                                 CODE OF VIRGINIA

(EFFECTIVE JULY 1, 2026) STANDARD 1. INSTRUCTIONAL PROGRAMS SUPPORTING THE
STANDARDS OF LEARNING AND OTHER EDUCATIONAL OBJECTIVES (§ 22.1-253.13:1)

A. The General Assembly and the Board believe that the fundamental goal of the
public schools of the Commonwealth must be to enable each student to develop the
skills that are necessary for success in school, preparation for life, and
reaching their full potential. The General Assembly and the Board find that the
quality of education is dependent upon the provision of (i) the appropriate
working environment, benefits, and salaries necessary to ensure the availability
of high-quality instructional personnel; (ii) the appropriate learning
environment designed to promote student achievement; (iii) quality instruction
that enables each student to become a productive and educated citizen of
Virginia and the United States of America; and (iv) the adequate commitment of
other resources. In keeping with this goal, the General Assembly shall provide
for the support of public education as set forth in Article VIII, &#xA7; 1 of
the Constitution of Virginia.

B. The Board shall establish educational objectives known as the Standards of
Learning, which shall form the core of Virginia&#8217;s educational program, and
other educational objectives, which together are designed to ensure the
development of the skills that are necessary for success in school and for
preparation for life in the years beyond. At a minimum, the Board shall
establish Standards of Learning for English, mathematics, science, and history
and social science. The Standards of Learning shall not be construed to be
regulations as defined in &#xA7; 2.2-4001.
			The Board shall seek to ensure that the Standards of Learning are consistent
with a high-quality foundation educational program. The Standards of Learning
shall include, but not be limited to, the basic skills of communication
(listening, speaking, reading, and writing); computation and critical reasoning,
including problem solving and decision making; proficiency in the use of
computers and related technology; computer science and computational thinking,
including computer coding; and the skills to manage personal finances and to
make sound financial decisions.			The English Standards of Learning for reading
in kindergarten through grade eight shall align with evidence-based literacy
instruction and science-based reading research.			The Standards of Learning in
all subject areas shall be subject to regular review and revision to maintain
rigor and to reflect a balance between content knowledge and the application of
knowledge in preparation for eventual employment and lifelong learning. The
Board shall establish a regular schedule, in a manner it deems appropriate, for
the review, and revision as may be necessary, of the Standards of Learning in
all subject areas. Such review of each subject area shall occur at least once
every seven years. Nothing in this section shall be construed to prohibit the
Board from conducting such review and revision on a more frequent basis.			To
provide appropriate opportunity for input from the general public, teachers, and
local school boards, the Board shall conduct public hearings prior to
establishing revised Standards of Learning. Thirty days prior to conducting such
hearings, the Board shall give notice of the date, time, and place of the
hearings to all local school boards and any other persons requesting to be
notified of the hearings and publish notice of its intention to revise the
Standards of Learning in the Virginia Register of Regulations. Interested
parties shall be given reasonable opportunity to be heard and present
information prior to final adoption of any revisions of the Standards of
Learning.			In addition, the Department shall make available and maintain a
website, either separately or through an existing website utilized by the
Department, enabling public elementary, middle, and high school educators to
submit recommendations for improvements relating to the Standards of Learning,
when under review by the Board according to its established schedule, and
related assessments required by the Standards of Quality pursuant to this
chapter. Such website shall facilitate the submission of recommendations by
educators.			School boards shall implement the Standards of Learning or
objectives specifically designed for their school divisions that are equivalent
to or exceed the Board&#8217;s requirements. Students shall be expected to
achieve the educational objectives established by the school division at
appropriate age or grade levels. The curriculum adopted by the local school
division shall be aligned to the Standards of Learning.			The Board shall
include in the Standards of Learning for history and social science the study of
contributions to society of diverse people. For the purposes of this subsection,
&#8220;diverse&#8221; includes consideration of disability, ethnicity, race, and
gender.			The Board shall include in the Standards of Learning for health
instruction in emergency first aid, cardiopulmonary resuscitation, and the use
of an automated external defibrillator, including hands-on practice of the
skills necessary to perform cardiopulmonary resuscitation. Such instruction
shall be based on the current national evidence-based emergency cardiovascular
care guidelines for cardiopulmonary resuscitation and the use of an automated
external defibrillator, such as a program developed by the American Heart
Association or the American Red Cross. No teacher who is in compliance with
subdivision D 3 of &#xA7; 22.1-298.1 shall be required to be certified as a
trainer of cardiopulmonary resuscitation to provide instruction for
non-certification.			The Board shall include in the Standards of Learning for
physical and health education for grade nine or 10 research-based hazing
prevention instruction, in accordance with the Standards of Learning and
curriculum guidelines for research-based hazing prevention instruction developed
by the Board pursuant to subsection B of &#xA7; 22.1-207.			With such funds as
are made available for this purpose, the Board shall regularly review and revise
the competencies for career and technical education programs to require the full
integration of English, mathematics, science, and history and social science
Standards of Learning. Career and technical education programs shall be aligned
with industry and professional standard certifications, where they exist.			The
Board shall establish content standards and curriculum guidelines for courses in
career investigation in elementary school, middle school, and high school. Each
school board shall (i) require each middle school student to take at least one
course in career investigation or (ii) select an alternate means of delivering
the career investigation course to each middle school student, provided that
such alternative is equivalent in content and rigor and provides the foundation
for such students to develop their academic and career plans. Any school board
may require (a) such courses in career investigation at the high school level as
it deems appropriate, subject to Board approval as required in subsection A of
&#xA7; 22.1-253.13:4, and (b) such courses in career investigation at the
elementary school level as it deems appropriate. The Board shall develop and
disseminate to each school board career investigation resource materials that
are designed to ensure that students have the ability to further explore
interest in career and technical education opportunities in middle and high
school. In developing such resource materials, the Board shall consult with
representatives of career and technical education, industry, skilled trade
associations, chambers of commerce or similar organizations, and contractor
organizations.

