, employment, or career and technical training.
Lifelong Learning Skills: Developing the ability to apply skills and knowledge for employment, lifelong learning, and economic self-sufficiency.

Support for At-Risk Students and Remediation Programs

Local school boards are also required to develop and implement programs of prevention, intervention, or remediation for students who are educationally at risk. This includes students who do not achieve a passing score on SOL assessments in grades three through eight or fail end-of-course tests for verified credit. These programs must be research-based and designed to effectively support struggling learners.

Students who pass some but not all SOL assessments in grades three through eight may be required to attend remediation programs. Students who fail all relevant SOL assessments or end-of-course tests are mandated to attend remediation programs or participate in other forms of remediation, potentially including public summer school programs. School divisions are responsible for ensuring these programs are accessible and effective, without tuition charges for students who are required to attend.

Remediation programs must include procedures for early identification of students at risk of failing SOL assessments or end-of-course tests. Summer school and other remediation options are chosen by division superintendents based on students’ academic needs. Parents may also choose private or special remediation programs in consultation with the division superintendent, though these are at the parent’s expense.

The Board of Education establishes standards for full funding of summer remedial programs, including minimum instructional hours and assessment systems to evaluate program effectiveness. State funds are provided for compliant programs, ensuring that remediation is adequately supported across the Commonwealth.

Additional Local School Board Responsibilities

Beyond curriculum and remediation, local school boards have several other key responsibilities to enhance education quality:

Developmentally Appropriate Learning: Programs in grades K-3 emphasizing developmentally appropriate learning to enhance early success.
Dropout Prevention: Research-based programs focused on prevention, intervention, and remediation to increase high school graduation rates and reduce dropouts.
Comprehensive CTE Programs: Career and technical education programs integrated throughout K-12, including career knowledge, exploration opportunities, competency-based programs aligned with labor market needs, and career guidance services. Annual notice to high school students and parents about postsecondary education and employment data, and career readiness certificate opportunities. Inclusion of top professions and degree programs by median pay in student academic and career plans.
Economic Education and Financial Literacy: Educational objectives in middle and high school emphasizing economic education and financial literacy.
Special Education and Gifted Education: Early identification and appropriate placement for students with disabilities and gifted students.
Educational Alternatives: Providing educational alternatives for students whose needs are not met in standard programs.
Adult Education: Adult education programs for individuals below high school completion level.
At-Risk Student Priority: A division-wide plan to prioritize achievements for at-risk students, including progress measurement procedures.
Postsecondary Credit Agreements: Agreements with community colleges for postsecondary credit and degree attainment, specifying options for associate degrees, certificates, or Passport Programs concurrent with high school diplomas, including dual enrollment and Advanced Placement credit.
Dual Enrollment and AP Notification: A plan to notify students and parents about dual enrollment, AP classes, CTE programs, and financial assistance for AP and IB exams, including information on the College and Career Ready Virginia Program.
English Language Learner Support: Identification and appropriate instructional programs for students with limited English proficiency, including dual language programs.
Mathematics Support: Early identification and assistance for students with mathematics problems, and instructional strategies to benefit all students’ math skills. Algebra readiness intervention services for at-risk students in grades 6-9.
Arts and Physical Education: Incorporation of art, music, and physical education in elementary schools.
Physical Activity Programs: Physical activity programs for all students in grades K-12, with specific time allocations per week. Personal safety training and hazing prevention instruction in physical education.
Student Services Programs: Student services programs for K-12 to aid in educational, social, and career development.
Data-Driven Instruction: Collection and analysis of data to evaluate and improve the instructional program.
Civics Education: Instruction in the high school Virginia and U.S. Government course on civics content from the U.S. Naturalization Test.

Department of Education Support Unit

To further support school divisions, the Virginia Department of Education has a dedicated unit focused on:

Evaluative Studies: Conducting research to assess educational programs and practices.
Technical Assistance: Providing resources and support to enhance school divisions’ capacity to deliver quality instruction.
Program Implementation Assistance: Helping school divisions implement effective programs and practices to improve student performance and family/community involvement.

This unit identifies and analyzes effective programs and professional development, evaluates parental involvement initiatives, assesses student outcome changes, and disseminates information on best practices, funding sources, and support. Priority is given to divisions with lower SOL assessment passing rates, ensuring targeted support where it is most needed.

Workforce Credentials and College and Career Pathways

The Board of Education, in collaboration with the Virginia Community College System and industry partners, develops and maintains a comprehensive list of industry-recognized workforce credentials. These credentials can substitute for certain high school graduation credits, including elective credits and credentials earned outside regular school hours. This list is publicly accessible on the Board’s website, and local school boards are required to accept these credentials as substitutes for required credits.

Local school boards may also establish College and Career Access Pathways Partnerships with community colleges or other higher education institutions offering CTE curricula. These partnerships specify options for students to earn college credit, industry credentials, certifications, or licenses concurrent with a high school diploma, including pre-apprenticeship and apprenticeship programs.

Literacy Instruction and Reading Intervention

A critical component of the Virginia Standards of Learning is a strong emphasis on literacy. Local school boards must provide literacy instruction aligned with science-based reading research and evidence-based literacy instruction for students in kindergarten through grade eight. This is supported by a comprehensive literacy plan at the school board level.

Key elements of this literacy focus include:

Reading Intervention Services: Providing evidence-based reading intervention for students in grades K-8 who demonstrate reading deficiencies, documented in individual student reading plans.
Student Reading Plans: Developed by reading specialists in collaboration with teachers, these plans outline specific reading skill deficiencies, goals, progress monitoring, evidence-based instruction, parental support strategies, and additional support services. Parents are notified and involved in the plan development.
Progress Monitoring: Regular assessment of students receiving reading intervention, using literacy screeners or grade-level SOL reading assessments.

Funds allocated for prevention, intervention, remediation, summer school, at-risk programs, or early intervention reading can be used to support these literacy initiatives.

To assist local school boards in implementing these literacy provisions, the Department of Education provides guidance on student reading plans, develops lists of core literacy curricula and intervention programs, creates student reading plan templates, collects and reports literacy data, and offers free online evidence-based literacy resources for parents and school boards.

Conclusion: A Commitment to Educational Excellence

The Virginia Standards of Learning represent a comprehensive framework designed to ensure high-quality public education across the Commonwealth. From defining core subject standards and essential skills to emphasizing regular review, public input, and local implementation, the SOLs are a dynamic and evolving system. With a strong focus on student success, workforce readiness, inclusivity, and continuous improvement, the VA Standards of Learning are a testament to Virginia’s commitment to providing every student with the skills and knowledge necessary to thrive in school, career, and life. Understanding these standards is crucial for educators, parents, policymakers, and anyone invested in the future of education in Virginia.