Good afternoon. Uh, my name is Lauren shernoff and I am calling this curriculum and calling this curriculum and instruction committee meeting on August 6th 2025 to order. on August 6th 2025 to order. I am the chair of this committee and I am joined by my esteemed colle Rasheed and Dr. Deans uh, we Rasheed and Dr. Deans, uh, we would normally start with public comment but we do not have comment but we do not have anybody signed up for public comment today. So we will move into comment today. So we will move into item number 3 which is approval of the draft. approval of the draft minutes from our June 4th cni meeting. Um, is meeting. Um, is there a motion to approve the minutes? I make that motion. To approve. Is there a second? Um, all in favor. none opposed, so that will
None. Opposed, so that will pass. Um, next we move on to our information. our information items for today. We will start with item. 4.01, which is math placement, and 4.01, which is math, placement and acceleration update. Our presenters today are Our presenters today are Mr. Jeff rsleigh, the director of teaching and learning teaching, and learning and Miss Nicole, aegon, who is the supervisor, supervisor of K12 mathematics welcome for is supervisor of K12 mathematics. Welcome for is yours. Thank you. And I'm going to turn. Thank you. And I'm going to turn it over to uh, Miss agone. Who's going to talk about? agone. Who's going to talk about House? Bill 2686, which was passed on June 30th. was passed on June 30th. And um, I think some really good. And um, I think some really good work to support our schools and principals and schools and principals and families with communication
around this and really talk through. around this and really talk through, um, what House, Bill 2686 says, and what lcps is response has been to that. 2686 says, and what lcps is response has been to that bill All right, thank you for the opportunity to share with you. Um, so Um, so I wanted to start by just giving you an overview of the the house bill. Just so that, you know what this says um, the house bill shares that our local school div. going to develop a policy that's going to outline. accelerate students um, in mathematics. accelerate students, um, in mathematics. It's for grades 5 through 8. Um, through 8. Um, and in there, it says that all students that score in the top, that score in the top 25%, um, in the state. So not in our our district, um, in the state would
our district, um, in the state would, um, be automatically accelerated parents have the accelerated parents have the opportunity to opt out of this acceleration. Um, and acceleration um and it is for students who are in grade level courses. So any student in level courses. So any student in grade level that scores in the top 25% the top, 25% would need to be automatically enrolled in accelerated math. accelerated math. And then at the end of each year we would need to need to um, report to the vdoe data on this. How need to um report to the vdoe data on this how many parents um or families opted out and how many parents um or families, opted out and how many were accelerated Um, as Mr. Rsleigh said this guid. Um, as Mr. Rsleigh said, this guidance came out on June 30th. So we had some webinars where 30th. So we had some webinars where the information was shared and then on the third, uh, shared and then on the third, uh, the 30th of June they said that the um,
said that the, um, the cut scores were published and gave us the, um, us the um, information on House. Bill 2686. begin implementation, um, and we started, begin implementation, um, and we started a plan at that at that time. Um, you'll notice that time. Um, you'll notice that the scores that are listed there, those were the scores for listed there, those were the scores for the state and they are for just this school year. are for just this school year. Moving into, The square. Um, Um, it is important to know that on the 11th of July. vdoe backed off a little bit and said, you don't. vdoe backed off a little bit and said, you don't need to fully implement this, you can have an extension fully implement this, you can have an extension. Um and you can start to do it some um and you can start to do it some. Um and at that point we had already developed an implementation. already developed an implementation plan and sent out
communication to almost 13. communication to almost 1300 families. So we did not, um, take advantage of that. take advantage of that extension. Um, there was a lot that went into um, there was a lot that went into our implementation plan and so I just put a reference this and so, I just put a reference, this is the document. You can see the whole document and I'll just highlight of that. So we worked closely with, um, of that. So we worked closely with um Communications office and um shared out office and um, shared out District level communication. This went out to all the This went out to all the families that were the 1300 families I shared. Um, in families, I shared, um, in an email and a text message. So, they received that and then, they received that and then following that, um, we worked with DDI to with DDI to be able to record parents opting out.
with DDI to be able to record parents opting out. This was a way to get, um, the legal signature. a way to get um the legal signature of of parents saying that they were not interested in this. that they were not interested in this. um, and um, um, and um, and schools were doing the communication from there. We, um, worked with research office. there. We um, worked with research office to get the list of the students that needed this acceleration. of the students that needed this acceleration and then our level office to um, communicate with level office to, um, communicate with our school leaders. We had some communication with them. We had some communication with them and um, online and talked with them, about how to talked with them about how to implement um, and then this Um and then this change is still going through. So at this point we are um, point, we are um, 700 or 976 responses recorded it is important to say that even though the house bill came
out, out, we do have a process in place in LA. out, we do have a process in place in La in lauden. Um, we have a math course, selection process. have a math course, selection process. So I did reference that document and attach that document as well. that document and attach that document as well. Um, our process does consider multiple. um, our process does consider multiple data points, not just the states, um, top 25% just the states. Um, top 25% as well score, there are teacher recommendations student. teacher recommendations student goals and, um, as well as testing that's included, We offer opportun. we offer opportunities for our students, to accelerate, um, throughout throughout grade 6, through grade 12, there are multiple opportunities opportunities um, for students to accelerate at any point. and we provide lots of opportunities for kids to access
Algebra, 1 and Middle School, in sixth grade, seventh grade. And grade, and an eighth grade. so, So some of our next steps with this house bill is, we want to make sure to make sure we're evaluating our current um, process that we we have and looking for ways to align it. we have and looking for ways to align it with the um and anticipate the top 25. anticipate the top 25% and accelerating our students. So that we aren't having that we aren't having to reach out to 1300 students. Um, next next summer. that was a huge lift for our schools to That was a huge lift for our schools to have to manage those schedule changes. And so schedule changes. And so that's something we want to not have happen again. Um, have happen again. Um we want to make sure we're exploring how we can support those students. how we can support those students earlier. Um, and then
adding additional resources, adding additional resources for our teachers. So when students are automatically exceler, students are automatically accelerated into, um, a upper level math, level Math course, they're often skipping courses. And so we have already added curriculum supports for our teachers, so they So they have some supports for students that are accelerated, but accelerated, but will continue to enhance those as well. So that we have, that we have, um, supports for the teachers as well as some, um, some, um, professional learning on how to work with our students. students, in multiple levels in the classrooms. And that is all. Thank you so much for. Thank you so much for that presentation and for all your work this summer to get that out. work this summer to get that out. Um, sorry about VOE but
not not surprised. Um and that is for the record but not surprised. Um and that is for the record, but um, do my colleagues have colleagues, have any questions or comments? Sure. Um, thank you. Um, thank you. I um and thank you for this presentation. Brought a lot of clarity Brought a lot of clarity. Um, I just was curious about trans transfers so people that transfer from another area. another District, or maybe even from a private school in the area. How area. How does that fit in? I I I'm assuming they take some sort of assessment. so when a student um, is transferring, in we start by looking at at what data that we have. So if they come from at what data that we have. So if they come from a state state School, Fairfax County Prince William somewhere like
that. somewhere like that they we look at what courses they were enrolled in. Um, enrolled in, um, and what data that we have, um, we don't go, go automatically to assess them if we don't need to give them an them an assessment. So we do have an OP, um, an assessment we can give to we can give to students over the summer and sometimes we do that, especially our that, especially our middle schools will work with um when they have students trans. when they have students transferring in from a private school, they'll give them an assessment. school, they'll give them an assessment. Um, and but as far as the as the um, change for schedule that audit that pull for the scores of the students would happen. pull for the scores of the students would happen in August. So we would lean on our, um, res. So we would lean on our, um, research Department to pull, anyone that was newly enrolled.