C. Local school boards shall develop and implement a program of instruction for
grades K through 12 that is aligned to the Standards of Learning and meets or
exceeds the requirements of the Board. The program of instruction shall
emphasize reading, writing, speaking, mathematical concepts and computations,
proficiency in the use of computers and related technology, computer science and
computational thinking, including computer coding, and scientific concepts and
processes; essential skills and concepts of citizenship, including knowledge of
Virginia history and world and United States history, economics, government,
foreign languages, international cultures, health and physical education,
environmental issues, and geography necessary for responsible participation in
American society and in the international community; fine arts, which may
include, but need not be limited to, music and art, and practical arts;
knowledge and skills needed to qualify for further education, gainful
employment, or training in a career or technical field; and development of the
ability to apply such skills and knowledge in preparation for eventual
employment and lifelong learning and to achieve economic self-sufficiency.
			Local school boards shall also develop and implement programs of prevention,
intervention, or remediation for students who are educationally at risk
including, but not limited to, those who fail to achieve a passing score on any
Standards of Learning assessment in grades three through eight or who fail an
end-of-course test required for the award of a verified unit of credit. Such
programs shall include components that are research-based.			Any student who
achieves a passing score on one or more, but not all, of the Standards of
Learning assessments for the relevant grade level in grades three through eight
may be required to attend a remediation program.			Any student who fails to
achieve a passing score on all of the Standards of Learning assessments for the
relevant grade level in grades three through eight or who fails an end-of-course
test required for the award of a verified unit of credit shall be required to
attend a remediation program or to participate in another form of remediation.
Division superintendents shall require such students to take special programs of
prevention, intervention, or remediation, which may include attendance in public
summer school programs, in accordance with clause (ii) of subsection A of &#xA7;
22.1-254 and &#xA7; 22.1-254.01.			Remediation programs shall include, when
applicable, a procedure for early identification of students who are at risk of
failing the Standards of Learning assessments in grades three through eight or
who fail an end-of-course test required for the award of a verified unit of
credit. Such programs may also include summer school for all elementary and
middle school grades and for all high school academic courses, as defined by
regulations promulgated by the Board, or other forms of remediation. Summer
school remediation programs or other forms of remediation shall be chosen by the
division superintendent to be appropriate to the academic needs of the student.
Students who are required to attend such summer school programs or to
participate in another form of remediation shall not be charged tuition by the
school division.			The requirement for remediation may, however, be satisfied by
the student&#8217;s attendance in a program of prevention, intervention or
remediation that has been selected by his parent, in consultation with the
division superintendent or his designee, and is either (i) conducted by an
accredited private school or (ii) a special program that has been determined to
be comparable to the required public school remediation program by the division
superintendent. The costs of such private school remediation program or other
special remediation program shall be borne by the student&#8217;s parent.			The
Board shall establish standards for full funding of summer remedial programs
that shall include, but not be limited to, the minimum number of instructional
hours or the equivalent thereof required for full funding and an assessment
system designed to evaluate program effectiveness. Based on the number of
students attending and the Commonwealth&#8217;s share of the per pupil
instructional costs, state funds shall be provided for the full cost of summer
and other remediation programs as set forth in the appropriation act, provided
such programs comply with such standards as shall be established by the Board,
pursuant to &#xA7; 22.1-199.2.

