but you still get the idea got p are you ready to get started e e e all right you're ready to start us good morning
everyone uh I'll call this meeting uh to order of our abil board and say welcome to our November meeting uh with that being said we are fully live um online and welcome to those that are not here
in person as well with that being said our uh order of business today uh begins with introduction of Board of Education liaison exofficio members and Department Personnel to Abel so I will turn the microphone over to Mr Gilstrap for
that good morning morning everybody we do have a a fairly large crowd today of vdoe team members as you can tell um we got a lot of teamwork in this from multiple departments and I am not going to introduce everybody at the table because several of you are speaking
today um I'm not sure if uh Ellen or um Jill are going to speak unless it's a in direct response but I do know we will be introducing uh Dr Harris and Miss Cox in just a little bit so so I will hold off on the introductions on those two but
Ellen as those of you that participated on our virtual call uh earlier last month uh would remember she was there she's part of our VA team as well as Jill uh she is also part of our VA team
um we do have our uh regular um Pearson membership here today good to see you again and uh um Ida uh would you like me to introduce you in just we have another guest here yes and
Sonia Brody is also here with us she's for my office yeah she's right behind you sorry Sonia Sonia's taking minutes for us today to help us out uh those of you that needed to talk to Brian if you did at the end just come see me he will not be able to make it today so those of you might have needed a a liend your
question just come see me at the end um my regular team is here uh Shan leblond and now do tobert and if I didn't introduce myself I'm Rob gstrap I'm assistant superintendent of human capital uh which
is our current title um let's see I don't think we have any of our um legislators here today and I know that uh um Miss Holton is not able to make it today so there's really not any ex
officio members that I can think of um we do have one new board member but they're not here today so I'll wait till they're here to introduce them uh but we had one person step off and so we added one person to replace them and so they'll probably be at our next board meeting it was quite recently that they
were changed um that would be the guest you want to do the agenda and the minutes and I do believe we shared both of those out earlier but I can pull them up if anyone has a question so next on our agenda is approval of the agenda this does require
a motion in the second I move the approval of the agenda one correction schimler is the chair of the that'll all be corrected yes
ma'am everyone State their names you for minutes yes so we'll go back to you Mr Ramsey okay Ramsey and I move for the approval of the updated version of the
agenda second sh thank you motions been made and properly seconded to adopt the agenda as amended is there any discussion hearing n we'll proceed to vote all those in favor signify by saying I I any
oppose any extensions motion passes um next is the approval of the minutes they were actually emailed out prior to the meeting without objection we'll accept the minutes as
presented without objection minutes have been accepted uh next we have public comment and we have no public comment today we're moving moving right along ladies and gentlemen so uh next up is our
presentations and uh as Mr Gil shrap alluded to we have a couple of guests present and from the office of instruction and optional language assessment requirements we have Dr Lisa Harris and Miss Joelle Cox good
go well good morning everyone thank you so much for having us I am Lisa Harris I am the coordinator of world languages and International Education in the Department of Instruction Construction office of humanities and I am joined with my colleague today good morning I'm
Joel Cox the coordinator of multilingual learner instruction I have a cubicle right next to Lisa's and we're really excited to be with you today to bring you an update that has been long in the making um we are wanting to share with you some
progress that's been made on some legislation that was passed back in 2018 to establish a dual language endorsement um for teachers who are um looking to expand their credentials for Elementary programs that have uh dual language and
so we will go ahead and get started by sharing with you a little bit about the background um of why we're here this legislation was passed in 2018 as I said um and it established a new prek 6
endorsement um there are two types of endorsement with this um what endorsement for dual language target language which is for um instruction that is taught in a language other than English and then dual language English which is for instruction that is taught
in English but in partnership with a an elementary program that has another portion of their instruction in a language other than English this new um lure regulation establish this prek 6 endorsement um with some uh required coursework and
some background that um is needed in in order to have that uh endorsement um and also provides for um an add-on endorsement pathway as well as the initial lure one of the things to note about this endorsement which goes along with
the work that you have been doing um is that the uh teachers um who are applying for this endorsement are exempt from the vcla um but they do have to take the subject area assessments related to the the subjects that are taught um in the
elementary program in this particular um lure they also have specified that teachers who obtain this um endorsement are not required to also have the elementary um endorsement so it's an
additional pathway not a replacement pathway and uh not a substitute pathway for that English one um and the reason that this particular endorsement is so timely is because it is part of a growing area in Virginia which Joel will share with
you So currently in Virginia there are at least 16 divisions and 82 schools that have dual language immersion programs and as our programs continue to grow there is an increasing need to have um teachers who are able to meet that demand um with the Dual language
endorsement as a support for that and as you can see by the map that's showing on the screen these programs are expanding across the state they there's been a heavy um concentration in the northern Virginia area as well as the Southeastern
Virginia area but we're also starting to move into some of the uh more rural areas and uh being used as a program model to help support a very diverse population so the reason that this initial license was proposed by
divisions who are adding on this program was to give that additional pathway for teachers um who may already have a license in um either a world language that they teach at the secondary level or um an elementary license but they
want to understand more about the process of teaching content in a language in addition to English and what that language acquisition development might look like so our current pathway as you know really essentially acquires a bachelor's degree in elementary
education um which is really not normally the profile that we're looking for for dual language programs and so this new initial license is going to provide a pathway to help um our bilingual teachers become endorsed with