anyone. That was newly enrolled, um, in and make sure that they're they're in the correct course. Microphone doesn't work. Okay. Thank you. Microphone doesn't work, okay, thank you for that. Uh, and also if a student falls behind, they also if a student falls behind they take an assessment. They don't do so great. I'm assuming. Is there a They don't do so great. I'm assuming. Is there a catch up uh, time or do they just go in the lower? uh, time or do they just go in the lower level of math? are you saying if they if Are you saying if they, if they fall behind in while they're, in the course? I they're in the course, I guess if they take the assessment, they don't do as great as even like, assessment, they don't do as great. As even like a normal. For example, a normal 7th grader. For example, a normal 7th grader that's transferring in, would they go in a would they go in a sixth grade math class? What would be, what would be the next steps for that? what would be the next steps for that? Okay, so um, we
Our current process does not, we have lots of opportunities for kids. for kids to go into multiple courses. So there's not just 1 assessment. That would assessment that would get them into this course with the house bill and the house bill and the so score. So if they didn't score in the top 25%, the top 25%, um, they wouldn't be automatically enrolled, but but they could possibly choose to enroll. So we have but they could possibly choose to enroll. So we have the option for students who are in option for students who are in math 6, who complete math 6 and want to take pre-algebra the math. and want to take pre-algebra. The math 8, the next year they still can enroll in that that they still can enroll in that that course. And if they were struggling in that then um they were struggling in that, then um, they could choose to not do that. Not enroll or sometimes. that. Not enroll or sometimes they drop back or they have other supports, we don't enroll
other supports. We don't enroll a kid that is in grade level we keep them on grade level. So level we keep them on grade level. So a seventh grader would never be enrolled in a math. 6 course, they would be enrolled in. enrolled in Mass 7. and I, And I I just want to add on to that. I do think it's worth noting that noting that lcps has um, a much smaller number of students impacted by this and made some of our surrounding jurisdictions, and a lot of that. jurisdictions. And a lot of that has to do with the really solid work that has been happening for years. solid work that has been happening for years around thoughtful, math acceleration using thoughtful math acceleration, using multiple data points. Putting students in the right courses, Putting students in the right courses. Um, and so I think that just speaks to the good work that the math been doing this is not this this particular process. been doing this is not this this particular process of relying. So heavily on the es. So relying. So heavily on the es so is new. Uh, but the idea
that we need to accelerate that we need to accelerate students who need it in mathematics. And, um, mathematics and, um, you know, make sure that they're placed in the right location. placed in the right location is definitely not a new idea, and it's really supported by lots of and it's really supported by lots of robust data. To make sure we put students in the right place and sure we put students in the right place and I think that just speaks to some thoughtful work. That's happened for a long time. Dr. Deans anything. No. Okay. I Dr. Deans anything. No. Okay, I have a couple clarifying questions just about logistics. I questions just about logistics. I I know you guys got the cut scores like I know you guys got the cut scores, like pretty late. into like, Into like the kids were already in summer. Correct. You said um, so said, um, so are they going to set up a rotation every year where you're going to have a where you're going to have a, a known date that those cut scores will be delivered? Do we think they're going to
sort of within the same range? We're going to kind of go with that? Like with that like what's your thinking and strategy around? Having that? Having that information as soon as we can to our family. Yeah, so, Yeah. So, um, July 1st is the date. They'll publish them by is is what they've shared. So June 30th. It came out this year. So I so I would anticipate it's going to be around the same time um, that it um that it comes out again. Um and I think that's part of why. part of why I wrote that bullet um, the the second bullet on the last on the last slide about exploring how we identify and support these students. and support these students earlier. I think that the, um, surprising piece and the part that was hardest for our schools was that the cut score is quite
our schools was that the cut score is quite low. If you look at Mass 7425 is pretty low, look at Mass 7425 is pretty low to be in the top 25%. So that's where our largest group of of students that we were missing. missing were, if you look at the number of students that scored above a 475, scored above a 475, we were already doing a good job with that. that because that's kind of where our data has been pulling. from. So we need to think about, um, from. So we need to think about, um, that in anticipate. But the part that I But the part that I um I want to think more deeply about is that is that it changes each year. So, if you look at the group Was in, um, sixth grade this year. They had a Was in, um, sixth grade this year. They had a 440 and the fifth graders had a 466. So fifth graders had a 466. So it it becomes challenging to
figure out and anticipate figure out and anticipate what that will be. So the I would say that I think say that I think that the information will come out around the same time. the same time. And my goal is to try to figure out how to support and align this as best as possible. support and align this as best as possible. So that we don't, Have as many schedule changes. Have as many schedule changes because I know that's hard for schools, too. and, And families to get the communication. So late. Thank you for that. That sounds very reasonable. Thank you for that. That sounds very reasonable. Go ahead, Dr. Dean You had 976 responses. you had 976 responses, do you suppose those other 300 and so so, um, actually saw so, um, actually saw your communication and will they be
given Last minute. Last minute decision making. Ability. Ability. Yes. So we um, will honor the the Ability. Yes so we um will honor the the schedule changes. We I mean as they come in We I mean, as they come in schools are working with those families so I am sure that they with those families. So I am sure that they have seen it. We've they've received, um, phone calls we We've, they've received, um, phone calls. We have really great school leaders. We've been, I've been working really closely with, um, the principals assistant princip. closely with, um, the principals assistant principals and some counselors have been working on this. A lot of counselors have been counselors have been working on this and they're calling all the families they're talking to all the families, they're talking to them answering questions. We received a number questions. We received a number of um, let's talks that are about. Um, about um this like what helped me understand what happens
here. So here. So I do think that they have seen it some of the That chose not to fill it out. Um, knew that they were already. already accelerated so they only have to opt out. They don't have to opt in for this. Um, don't have to opt in for this um house bill. So some of them chose. Okay I'm already and I'm not going to fill permission click. Um so I think that might be permission click. Um so I think that might be part of it but we are working closely with the schools to make sure. all families have been um contacted Uh, my next question is about Staffing and budget. Do you think that think that this will eventually have? I mean, you have scheduling impacts but there are certain class size. regulations and different things. So, do we foresee This will have budgetary impact on the road, where we need
to move. to move different teachers around, or is that going to impact building to building how do we anticipate those challenges do? We have them this year? So we don't have any um, budget issues. So we don't have any um budget issues this year, and I'll let um Mr. Ransley speak after let um Mr. Ransley speak. After I start, by saying that, I think the biggest piece that we'll think the biggest piece that we'll, um, that is a concern. That is a concern is about the number of teachers in a middle school. middle school that are certified to teach a high school course. So, course. So last year, prior to this, not knowing about this, um, this, um, the math department started a course to help our, um, middle um, Middle School teachers, uh, pass their practice and um, to teach the High School courses. So,
um, to teach the High School courses so we offered that course online. Um, we purchased online. Um, we purchased the books for them to uh, practice pract. uh, practice, practice, practice, practice practice books. Um, and then reimburse them for, um, taking At practice. So we'll continue to do that in. At practice. So we'll continue to do that in in an effort to get more teachers certified. get more teachers certified. Um, but that would be the part, I think that I would anticipate part, I think that I would anticipate would be the biggest. Um, thing we could run into, especially, Thing we could run into, especially with students that might take algebra and seventh grade and then geometry. needs to be, um, Earlier as well. Earlier as well and I don't know if I missed anything on budget wise. Yeah, I don't. Um you know, there is a staffing.