D. Local school boards shall also implement the following:

   1. Programs in grades K through three that emphasize developmentally
   appropriate learning to enhance success.

   2. Programs based on prevention, intervention, or remediation designed to
   increase the number of students who earn a high school diploma and to prevent
   students from dropping out of school. Such programs shall include components
   that are research-based.

   3. Career and technical education programs incorporated into the K through 12
   curricula that include:
   				a. Knowledge of careers and all types of employment opportunities,
   including, but not limited to, apprenticeships, entrepreneurship and small
   business ownership, the military, and the teaching profession, and emphasize
   the advantages of completing school with marketable skills;				b. Career
   exploration opportunities in the middle school grades;				c. Competency-based
   career and technical education programs that integrate academic outcomes,
   career guidance, and job-seeking skills for all secondary students. Programs
   shall be based upon labor market needs and student interest. Career guidance
   shall include counseling about available employment opportunities and
   placement services for students exiting school. Each school board shall
   develop and implement a plan to ensure compliance with the provisions of this
   subdivision. Such plan shall be developed with the input of area business and
   industry representatives and local comprehensive community colleges and shall
   be submitted to the Superintendent in accordance with the timelines
   established by federal law;				d. Annual notice on its website to enrolled
   high school students and their parents of (i) the availability of the
   postsecondary education and employment data published by the State Council of
   Higher Education on its website pursuant to &#xA7; 23.1-204.1 and (ii) the
   opportunity for such students to obtain a nationally recognized career
   readiness certificate at a local public high school, comprehensive community
   college, or workforce center; and				e. As part of each student&#8217;s
   academic and career plan, a list of (i) the top 100 professions in the
   Commonwealth by median pay and the education, training, and skills required
   for each such profession and (ii) the top 10 degree programs at institutions
   of higher education in the Commonwealth by median pay of program graduates.
   The Department shall annually compile such lists and provide them to each
   local school board.

   4. Educational objectives in middle and high school that emphasize economic
   education and financial literacy pursuant to &#xA7; 22.1-200.03.

   5. Early identification of students with disabilities and enrollment of such
   students in appropriate instructional programs consistent with state and
   federal law.

   6. Early identification of gifted students and enrollment of such students in
   appropriately differentiated instructional programs.

   7. Educational alternatives for students whose needs are not met in programs
   prescribed elsewhere in these standards. Such students shall be counted in
   average daily membership (ADM) in accordance with the regulations of the
   Board.

   8. Adult education programs for individuals functioning below the high school
   completion level. Such programs may be conducted by the school board as the
   primary agency or through a collaborative arrangement between the school board
   and other agencies.

   9. A plan to make achievements for students who are educationally at risk a
   divisionwide priority that shall include procedures for measuring the progress
   of such students.

   10. An agreement for postsecondary credit and degree attainment with any
   comprehensive community college in the Commonwealth specifying the options for
   students to complete an associate degree, a one-year Uniform Certificate of
   General Studies, or the Passport Program from a comprehensive community
   college concurrent with a high school diploma, consistent with the
   requirements for the College and Career Ready Virginia Program set forth in
   Article 5.1 (&#xA7; 22.1-237.1 et seq.) of Chapter 13. Such agreement shall
   specify the credit available for dual enrollment courses and Advanced
   Placement courses with qualifying exam scores of three or higher.

   11. A plan to notify students and their parents of the availability of dual
   enrollment and advanced placement classes; career and technical education
   programs, including internships, externships, apprenticeships, credentialing
   programs, certification programs, licensure programs, and other work-based
   learning experiences; the International Baccalaureate Program and Academic
   Year Governor&#8217;s School Programs; the qualifications for enrolling in
   such classes, programs, and experiences; and the availability of financial
   assistance to low-income and needy students to take the advanced placement and
   International Baccalaureate examinations. This plan shall include notification
   to students and parents of the College and Career Ready Virginia Program
   established pursuant to Article 5.1. (&#xA7; 22.1-237.1 et seq.) of Chapter 13
   and its agreement with a comprehensive community college in the Commonwealth
   pursuant to subdivision 10 to enable students to complete an associate degree,
   a one-year Uniform Certificate of General Studies, or the Passport Program
   concurrent with a high school diploma.

