Fabio
7.6 KiB
type, title, description, jurisdiction, legislature, session, identifier, citation, classification, subjects, status, primary_sponsors, version_count, action_count, vote_count, first_action, last_action, source, source_identifier, source_url, source_hash, vintage, source_snapshot, retrieved_at, confidence, tags
| type | title | description | jurisdiction | legislature | session | identifier | citation | classification | subjects | status | primary_sponsors | version_count | action_count | vote_count | first_action | last_action | source | source_identifier | source_url | source_hash | vintage | source_snapshot | retrieved_at | confidence | tags | |||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Bill | Kindergarten through grade 3; reading intervention services for certain students. | Certain students in kindergarten through grade3; reading intervention services. Requires reading interventionservices for students in kindergarten through grade three who demonstratedeficiencies based on their individual performance on the Standardsof Learning reading test or any reading diagnostic test that meetscriteria established by the Department of Education to be evidence-basedand aligned with the science of reading and structured literacy approaches,both defined in the bill, and to include the components of effectivereading instruction and explicit, systematic, sequential, and cumulativeinstruction. The bill requires the parent of each student who receivessuch reading intervention services to be notified before the servicesbegin and the progress of each such student to be monitored throughoutthe provision of services. The bill also requires the Departmentof Education, no later than the beginning of the 2021%962022 school year, to compile and provide to each local school division a listof materials, resources, and curriculum programs that are supportedby the science of reading and based on instruction that is explicit,systematic, cumulative, and diagnostic, including (i) evidence-baseddyslexia programs that are aligned to structured literacy or groundedin the Orton-Gillingham methodology and (ii) evidence-based readingintervention programs, including programs that are grounded in thescience of reading. | us/states/va | Virginia General Assembly | 2021 | HB 1865 | Virginia HB 1865 (2021) |
|
enacted |
|
4 | 30 | 7 | 2021-01-08 | 2021-03-18 | openstates | ocd-bill/bcc35ce8-fbc1-4948-a225-3753dca454aa | https://lis.virginia.gov/cgi-bin/legp604.exe?212+sum+HB1865 | efbec4190a4218aa657e51af194f44a76957e07b23b4bdd1aeb746b675cc2290 | 2026-07-01 | https://data.openstates.org/daily/2026-07-01/public.pgdump | 2026-07-06 | reported |
|
Virginia HB 1865 (2021) — Kindergarten through grade 3; reading intervention services for certain students.
Certain students in kindergarten through grade3; reading intervention services. Requires reading interventionservices for students in kindergarten through grade three who demonstratedeficiencies based on their individual performance on the Standardsof Learning reading test or any reading diagnostic test that meetscriteria established by the Department of Education to be evidence-basedand aligned with the science of reading and structured literacy approaches,both defined in the bill, and to include the components of effectivereading instruction and explicit, systematic, sequential, and cumulativeinstruction. The bill requires the parent of each student who receivessuch reading intervention services to be notified before the servicesbegin and the progress of each such student to be monitored throughoutthe provision of services. The bill also requires the Departmentof Education, no later than the beginning of the 2021%962022 school year, to compile and provide to each local school division a listof materials, resources, and curriculum programs that are supportedby the science of reading and based on instruction that is explicit,systematic, cumulative, and diagnostic, including (i) evidence-baseddyslexia programs that are aligned to structured literacy or groundedin the Orton-Gillingham methodology and (ii) evidence-based readingintervention programs, including programs that are grounded in thescience of reading.
Version chain
The bill's text revisions, in order — the diff chain from filing to enrollment.
- CHAP0167 (committee substitute) — source
- HB1865ER (committee substitute) — source
- Prefiled and ordered printed; offered 01/13/21 21101101D (committee substitute) — source
- Printed as engrossed 21101101D-E (committee substitute) — source
Votes
- Reported from Education with amendment(s) (20-Y 2-N) — 20–2 (pass) · lower
- Continued to 2021 Sp. Sess. 1 in Education and Health (15-Y 0-N) — 15–0 (pass) · upper
- Reported from Education and Health (15-Y 0-N) — 15–0 (pass) · upper
- Constitutional reading dispensed (32-Y 0-N) — 32–0 (pass) · upper
- Subcommittee recommends reporting with amendments (8-Y 0-N) — 8–0 (pass) · lower
- VOTE: Passage (100-Y 0-N) — 99–0 (pass) · lower
- Passed Senate (39-Y 0-N) — 39–0 (pass) · upper
Sponsors
- Karrie K. Delaney — primary (person)
- Alfonso H. Lopez — cosponsor (person)
- Dan I. Helmer — cosponsor (person)
- Elizabeth R. Guzman — cosponsor (person)
- G. "John" Avoli — cosponsor (person)
- Glenn R. Davis — cosponsor (person)
- Hala S. Ayala — cosponsor (person)
- John J. Bell — cosponsor (person)
- Kathleen Murphy — cosponsor (person)
- Kaye Kory — cosponsor (person)
- Patrick A. Hope — cosponsor (person)
- Suhas Subramanyam — cosponsor (person)
- Wendy W. Gooditis — cosponsor (person)
Timeline
The legislative action history — every referral, reading, and vote.
- 2021-01-08 Prefiled and ordered printed; offered 01/13/21 21101101D
introduction - 2021-01-08 Referred to Committee on Education
referral-committee - 2021-01-13 Impact statement from DPB (HB1865)
- 2021-01-14 Assigned Education sub: SOL and SOQ
referral-committee - 2021-01-18 House subcommittee amendments and substitutes offered
- 2021-01-18 Subcommittee recommends reporting with amendments (8-Y 0-N)
- 2021-01-20 Reported from Education with amendment(s) (20-Y 2-N)
committee-passage - 2021-01-21 Read first time
reading-1 - 2021-01-22 Read second time
reading-2 - 2021-01-22 Committee amendments agreed to
- 2021-01-22 Engrossed by House as amended HB1865E
- 2021-01-22 Printed as engrossed 21101101D-E
- 2021-01-25 Read third time and passed House (100-Y 0-N)
passage, reading-3 - 2021-01-25 VOTE: Passage (100-Y 0-N)
- 2021-01-26 Constitutional reading dispensed
- 2021-01-26 Referred to Committee on Education and Health
referral-committee - 2021-01-28 Impact statement from DPB (HB1865E)
- 2021-02-05 Continued to 2021 Sp. Sess. 1 in Education and Health (15-Y 0-N)
- 2021-02-10 Assigned Education sub: Public Education
referral-committee - 2021-02-18 Reported from Education and Health (15-Y 0-N)
committee-passage - 2021-02-19 Constitutional reading dispensed (32-Y 0-N)
- 2021-02-22 Read third time
reading-3 - 2021-02-22 Passed Senate (39-Y 0-N)
passage - 2021-02-25 Enrolled
- 2021-02-25 Impact statement from DPB (HB1865ER)
- 2021-02-25 Signed by President
- 2021-02-26 Signed by Speaker
- 2021-03-01 Enrolled Bill communicated to Governor on March 1, 2021
- 2021-03-01 Governor's Action Deadline 11:59 p.m., March 31, 2021
- 2021-03-18 Approved by Governor-Chapter 167 (effective 7/1/21)
executive-signature
Source
OpenStates / OpenCivicData bulk snapshot 2026-07-01; origin ocd-bill/bcc35ce8-fbc1-4948-a225-3753dca454aa. Confidence: reported (aggregated from official Virginia legislature records).