Yeah, I don't. Um you know there is a staffing implication in terms of how many sections of math 6 you might in terms of how many sections of math 6, you might teach or math 7, but every student in middle school is taking math 7, but every student in middle school is taking math. So you might be shifting around numbers of sections but So you might be shifting around numbers of sections but we're probably not adding new sections of we're probably not adding new sections of math that didn't exist before, but I would agree with. exist before. But I would agree with Monet that um, The the strug. The, the struggle might be when we get into some of those higher. higher seventh or eighth grade classes, where we need teachers, who can who are cert teachers, who can who are certified to teach algebra or geometry. Um, there could geometry. Um, there could potentially be an issue in the future around that although I future around that although I many schools teach large sections of those classes already, sections of those classes already. Um, and so we'll kind of have to see how that goes, but we do offer
have to see how that goes but we do offer some support to help teachers gain the certification they need to do. help teachers gain the certification. They need to do that. Interesting. All right. Interesting. All right. I appreciate that. And then my next question is more for us. question is more for us in terms of the committee and the policy work. Um, policy work. Um, do we have like a projected timeline for next steps and policy development and then just a follow-up. follow-up question before you jump in Mr. Sleven is do we envision? envision adding you? You spoke a lot about other structures to to accelerate, right? That we already have in place those Processes is this an opportunity for us to codify those in policy? policy or put them in a regulation to make things clearer for parent? for parents? I know I've had Parents reaching out asking questions. questions at these different times about how they can accelerate or even
accelerate or even taking other tests to skip different things, or things or taking virtual classes in the summer so that they can skip other. they can skip other classes. So, I know all of that's kind of swirling around swirling around this issue. It's not specific to it, but I'm wondering if we could tuck all I'm wondering if we could tuck all of that in together to be more efficient with our policy process. be more efficient with our policy process. so, Yes, we are. We'll be developing a new. Yes, we are. We'll be developing a new policy, um, in terms of timeline. of timeline. Um, usually when things like this come from the the general assembly or the vdoe um, general assembly or the vdoe, um, we look for some level of guidance. level of guidance or or model policy either, whether it's from the from the vdoe other school just divisions, possibly the VSS
vsba. So we're working with division Council on um, Um, where we're at with policies? Every, every year it's normal that normal that we get recommendations from Council on what we need to be thinking about policy. So when the middle of that right now, middle of that right now, um I do think this will be a policy that we tackle. policy that we tackle in the fall. Um, so we should have it, you know? My goal would be to have it, you know, my goal would be to have have it in place by um, November December. um, November December time frame depending on on, on some of those factors. of those factors. Um, I we have discussed of those factors. Um, I we have discussed internally, um, Mr. Rsleigh Mr. Rsleigh, referenced all the great processes that we have in place have in place. Um, since we do have a policy, would it make sense to move some of those sense to move some of those into regulation? I'd be
hesitant. to get too much into the weeds and policy because of the every year we shift and we have other every year we shift and we have other, the nature of assessment has changed so much over the past couple years Within within the Commonwealth of Virginia. So within the Commonwealth of Virginia. So um, if it's in the regulation, we're more able to adapt regulation, we're more able to adapt sooner where the policy could have some policy could have, some items that are really important to the board as well as some philosophy. the board as well as some philosophy behind it. Um but we'll navigate those conversations. we'll navigate those conversations together. sounds like, Sounds like the right approach. colleagues anything else before we Colleagues anything else before we move on? All right. Thank you. All right, thank you so much. Miss aeon for your work for your team for your team for being right there with it.