   12. Identification of students with limited English proficiency and enrollment
   of such students in appropriate instructional programs, which programs may
   include dual language programs whereby such students receive instruction in
   English and in a second language.

   13. Early identification, diagnosis, and assistance for students with
   mathematics problems and provision of instructional strategies and mathematics
   practices that benefit the development of mathematics skills for all students.
   				Local school divisions shall provide algebra readiness intervention
   services to students in grades six through nine who are at risk of failing the
   Algebra I end-of-course test, as demonstrated by their individual performance
   on any diagnostic test that has been approved by the Department. Local school
   divisions shall report the results of the diagnostic tests to the Department
   on an annual basis, at a time to be determined by the Superintendent. Each
   student who receives algebra readiness intervention services will be assessed
   again at the end of that school year. Funds appropriated for prevention,
   intervention, and remediation; summer school remediation; at-risk; or algebra
   readiness intervention services may be used to meet the requirements of this
   subdivision.

   14. Incorporation of art, music, and physical education as a part of the
   instructional program at the elementary school level.

   15. A program of physical activity available to all students in grades
   kindergarten through five consisting of at least 20 minutes per day or an
   average of 100 minutes per week during the regular school year and available
   to all students in grades six through 12 with a goal of at least 150 minutes
   per week on average during the regular school year. Such program may include
   any combination of (i) physical education classes, (ii) extracurricular
   athletics, (iii) recess, or (iv) other programs and physical activities deemed
   appropriate by the local school board. Each local school board shall implement
   such program during the regular school year. Any physical education class
   offered to students in grades seven and eight shall include at least one hour
   of personal safety training per school year in each such grade level that is
   developed and delivered in partnership with the local law-enforcement agency
   and consists of situational safety awareness training and social media
   education. Each local school board shall offer to all students in grade nine
   or 10 a physical education class that includes research-based hazing
   prevention instruction pursuant to subsection C of &#xA7; 22.1-207, unless
   such hazing prevention instruction is provided as part of a separate health
   education class offered to students in grade nine or 10. Each local school
   board may accept participation in the Junior Reserve Officers&#8217; Training
   Corps as fulfillment of any physical education requirements applicable to
   students in grades nine through 12.

   16. A program of student services for kindergarten through grade 12 that shall
   be designed to aid students in their educational, social, and career
   development.

   17. The collection and analysis of data and the use of the results to evaluate
   and make decisions about the instructional program.

   18. A program of instruction in the high school Virginia and U.S. Government
   course on all information and concepts contained in the civics portion of the
   U.S. Naturalization Test.

E. From such funds as may be appropriated or otherwise received for such
purpose, there shall be established within the Department a unit to (i) conduct
evaluative studies; (ii) provide the resources and technical assistance to
increase the capacity for school divisions to deliver quality instruction; and
(iii) assist school divisions in implementing those programs and practices that
will enhance pupil academic performance and improve family and community
involvement in the public schools. Such unit shall identify and analyze
effective instructional programs and practices and professional development
initiatives; evaluate the success of programs encouraging parental and family
involvement; assess changes in student outcomes prompted by family involvement;
and collect and disseminate among school divisions information regarding
effective instructional programs and practices, initiatives promoting family and
community involvement, and potential funding and support sources. Such unit may
also provide resources supporting professional development for administrators
and teachers. In providing such information, resources, and other services to
school divisions, the unit shall give priority to those divisions demonstrating
a less than 70 percent passing rate on the Standards of Learning assessments.

F. The Board shall, in collaboration with the Virginia Community College System,
Career and Technical Education directors, and industry partners, develop and
maintain a current, comprehensive, and uniform list of industry-recognized
workforce credentials that students may take as a substitute for certain credits
required for graduation pursuant to 8VAC20-131-51of the Virginia Administrative
Code, including industry-recognized workforce credentials that students may take
as a substitute for elective credits and industry-recognized workforce
credentials completed outside of regular school hours. The Board shall include
on such list its diploma seal of biliteracy established pursuant to subdivision
E 4 of &#xA7; 22.1-253.13:4and shall consider such seal to be a high-demand
industry workforce credential for the purpose of satisfying graduation
requirements. The Board, in collaboration with the Virginia Community College
System, shall ensure that such list reflects the current credit requirements for
graduation and the current credentials accepted as substitutes. The Board shall
post such list in a publicly accessible location on its website. Each school
board shall accept as a substitute for a required credit any credential listed
as an accepted substitute for such required credit.

