Virginia SB 249: School Divisions of Innovation; performance-based assessments.

Bill Text

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2021 SESSION

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20105882D 

SENATE BILL NO. 249 

AMENDMENT IN THE NATURE OF A SUBSTITUTE 

(Proposed by the Senate Committee on Education and Health 

on February 6, 2020) 

(Patron Prior to Substitute--Senator Favola) 

A BILL to amend and reenact � 22.1-253.13:3 of the Code of 
Virginia and to amend the Code of Virginia by adding in Article 1.5 of Chapter 
13 of Title 22.1 a section numbered 22.1-212.33, relating to School Divisions 
of Innovation; local assessments. 

Be it enacted by the General Assembly of Virginia:

1. That � 22.1-253.13:3 of the Code of Virginia is amended 
and reenacted and that the Code of Virginia is amended by adding in Article 1.5 
of Chapter 13 of Title 22.1 a section numbered 22.1-212.33 as follows:

� 22.1-212.33. Local assessments.

A. In its initial application for designation as an SDI or 
at any time during its SDI designation period, a local school board may apply 
to the Board to replace the Virginia Studies and the Civics and Economics 
Standards of Learning assessments with local assessments that include performance-based 
assessments.

B. Such application shall specify the individual schools 
and the Standards of Learning assessments for which the school board is 
applying. Individual schools within an SDI may vary in terms of which Standards 
of Learning assessments are replaced. 

C. Such application shall demonstrate, to the satisfaction 
of the Board, that the proposed local assessment requires that students 
demonstrate the knowledge and skills required by the relevant Standards of 
Learning and that students demonstrate one or more of the skills and qualities 
of critical thinking, creativity, collaboration, communication, or citizenship.

D. Such application shall provide evidence of the local 
school board's capacity to administer and score performance-based assessments. 
Such evidence shall include:

1. Experience in administering and scoring 
performance-based assessments at participating schools;

2. Implementation of project-based learning at 
participating schools;

3. Robust and ongoing professional development relating to 
performance-based assessments and project-based learning;

4. Evidence of the school division's commitment to 
instilling critical thinking, creativity, collaboration, communication, and 
citizenship in its students;

5. Any partnerships with nationally recognized experts in 
the fields of performance assessment;

6. The articulation of a plan that includes provisions for 
objective third-party scoring of a sample of each type of performance 
assessment, combined with professional learning tied to the results of the 
third-party audit in order to reinforce and extend the capacity of the SDI to 
score performance assessments in a valid, reliable manner; and

7. Any other evidence that th