Being right there with it and being ahead of the curve. I appreciate that and and thank you to our school. appreciate that. And and thank you to our school leaders who are are helping as well to to get the ball rolling. are are helping as well to to get the ball rolling. Um, we with that we will move on to item 4. with that we will move on to item 4.02 curriculum development update and development update and I believe Mr. Rsleigh is staying in the hot seat. the hot seat and joining him are a bunch of friends. Amanda. It's Amanda. It's a c. It sounds so See. Um, joining See. Um, joining him is Miss, Amanda, Kim supervisor of instructional design. instructional design and Innovation and Miss Danielle Graham supervisor. Graham supervisor of social studies in Global Studies, and Dr. Michelle Dr. Michelle Picard supervisor of secondary English and
read. reading. Thank you guys, for being here and the floor is yours. Thank you. And while uh, this team is setting, Thank you. And while uh, this team is setting up here, there's lots of people in the audience here. Who did some really really great work this summer around curriculum and the work that we do to support our teachers each year and provide them with the provide them with the guidance and resources. They need to have an effective. have an effective school year. Um, so the have an effective school year. Um, so the um, on the next slide. a couple of things we want to talk about here today, is to review. Um our curriculum audit, I shared some review. Um our curriculum audit, I shared some information from our curriculum audit in February. from our curriculum audit in February of um 2025 with the school board and we want to school board and we want to follow up with some really good
work that has happened since that time. work that has happened since that time to also provide an update on the work that update on the work that happened over the summer. And then to share how we to share how we embed teacher, voices and teacher leadership in the work that in the work that we do and really create, um, some really some really good alignment and collaboration among our different offices that we offices that we hope supports teachers students in schools. And finally, And finally, share our next steps and some future enhancements around. enhancements around the resources that we're providing to our teachers. so, in February, I shared, so, in February, I shared, uh, on the next slide, a graphic from our 20 from our 2024, curriculum audit, which kind of laid out some of the some of the big, um, the big recommend
some of the big, um, the big recommendations that came from that process and some things that we've been working to guide our work on. So the first 1 was a guide our work on. So the first 1 was a, some clarity, some good definitions and around, what? good definitions and around what we mean when we talk about curriculum um and to make sure that we provide curriculum, um and to make sure that we provide some consistency to our teachers, in terms of what consistency to our teachers, in terms of what what they can expect from us, um, and the What they can expect from us. Um, and the format that is provided in how we curate, and, provided in how we curate and organize our curriculum resources to make them easily accessible. resources to make them easily accessible to our teachers. But also to our school leaders and to but also to our school leaders and to families. So they have some a good idea of the work that's happening. have some a good idea of the work that's happening in their schools every day, collaboration among our schools every day, collaboration among our different offices and with our teacher leaders, to make sure they
have an understanding of the resources that we provide. finally good communication to our school leaders around What our curriculum is what's there and how they can use it. to enhance and support the work, that happens in their schools each day. schools each day. So we're going to focus on 3. So we're going to focus on 3 big uh buckets here first that we made some accomplishments. we made some accomplishments around the first 3 and on the next Slide. The next Slide the sense of clarity. We did adopt a consistent definition of definition of what curriculum is, um, among all of our offices, offices and everyone here in this room, had a hand in providing that and providing their input to make sure this was Express. was expressive of their work 1 thing. We wanted to really emphasize here. Was that emphasize here, was that um, our curriculum is not just
resources that we provide to teachers but also uh, a real sense of sense of professional learning around best practices in that area. And that area and that those things are embedded in the work um that happens. Um, that happens for teachers every day and also how we're assessing and measuring. assessing and measuring student progress that we're providing teachers with the resources they need. providing teachers with the resources, they need to have vetted high-quality assessments so that they have a sense of how our students are learning and progressing in our schools. our schools. instructional framework that highlights the areas of design. engaged, assess and student centeredness. So this will be applicable. applicable to all content areas, especially in our elementary. elementary schools. 1 of the things we hear most frequently is that some of the is that some of the templates look different. And when you're a teacher, who's accessing all
you're a teacher, who's accessing all of them, as our elementary school teachers are doing, you can be really confusing to find the information you need. So we are standard standardizing around the consistent template um, with clear guidelines around, what should be clear guidelines around, what should be um guaranteed and all of our curriculum resources. And finally, we'll talk a little bit more about this. At the end, we have adopted. end. We have adopted Power School curriculum and instruction as our curriculum management. instruction as our curriculum management system which will streamline and organize everything in 1 place. streamline and organize everything in 1 place um and make it accessible and view. it accessible and viewable in schooly and other resources that our teachers, use each, that our teachers use each day. We think it'll make it more visible and more, visible, and more, um, usable and accessible for our teachers and our school. teachers and our school leaders importantly, so that they
are, are better able to monitor. are, are better able to monitor, um, the work and the pacing that's happening in the class. pacing that's happening in the classrooms. So I'm going to turn it over to Amanda. Kim our supervisor for for instructional design, and Innovation to to highlight some of the some of the work that's happened around. Um, curriculum in the summer. the summer of 2025. That's also supportive of those priorities that I just priorities that I just shared. Thank you so much. Um, so Thank you so much. Um, so I do have the privilege and the pleasure to highlight. pleasure to highlight and celebrate teachers. And a lot of our curriculum our curriculum leaders, and the work that they did this summer. Uh, the next slide here. Uh, so Uh, the next slide here. Uh, so this summer over 225.
Elementary and secondary teachers from a wide range. subject areas, uh, work directly with our subject areas, uh, work directly with our content offices, in the effort, to develop some curricular. in the effort, to develop some, curricular materials, that other lcps teachers will use next. other lcps teachers will use next school year, um, They? they developed both unit plans, they developed instruction, instructional materials that all connected content, standards. standards. Uh, they connected our textbook materials and standards. Uh, they connected our textbook materials and course scope and sequences As Mr. As Mr. Round just mentioned a few moments ago. Uh, curriculum. Development really is so much more. curriculum. Development really is so much more than just resource creation. Um
resource creation. Um, it is an integrated process that includes includes professional learning about instructional best practices. practices and content specific priorities. practices and content specific priorities. There's a great deal of collaboration and deal of collaboration and reflection and ongoing feedback around the around the materials that are developed. Uh, and this is uh, really powerful opportunity for Community Building. between teachers from across school buildings. And between teachers from across school buildings, and our central office leaders. so, while the last slide highlighted that June so while the last slide highlighted that June 23rd through the 27th was a a the 27th was a a week where many of the offices did meet to hold some in-person learning and some in-person
sessions. sessions. It's really important to note that the the sessions. It's really important to note that the the the work that took place this summer went beyond just those work that took place this summer went beyond just those 7 Days. Teachers worked uh consists Days. Teachers worked uh consistently through July in the development of those resources. development of those resources, which should really be commended when many commended. When many of these teachers could choose to enjoy a a much needed and deserved summer vacation and a much needed and deserved summer vacation and yet they um decided to commit. decided to commit themselves to supporting other colleagues and our division. and our division. this slide that you see here on the This slide that you see here on the screen. Um, highlights some intentionality some intentionality in the alignment that between our
curriculum curriculum development and the instructional framework. Um, the instructional framework was embedded this summer both both in the design of curriculum and also both in the design of curriculum and also the resources that were created Teach. teachers used a common many of the teachers from the subject areas used uh the common template that subject areas used uh the common template that Mr. Rsleigh spoke about and that spoke about and that template specifically calls out the 4, uh, uh, 4 key components of the instructional framework. um, this is also bringing consistency across Um, this is also bringing consistency across our subject areas to address some of that feedback. areas to address some of that feedback that we received during the audit. 2 last final points here. Um, the
2 last final points here. Um, the our our content offices, also embedded some specific. also embedded, some specific, professional learning around the instructional framework. the instructional framework during curriculum development. This both EMP. This both empowers our teachers to deepen their understanding of those instruction understanding of those instructional practices and then also to embed that also to embed that into the materials that they're designing. Our. Our ultimate goal here is to ensure that alignment. Our ultimate goal here is to ensure that alignment with our framework and consistencies across framework and consistencies across content areas are really going to have a great support. going to have a great support. When we implement the framework, the school year, and I think I also next have the pleasure to And I think I also next have the pleasure to I was able to give kind of an a wide overview of what.