G. Each local school board may enter into agreements for postsecondary course
credit, credential, certification, or license attainment, hereinafter referred
to as College and Career Access Pathways Partnerships (Partnerships), with
comprehensive community colleges or other public institutions of higher
education or educational institutions established pursuant to Title 23.1 that
offer a career and technical education curriculum. Such Partnerships shall (i)
specify the options for students to take courses as part of the career and
technical education curriculum that lead to course credit or an
industry-recognized credential, certification, or license concurrent with a high
school diploma; (ii) specify the credit, credentials, certifications, or
licenses available for such courses; (iii) specify the industry-recognized
credentials that are accepted as substitutes for certain credits required for
high school graduation, consistent with the list developed and maintained by the
Board pursuant to subsection F; and (iv) specify available options for students
to participate in pre-apprenticeship and apprenticeship programs at
comprehensive community colleges concurrent with the pursuit of a high school
diploma and receive college credit and high school credit for successful
completion of any such program.

H. Each local school board shall provide a program of literacy instruction that
is aligned with science-based reading research and provides evidenced-based
literacy instruction to students in kindergarten through grade eight and is
consistent with the school board&#8217;s literacy plan as required by subsection
B of § 22.1-253.13:6. Pursuant to such program:

   1. Each local school board shall provide reading intervention services to
   students in kindergarten through grade eight who demonstrate substantial
   deficiencies based on their individual performance on the Standards of
   Learning reading assessment or a literacy screener provided by the Department.
   Such reading intervention services shall consist of evidence-based literacy
   instruction, align with science-based reading research, and be documented for
   each student in a written student reading plan, consistent with the
   requirements in subdivision 2 and the list developed by the Department
   pursuant to subdivision I 2.

   2. A reading specialist, in collaboration with the teacher of any student who
   receives reading intervention services pursuant to subdivision 1, shall
   develop, oversee implementation of, and monitor student progress on a student
   reading plan. The parent of each student who receives reading intervention
   services pursuant to subdivision 1 shall receive notice of and have the
   opportunity to participate in the development of the student reading plan.
   Each student reading plan (i) shall follow the Department template created
   pursuant to subdivision I 3; (ii) shall document such reading intervention
   services; (iii) shall include, at a minimum, (a) the student&#8217;s specific,
   diagnosed reading skill deficiencies as determined or identified by diagnostic
   assessment data or the literacy screener provided by the Department; (b) the
   goals and benchmarks for student growth in reading; (c) a description of the
   specific measures that will be used to evaluate and monitor the
   student&#8217;s reading progress; (d) the specific evidence-based literacy
   instruction that the student will receive; (e) the strategies, resources, and
   materials that will be provided to the student&#8217;s parent to support the
   student to make reading progress; and (f) any additional services the teacher
   deems available and appropriate to accelerate the student&#8217;s reading
   skill development; and (iv) may include the following services for the
   student: instruction from a reading specialist, trained aide, computer-based
   reading tutorial program, or classroom teacher with support from an aide,
   extended instructional time in the school day or school year, or, for students
   in grades six through eight, a literacy course, in addition to the course
   required by the Standards of Learning in English, that provides the specific
   evidence-based literacy instruction identified in the student&#8217;s reading
   plan. In accordance with &#xA7; 22.1-215.2, the parent of each student shall
   receive notice before services begin and a copy of the student reading plan.

   3. Each student who receives such reading intervention services shall be
   assessed utilizing either the literacy screener provided by the Department or
   the grade-level reading Standards of Learning assessment again at the end of
   that school year.
   				Funds appropriated for prevention, intervention, and remediation, summer
   school remediation, the at-risk add-on, or early intervention reading may be
   used to meet the requirements of this subsection.

I. In order to assist local school boards to implement the provisions of
subsection H:

   1. The Board shall provide guidance on the content of student reading plans;

   2. The Department shall develop a list of core literacy curricula for students
   in kindergarten through grade five and supplemental instruction practices and
   programs and intervention programs for students in kindergarten through grade
   eight that consist of evidence-based literacy instruction aligned with
   science-based reading research. The list shall be approved by the Board;

   3. The Department shall develop a template for student reading plans that
   aligns with the requirements of subsection H;

   4. The Department shall develop and implement a plan for the annual collection
   and public reporting of division-level and school-level literacy data, at a
   time to be determined by the Superintendent, to include results on the
   literacy screeners provided by the Department and the reading Standards of
   Learning assessments; and

   5. The Department shall provide free online evidence-based literacy
   instruction resources that can be accessed by parents and local school boards
   to support student literacy development at home.

J. As used in this subsection:
			&#8220;Digital citizenship&#8221; means a diverse set of skills related to
current technology and social media, including the norms of appropriate,
responsible, and healthy behavior.			&#8220;Media literacy&#8221; means the
ability to access, analyze, evaluate, and use media and information.
&#8220;Media literacy&#8221; includes the foundational skills that lead to
digital citizenship.			The Board shall consider, during each regularly scheduled
revision to the Standards of Learning and any associated curriculum framework,
including the Digital Learning Integration Standards of Learning, incorporating
media literacy and digital citizenship standards at each grade level.

K. Each local school board shall adopt and implement textbooks and other
high-quality instructional materials in English language arts for grades six
through 12 and mathematics, science, and history and social science for grades
kindergarten through 12. Except as otherwise provided in subdivision I 2 and
subsection B of &#xA7; 22.1-253.13:6, such textbooks and other high-quality
instructional materials shall be selected from the list approved by the Board
pursuant to &#xA7; 22.1-238 or through a local adoption process that
incorporates requirements for textbooks and other high-quality instructional
materials in accordance with regulations promulgated by the Board.

L. To support local adoption and implementation of textbooks and other
high-quality instructional materials, the Department shall:

   1. Review and update its &#8220;Virginia&#8217;s Textbook Review
   Process&#8221; document to identify textbooks and other high-quality
   instructional materials for Board approval pursuant to &#xA7; 22.1-238. Such
   review process shall include guidelines and timelines for the submission of,
   review of, comment on, and evaluation of textbooks and instructional
   materials, the development and update at least every seven years of evaluation
   rubrics to determine the extent to which submitted textbooks and instructional
   materials meet the definition of textbooks and other high-quality
   instructional materials, the selection and training of Virginia review teams
   that represent educators from various geographical regions of the Commonwealth
   and the diversity of the Commonwealth&#8217;s schools, opportunity for public
   comment, and the publication of ratings and reports based on the reviews;

   2. Implement the review process developed pursuant to subdivision 1 to develop
   a list of textbooks and other high-quality instructional materials for English
   language arts for grades six through 12 and mathematics, science, and history
   and social science for grades kindergarten through 12;

   3. Develop, adopt, and publish a list of approved vendors of professional
   learning resources that support teachers to implement the textbooks and other
   high-quality instructional materials approved by the Board pursuant to &#xA7;
   22.1-238;

   4. For any school that requires improvement, based on federal indicators or a
   failure to meet Board standards pursuant to &#xA7; 22.1-253.13:3, (i) complete
   a review of the curricula in use at such school, (ii) from such funds as may
   be appropriated, develop a grant program to support the school to adopt
   textbooks and other high-quality instructional materials from the list
   approved by the Board pursuant to &#xA7; 22.1-238 and contract with vendors of
   professional learning resources from the list approved in accordance with
   subdivision 3, and (iii) monitor implementation of the adopted textbooks and
   high-quality instructional materials and professional learning resources; and

   5. Publish annually a list of the textbooks and other high-quality
   instructional materials and professional learning resources adopted and
   procured by each local school board.

HISTORY: 1988, cc. 645, 682; 1990, cc. 797, 820, 839; 1991, cc. 295, 304; 1992,
cc. 132, 591; 1994, cc. 618, 790; 1996, cc. 163, 522; 1997, cc. 466, 828, 829;
1998, cc. 103, 602, 627, 800, 816, 902; 1999, cc. 377, 444, 445, 452, 461, 488,
552, 595, 994; 2000, cc. 504, 547, 653, 662, 677, 684, 710, 750, 867; 2001, c.
483; 2002, c. 837; 2003, cc. 690, 697, 714, 861; 2004, cc. 404, 848, 939, 955;
2005, cc. 331, 450; 2007, c. 234; 2008, c. 661; 2009, c. 802; 2012, cc. 794,
845; 2013, cc. 123, 157, 498, 530; 2014, c. 472; 2015, cc. 562, 589; 2016, cc.
146, 155, 472, 737; 2017, c. 100; 2018, cc. 138, 484, 485, 748, 749; 2019, c.
582; 2020, c. 637; 2021, Sp. Sess. I, c. 167; 2022, cc. 168, 549, 550; 2023, cc.
645, 646; 2024, cc. 7, 12, 44, 144, 433, 647, 657, 666, 684; 2025, cc. 276, 662,
680, 683.