give kind of an a wide overview of what happened this summer. Um, we'd like to provide some specific summer. Um, we'd like to provide some specific examples um, from our social studies office. um, from our social studies office, and secondary, English and reading. Um, and I think and reading. Um, and I think I'm handing it to miss Graham next. I just wanted to say briefly sorry, um, that we I just wanted to say briefly sorry um that we there were so many good things to celebrate and we really tried to of pull back and think about a few we wanted to highlight. uh for you and Danielle Graham and the social studies. uh for you and Danielle Graham and the social studies at social science and Global Studies Office really did exceptional job of helping us to promote some consists and some collaboration, and Dr. Picard's, going to talk about about the role of teacher voice. Um, these are both about the role of teacher voice. Um, these are both 2 best practices in curriculum development that we saw throughout.
all of our offices and just 2 spokespeople for the Work that happened. Um, for many teachers this summer. Work that happened. Um, for many teachers this summer. So, um, next slide, please. So, um, next slide, please, our planning for this usually begins pretty early on in January. begins pretty early on in January, and 1 of the things we really sought to do in this process. really sought to do in this process was scaffold, the migration over to the new template. migration over to the new template for teachers, um, some of our item. of our items definitely had to be shifted or changed a little little, um but the other piece that was very important to us was for them to us, was for them to understand that we're not working with brand new things. This is, these are brand new things. This is, these are things that have been in bed in um, best in bed in um, best practices for social science instruction for a while. And so 1 of the for a while. And so 1 of the things we did, um, our office
has done a lot with project zero thinking, has done a lot with project zero thinking routines and so we curated a set of thinking we curated a set of thinking routines that we thought were particularly powerful and particularly powerful and used that along with um kind of a structure to with um, kind of a structure to support teachers as they were building out the engage section. Um, not only that embedded in the professional. Um, not only that embedded in the professional development, uh, we modeled the practices those specific routines for teachers so they could see them in action. routines for teachers so they could see them in action. Um, and then we also and then we also shared this approach. Um, we actually kind of came of came up with these ideas. Honestly, with the, um, instruction instructional design and Innovation meetings that we have. And then and then brought that to um other supervisors and
specialists. Specialists we share, pretty regularly. At our collaborative meetings, what we're doing collaborative meetings, what we're doing for different events and so um we shared that approach. events. And so um we shared that Approach at the supervisor and Specialists meetings and this was adopted of other content offices that we're working within the common template. Hello. Hello. I am ecstatic to be able to share Hello. I am ecstatic to be able to share 1 of the highlights. Um and as do uh, Mr. Round highlights. Um and as do uh Mr, Rousey said teacher voice um Heidi um Heidi Walsh, who is here today. She's an instructional facilitator for Middle School. facilitator for middle school. She is shepherded curriculum development for the last development for the last 3 to 5 years. And the reason I bring this up is because bring this up is because um, she's been able to call the best.
best and the brightest across every single School. best and the brightest across every single school. And um, and when you build those relationship, and when you build those relationships, you have a great deal more buying. So this year we did deal more buying. So this year, we did something unique that we're getting to highlight which is that that we're getting to highlight which is that um Heidi pulled together an advanced. together an advanced curriculum team. You may remember, I'm sure you do that. sure you do that. We adopted very late in the year. We adopted adopted an entirely new middle school program. I believe. was May 6th on May 8th, Heidi. was May 6th on May 8th, Heidi pulled together, 9 bright Minds across schools and we Minds across schools and we called them an advanced curriculum team. She spent curriculum team. She spent 2 full in-person days with them.
Uh, Uh, establishing the groundwork talking about Um, the engagement. um, the engagement strategies talking about the instructional framework and instructional framework and again, because of the 3 to 5 years, prior, years, prior she really knew where their expertise was. So she wasn't start starting from ground. So she wasn't start starting from Ground Zero that curriculum team continued to work. curriculum team continued to work and they delivered the very first unit to our teachers on June. very first unit to our teachers on June 16th. I'm not the math supervisor, but that math supervisor, but that is a very quick turnaround. math supervisor, but that is a very quick. Turnaround, will this led to a new practice that I think we will. this led to a new practice that I think we will continue, which is that Heidi brought together which is that Heidi brought together over 50 teachers across every Middle School.
across every Middle School. Um different Librarians reading teach reading teachers, special education teachers El teachers and most commonly and most commonly classroom teachers, and she put them into 12, 12 units because we had to write an entire year of curriculum. curriculum. But what I am highlighting is the advanced curriculum. curriculum team became advisors so, there was an so, there was an advisor to every team, so, So there was an advisor to every team, so those advisors that were in the advanced curriculum team. that were in the advanced curriculum team, they were crystal clear on what crystal clear on what had to be in every unit and I'm to um, to work with Heidi and to um to work with Heidi and my entire team. I want you to know that they wrote
know that they wrote um and again it was not just that 1 week it week, it was it was months of work but they literally wrote. 202, lesson, plans, and those lesson plans. 202, lesson, plans, and those lesson plans, each have a corresponding. If I know, Heidi a corresponding. If I know, Heidi color-coded, um, slide decks and instructional resources in the new decks and instructional resources in the new and, and incredible program. So, um, incredible program, so, um, I get to highlight just for English but for others, that this English but for others, that this is a great protocol to have sort of your best. have sort of your best and brightest and clearest to advise. and lastly, I'll just um, say that And lastly I'll just um say that having 50 people come together around. together around uh 3 year. Curriculum is pretty tremendous.
and I think it speaks to the work of um and I think it speaks to the work of um all of teaching and learning. I think we have, um, I think we have um and just a couple pictures too of the teachers that are working that I think High teachers that are working that I think highlights that this is not just you know teachers behind a computer. is not just you know teachers behind a computer writing lesson plans but there's a lot of professional learning. lesson plans but there's a lot of professional learning and collaboration and discussion that's involved in. that all voices and perspectives are heard that we create something that's really supportive of all of our educators. so, in this, so in this final part, uh, we just want to talk about our next steps and I want to highlight next steps and I want to highlight our work towards transitioning towards the curriculum and transitioning towards the curriculum and instruction module. So we have a a high level
module. So we have a a high level timeline on the next slide. Of some of the things that we're doing. Of some of the things that we're doing. So, as we mentioned here, um, teachers here, um, teachers this summer and continue to build out. some of these resources that will begin migrating into our curriculum and instruction module around November. curriculum and instruction module around November. Some of our instructional technology facilitators and instructional coaches, will start teaching our teachers. How to how to gain access to the system so that in how to gain access to the system. So that in March and our countywide staff development day, we are ready for teachers. to see the resources that are provided to them. So they can start. start thinking about what next year might look like. and by the summer of 2026 will migrate all of our And by the summer of 2026 will migrate all of our core
instructional resources. So these are instructional resources. So these are not our electives that will be kind of a phase 2 but the that will be kind of a phase 2, but the the main courses the um, required courses. the um, required courses that each content area teaches will move into the system. move into the system. And we think it will really help um, complete that complete that curriculum audit to give our teachers and school. school leaders. A streamlined accessible place where they find vetted and approved resources and hopefully we see find vetted and approved resources and hopefully we see um high levels of consistency and alignment with our instructor. instructional framework, as a result of that. So that's all we have. So, that's all we have. I'm happy to answer any questions. Thank you so much. Wow, this is incredible.
Thank you so much. Wow, this is incredible. I think the cross collaboration. I think the cross collaboration, and just the consistency and all the different pieces and the and all the different pieces and the hard hard work that went into place. I actually have a friend that was on the math. math team that was working on this and she and I had coffee this summer and she was just like, I mean, this summer and she was just like, I mean jazzed about the work that's going out and they can't wait for work that's going out and they can't wait for the teachers to see it and to give feedback and so I to see it and to give feedback. And so I know this is working in on that side of the working in on that side of the table before. This is a huge lift and it's going to bless so many. lift and it's going to bless so many teachers and and their students because this takes the the work out. little bit in terms of focusing, now they can focus on individual needs so huge, huge kudos to you all.
individual needs, so huge, huge kudos to you all and your team and it's exciting and it's it's exciting and it's feels like it's been a long time coming but it's coming but it's in progress now so this is so exciting. Um colleagues do you have anything? colleagues do you have anything? All right. Well, All right. Well with that again, we just thank you for your work. Yes. All right. Well, these friends. All right, well, these friends leave us. We will move to item number 4.0. item number 4.03, which is our literacy update. Uh, Mr. Round Rousey, you get to stay again in the hot seat. Rousey, you get to stay again in the hot seat, not and I'm getting corrected. so, So does Dr. Vard and uh, we will So, does Dr. Vard and, uh, we will also welcome Miss Katherine Neil, the supervisor of early
Katherine Neil. The supervisor of early literacy and Elementary reading and writing, welcome floor. Elementary reading and writing. Welcome floor is yours. Thank you. So, just like with math, we're Thank you. So just like with math, we're navigating some changes from the vdoe for next year. changes from the vdoe for next year and I I know that we've heard about. Um, heard about. Um, obviously we know about the Virginia literacy Act and the vows assessment that literacy Act and the vows assessment that comes with it and how our expansion to grades how our expansion to grades 4 through 8 for next year. Um, and so miss Neil. and so miss Neil and Dr. Picard are here to talk about that and to share and to share some of the resources we're doing to support schools and hopefully schools and hopefully ease some of the uh, requirements that come with this new come with this new um requirement from the state. So I'll turn it over to turn it over to miss. Neil and Dr. Picard
all right, so we since we last met and, um, talked about our since we last met and um, talked about our vows um 4 to 8, we have some updates as far as we have some updates as far as what the assessment, um, entails entails. So today, we'd like to provide some of that assessment information. assessment information and then also, um, share with you some prepar some preparations for the fall testing window. Um, and then we we will end with an update on our policy. we will end with an update on our policy 5440. so, for our vows 4 to 8, so, for our vows 4 to 8, um, so, the purpose and so the purpose and testing windows, we wanted to kind of give a brief overview of give a brief overview of around, um, what we can expect. So, So, um, obviously the Virginia literacy Act.
um, obviously the Virginia literacy Act is extending all the way through grade 8 and the way through grade 8 and um, The Vows as part of that, we that, we the, the assessment will be administered. we the, the assessment will be administered in the fall and mid year and they mid year and they will not be a spring window for this assessment. Um, for as far as the purpose of the assessment. Um, for as far as the purpose of the assessment, it as to identify those strengths and weaknesses. identify those strengths and weaknesses for our students, with the with their literacy skills. And then with the with their literacy skills. And then it helps to understand those reading comprehension difficulties understand those reading comprehension difficulties So student eligibility. Um, you can see on So student eligibility. Um, you can see on this slide. Basically, if you fail, the standards of Basically, if you fail, the standards of learning or if you pass the standards of pass the standards of learning in English reading,
and, And used an audio. Um, accommodation, both of those group. will will take the so uh, will will take the so uh will take the vowels. I will quickly say, you'll notice there's no guidance on English language Learners. There are no exceptions for English language Learners. There are no exceptions for how long you've been here. That's a, that's a significant. change for different kinds of testing. Um, also point out here, I Um also point out here I think I hope I'm not jumping ahead. No, please do but 1 of the ahead. No, please do but 1 of the differences between the vowels, 4 through 8 and vowels, 4 through 8 and K through 3 is that a reading plan is trig is triggered by a student's performance on The Vows test. um, in K, through 3 and 4 through 8, is based on the
um, in K, through 3 and 4 through 8 is based on the es. So if you fail the S so you will receive if you fail the S, so you will receive a reading plan. The purpose of the vows is to provide purpose of the vows is to provide data and some some, um, guidance to guidance to schools to measure student growth over the course of the year, but it is course of the year, but it is not passing the S so that is what causes a student. what causes a student to receive a student reading plan, not their performance on the not their performance on the vowels, that's a distinction from K to 3 and 4 to 8. An important dist. An important distinction. So the subtest types and these are for the 4 to are for the 4 to 8 similar, um, to K3. There's an reading fluency and then there are as they reading fluency and then there are as they suggest morphology and sentence comprehension the morphology and sentence comprehension. These are both subtests that are read to the students.
subtests that are read to the students and the students, um, answer on multiple choice question. um, answer on multiple choice. Question 1 has to do with morphe and 1 has to do with Graham. morphe and 1 has to do with grammar, but either way, they are listening comprehension. are listening comprehension. The last part. Um, The last bullet talks about if you struggle. the last bullet talks about if you struggle on an oral reading fluency, which just for, um, reading fluency, which just for, um, common understanding you essentially give a passage to a student you essentially give a passage to a student and you say, I want you to do your best reading about want you to do your best reading about Bob the Builder, and I'm going to stop you after I'm going to stop you after a minute. I want you to read so that it makes sense you. that it makes sense you time them. And then you, you, you, you you, you monitor, how well they do, if they do very poor. you, you monitor, how well they do, if they do very poorly, um, perhaps they're, they're slow.
Um, perhaps they're they're slow their rate is slow or too quick or there are multiple quick or there are multiple um mistakes that would then. Um um, trigger a conditional subtest. um, trigger a conditional subtest. So there are 2, conditional subtests. At the 4 to 8 levels. So if you don't do well on the or reading fluency, then you have a word decoding test. is just literally a list of words. is just literally a list of words, bump sweep, and the child reads them child reads them and they get um, more and more complex, more and more and more difficult. The other conditional test is a nonsense word reading. which looks at your Which looks at your understanding of structure, so Bliss.
Which looks at your understanding of structure. So Bliss is not a real word but we would all read not a real word but we would all read it. Exactly the same because we understand short vowels are because we understand short vowels are um, Are are surrounded by. Are are surrounded by by consonants. So, those are the major, um, um, required subtests on the 4 to 8. The optional subtests. The optional subtests really dip down into K3. There's FM. phoneum segmenting and letter. Sounds um, there is an option optional passage comprehension but it is written at a single level. single level. Did you want to talk about? Um, Did you want to talk about? Um, the phoneme segmenting and letter sounds? Aren't they on the letter sounds? Aren't they on the K3? some of these subtests you'll um, are
Some of these subtests you'll um are awesome. Similar to what uh students receive on the k. what uh students receive on the K3 assessment as well. so, for scoring and so, for scoring and Mastery levels, um, what we can expect when um students are scored on the vows 4 to 8. when um students are scored on the vows 4 to 8, um we can expect that they'll receive a level expect that they'll receive a level of well below approaching or adequate for those. approaching or adequate for those subtests. Um, so if you remember like the K to 3 has remember like the K to 3 has um those high-risk bands or the bands of risk, the bands of risk so it's high risk, moderate risk or low risk. Um, we won't risk. Um, we won't see that for the vows 4 to 8. Um, scores and likelyhood of Mastery will be scores and likelyhood of Mastery will be provided in some of the reports by per each.
of the reports by per each subtest. So we'll have some of that information. Um, that information. Um, we do expect that they will flag for well below scores and low or reading fluency. we'll have um, we'll be able to kind of see where the students fall. Um and then also students fall. Um and then also percentile ranges for those Oral reading. Fluency scores. so, um, we wanted to provide so um, we wanted to provide just some um just an idea of some of some of the supports that we're putting into place, um, that we've tried to that we've tried to anticipate as we move into this year. will say for elementary it's a little bit more. will say for elementary it's a little bit more of a kind of they they're used to this.
kind of they, they're used to this um, you know, um, for this structure. So, this structure. So, um, we do have um, in at the elementary. this structure. So um, we do have um, in at the elementary level, for fourth and fifth, um, schools do have their in place to help to support students and teach teachers as needed. Um, it may look a little different at each building, but they do have those supports ready for them. them, um, in our, um, master schedule. them. Um, in our, um, master schedule, there is a daily intervention time that is devoted to intervention time that is devoted to ELA and so um, that can also be also be used during these testing Windows to be able to help support. help support that testing. Um, because you know, there are components components that are 1-on-1, um, that the, the teacher um, will administer. And then we also have monthly
with our reading contacts at each of our elementary schools. schools. And we also Provide them with some weekly communication. Provide them with some weekly communication. So as we get those updates from the vlp office, those updates from the vlp office, um, we're able to, um, make sure that they have that import make sure that they have that important information, so, um, to kind of give out to their teachers. so, at the 6 to 8, So, at the 68 level, I know you will remember when we visited before this. visited before. This is a much more significant lift Middle School teachers are School. Teachers are not used to 1-on-1 assessments or certainly not at this. certainly not at this scale. I'll remind you that last year in the in the spring, we were very proactive and we had an hour-long. hour-long workshop for all of the administrators to see
what was what was coming. What it might look like. How we might meet the needs. the needs. We also produced a video for teachers. the needs. We also produced a video for teachers saying, this is what it is, this is what we know this is what we don't. don't know. And then most recently we presented don't know. And then most recently, we presented at lead Loudoun because now we have almost every Loudoun because now we have almost every bit of information almost and so almost. And so um schools are working diligently to almost. And so, um, schools are working diligently to form their testing teams and to figure out, their testing teams and to figure out the scheduling. So, when we went through the when we went through the tutorials that are now available, there are 9 there are 9 subtests and the tutorial is very good. It gives you a gives you a literally gives you a video of each subtest
only only for a required at the 4 to 8 level. only for a required at the 4 to 8 level 2 or conditional as we just spoke. About. But what's really been a game changer is 3. About. But what's really been a game changer is 3 of the 4 required subtests our group add required subtests our group administered so that is going to be an easier lift for to be an easier lift for the middle schools than we previously thought. previously, thought we thought? Oh my goodness, it's going to be 4, subtests or 5. to be 4, subtests or 5, or 6, and it's going to be 1-on-1 all the time. all the time. It's going to be 3 that are all group administered. Um, administered. Um, some small, some large and then that oral reading, oral reading fluency is going to be 1 on 1. So oral reading fluency is going to be 1 on 1. So, in order to um not only to support the school to, um, not only to support the schools, we have put
together uh together uh 2 weeks of support where 30 central office. myself. Um, members like myself. Um, will be going to the schools. They are taking the tutorial and they will go. are taking the tutorial and they will go, and they'll be in a central location and they're going to help do that. testing. I also found out today that 1-on-1. Testing. I also found out today that 30 diagnosticians across our division diagnosticians across our division are joining that group. So we will have So we will have 60 people willing to give some of their time to time to students in the middle school. We hope hope that we, we hope that we, we expect that we are overprepared, but I would would much prefer to be over-prepared than underprepared. we'll revisit the schedule of support in we'll revisit the schedule of support in the mid year. Um
just want to underscore again. just want to underscore again. It doesn't matter how well you you perform on vows, you will be in an intervention. you perform on vows, you will be in an intervention and that you will all be retested. that you will all be retested in the mid year. There's no spring window like there is spring window like there is for K3. And I assume that's because of the because of the standards of learning and then last Lie. In terms of preparation, I neglected to put a bullet most of the Most of the most, all of the middle schools have been most of the most, all of the middle schools have been very, very proactive in scheduling kids that very proactive in scheduling kids, that they anticipate are going to need. going to need, uh, intervention into intervention settings. and we have a variety of intervention settings.
so, we so, we have been working with our communication office to make sure make sure that there is a communication in plan. make sure that there is a communication in plan. Uh, a communication plan in place for communication plan in place for, um, for our families. And so you can so you can see their kind of the timeline in August and September there. September. There will be some email Communications leading up to that fall testing. up to that fall testing window. um, there'll be some information in the Um, there'll be some information in the division newsletter in September. Um, in September. Um, we will also have an announcement provided to principals, so, provided to principles so that they can add that language to their school newsletters. We have some suggestions suggested. We have some suggestions suggested messaging for our front
office staff. If parents were to call in. office staff. If parents were to call in and ask them questions, they have a kind of some messaging that they can. provide and then we also have an FAQ provide and then we also have an FAQ document um that is accessible um that accessible um that kind of ask or answer some of those frequently. Questions. Okay. okay, so the next section, we're kind of Switching gears a little bit but little bit but we're um just wanted to provide an update about around policy. about around policy 5440. Um so just about around policy 5440. Um, so just to provide an update, we're in the process of revising that draft that we're in the process of revising that draft that was shared in uh, May 2025 and shared in uh, May 2025 and we will bring um, we plan to bring an updated draft back on bring an updated draft back on September 3rd for school
board consideration. board consideration, and potential action. That's the parental notification. That's the parental notification policy, correct? No. That's the division literacy, that's the literacy. Okay, are we doing anything with the policy? Okay. Are we doing anything with the policy for Parental notification because of middle school being added? To jump in there. It is up for its 5. It is up for its 5-year review this year, so yes, you will see that. and I believe that is the And I believe that is the end. So we're happy happy to answer. answer any questions you might have. Um, collie. Um, collie, do you have any questions? Yes, thank you. Yes, thank you. I do want to say that you alleviated my
when you said that central office people, when you said that central office people and Others will be. others will be helping the teachers because my question was, who is it minister? was, who is it ministering? All these tests. And you, you you you you answered that before I could answer it but you answered that before I could answer it but it just sounds like a perfect. Perfect feed in to make it happen. Perfect feed in to make it happen and make it happen with the least stress on. the least stress on the teacher. The classroom teacher as possible. I was afraid, the classroom teacher had to do a lot of it. lot of it, so that's good. I agree. Um, I have I agree. Um, I have 2 quick questions. 1 is so
I agree. Um, I have 2 quick questions, 1 is so in elementary you can you can test in like because the so you can test in like because the es so doesn't dictate for K through 3, you can move. K through 3. You can move in and out of Tears. In the winter correct, which would affect your winter correct which would affect your intervention status. Our Middle School. status, our middle schoolers or 4 through 8. Now locked in to a year of intervention. to a year of intervention because it's tied to the. So, Just to clarify it. Just to clarify it K to 3. They can move to a different band. band of risk in the mid year and um band of risk in the mid year and um and but their intervention plan still intervention plan still stays in place for the whole year so we can make so we can make adjustments to the frequency of the
intervention. intervention. Um for example, if the student is making great progress. great progress, we might take them from and uh daily intervention to maybe. intervention to maybe 3 days a week, right? That kind of thing. thing. Um, so those kinds of adjustments can be made the the the goals and objectives can be switched and things like that but the intervention that, but the intervention plan still stays in place and that's what it'll be. that's what it'll be for the upper grades as well. the difference with the up, The difference with the upper grades is is simply what? Um, The types of intervention. So for example, The types of intervention. So for example, we have a block of time and student of time and students are scheduled into that block of time but they but they would not need necessarily, some kids will need
that block. that block of time all year, but there are lots of kids that will not that will not need that block of time all year and they will be getting inter. getting intervention in different formats because we adopted we adopted Lexia power up, which is a hybrid, which is on the computer, as, you know, and then in on the computer. As, you know, and then in-person instruction which is what we are driving. They are the drivers of the intervention, I see you smiling. um, so um, unlike Um, so um unlike K to 3, K to 3 literally provides a Time. amount that you have to have kids in intervention and it gives gives more guidance. We have a lot more flexibility at the second. secondary level which I'm very grateful for because a lot
of differentiation remediation intervention. of differentiation remediation intervention pick. Your word is happening in the is happening in the classroom in the resource block and is happening in the classroom in the resource block and in eel, special ed and eel, special ed and reading classes. So, we have that flexibility which is fantastic but we will as flexibility, which is fantastic, but we will as um, Miss Neil pointed out. Keep the plan for Neil pointed out. Keep the plan for a year. And I just want. and I just want to clarify, like, the reason why there's a Time time, um, requirement at K to 3, time, um, requirement at K to 3 is not because of the Virginia literacy act. It's because of the Virginia literacy act, it's because of the um, early intervention reading initiative. The ER intervention reading initiative, the Erie that's been in place for so many years. So that's where
place for so many years. So that's where the 30 minutes a day comes into place. Thank you. And then, I just wanted to get Thank you. And then I just wanted to get a clarification. It's been a minute since I've been admin. It's been a minute since I've been administering reading assessments, but where are we with fastbridge? assessments, but where are we with fastbridge? Then because this sounds for 4 through 8, this sounds an awful lot like this sounds for 4 through 8, this sounds an awful lot like the fast Bridge, passages that we get. So we still the fast Bridge passages that we get. So we still giving fast Bridge or is that fading out with fast Bridge or is that fading out with this? How does that work? So fast bridge is used on a Case by case. So fast bridge is used on a Case. By case basis, I believe special education uses it heavily. I know. special education uses it heavily. I know some of my reading teachers often, use the flu reading teachers often, use the fluency portion of it. So it's 1 of the tools in our tool. it's 1 of the tools in our toolbox but it is not a
universal screening. universal screening and 1 of the benefits to having the vowels. vowels, um, despite its strengths and potential. vowels. Um, despite its strengths and potential weaknesses is that we're going to have K to 8 data. is that we're going to have K to 8 data, that will be very visible. Um, sometimes it's visible. Um, sometimes it's easy to look at the 50,000 foot. View, and look at the SOS and think everything is fine. View and look at the SOS and think everything is fine when some kids it it's it's below. some kids it it's it's below that we need to Dig Down Deeper to see what the needs are. Deeper to see what the needs are. So I think that's going to have a really powerful effect and to have a really powerful effect and I think we're ready. We're ready to meet that challenge. I will just say for the I will just say for the Elementary grades. Um, cada 3, we're
moving. moving um, into we're we're using the vows progress. monitoring Suite to help with some of that progress monitoring. monitoring. Um, so trying to monitoring. Um, so trying to fast bridge is still there. It's still an option that can be used. It's still an option that can be used um, if needed. Um but because we have that option because we have that option with the vows progress monitoring, that's what we're going to lean into. monitoring, that's what we're going to lean into. Um, we have been told uh, we have been told uh we were told by the vlp office that we would have a 4 to 8. would have a 4 to 8 Progressive Suite um of tools to use. would have a 4 to 8 Progressive Suite, um, of tools to use. Um, but they have said that, they, they don't have. Um, but they have said that, they, they don't have it ready at this time, it's still it's a little gray. at this time, it's still it's a little gray. Whether when or or or if we will actually
or, or or if we will actually get those that that support. So, for, So for that reason, I think we still need to have fast Bridge. bridge for that progress monitoring um piece of it. Not a universal screener. Okay. Great. That's all. That's all from me. Um, you guys good, I am That's all from me. Um, you guys good. I am. All right. Thank you guys so much for the update and thank you. your work and we'll look forward to hearing how it rolls out. I, um, will move to item number 5. I um will move to item number 5, is there any new business? Seeing none, we will adjourn our August. Seeing none, we will adjourn our August 6th. Curriculum and instruction meeting. Thank you for being here. instruction meeting. Thank you for being here.