appropriate background to be able to teach content areas in elementary education with the focus on how that content is acquired through second language learning um this is not just an
English learner program this is a program that can have English Learners in it but can also be used for um native speakers of English who are looking to become bilingual through their education career and so they become bilingual through
content um and so it's available in um different types of implementation including as a um a language education model which Joel would be able to speak to as well as a um a World Language
model or an immersion model um these new regulations really help us to fill a gap in locating qualified staff um who can teach in these very specialized program models and to provide a pathway for existing teachers to improve their
credentials so while it's not required to have a dual language endorsement it is an additional credential that teachers could bring um both in the application process or as an existing teacher in a program wanting to improve their um understanding of language
acquisition literacy and biliteracy development through this specialized program so uh we are working um through a systems thinking Approach at the department where we are using an interdepartmental team that involves teacher lure data services and
instruction each of those offices plays a key role in this process um we need teacher licensure to help with creating those endorsement codes data service to be able to add those endorsement codes into the appropriate um courses in the sked um sked endorsement code crosswalk
sorry that's mouthful and to pla flag Master record collection for dual language programs we also need um Humanities as someone to be able to create the communication and provide technical assistance out to the field so through this uh work plan and this work team we are going to be sharing
information with the field on our Virginia Department of Education website through our resource hubs um through presentations webinars creating um frequently asked questions uh documents um and be available to answer questions from the field as we
roll out this new endorsement so it truly is a collaborative effort with um multiple offices working together to um make sure that this plan works and now where do you come in well with the next steps in this program there are still a few things that need
put in place Joel cried you to the um departmental plan that we're using internally to help put the pieces together but there is another big piece to this um program that is still in the regulatory process and that is the approved teacher preparation
program um which is still it's in the Final Phase of the regulatory process but it is still with the secretary of education's office so while that has not yet been approved the option remaining for teachers to be able to obtain this new endorsement will will be through the
evaluation of their coursework um and there is um some very specific requirements that they would need for the add-on endorsement or for the the new license to be considered which includes an evaluation of their um subject and content
background and their um language proficiency which is currently determined through either the prais or um one of the uh the Act full the oral proficiency interview writing proficiency tests which are available in
a limited number of languages now some of you may remember that back in February we presented to you on another option for meeting the um assessment requirement for World Language licenses and that was to consider using the
global seal of biliteracy as documentation of the um candidates language proficiency and so what we're asking today is for you to consider um whether or not it might be an appropriate time to put forth a proposal
um to the board of education and through your Pathways of accepting that additional um option for teachers to demonstrate their language ability through that Global seal of biliteracy since we presented in February there
have been some other states who have um expressed an interest in doing so um Illinois and Washington State have been looking at um using them and have been putting forth um candidates who have demonstrated their language through that
pathway so um as that option is one that we ask you to consider we do also want to let you know that we are available to help craft any proposals that you might want to put forth and are happy to do that and we're also happy to provide technical assistance both to the um
schools to the um communities to the uh universities who are considering adding courses and programs that would allow candidates to obtain this new endorsement so with that targeted um technical assistance based on whatever
needs we can identify from the school divisions and other constituency groups uh we hope to provide a smooth transition and roll out for this new um endorsement so uh thank you so much for letting us come and share this information with you and at this time we would be delighted to entertain any
question you might have either about the new endorsement or about the um option we presented in February for the global seal I I have a question can you hear me hit the mic okay we can um once this all goes through if it went
through and someone had the initial dual language endorsement in elementary would they be able to teach a regular Elementary class yes okay so it could work for dual enrollment or regular Elementary as well correct okay so the um the elementary endorsement it is the
um prek 6 uh some of the content could be taught in English um as a matter of course it could also be taught in the um partner language with which um whatever language that is that the school district has selected for their partner
language we do have teachers currently teaching in those programs with just the elementary license um so the the Dual language has the qualifications of elementary with some additional skills added about language acquisition which
can only serve to support students whether they're in a dual language program or not especially if they have English Learners in their program okay well should you come up with any questions at any point we are really happy to um provide any answers that we
can and any support you might need and we hope to be able to hear from you at sometime in the future about um potential ways we can partner to move forward thank you so much thank you again to Dr Harris and Miss Cox for their presentation uh next up we have Mr gilst
who will be speaking about the Virginia literacy act regulatory changes for chapter 23 Mr Gilstrap show this really quickly first oops it doesn't say a whole lot more but I wanted to point out this is the almost the exact same wording you all had at
our virtual meeting except for instead of saying chapter 23 it said 543 so as promised in the last meeting I was going to bring to you the changes that were recommended for chapter 23 which is the ler chapter 543 is the teacher education
chapter and so they do work together and the law actually does require us to visit both and so I will pull up the document that we have created with the highlights and show them to you all and answer questions I also have two experts uh in instruction here that can also
answer questions I do know of one correction that needs to be made and I've highlighted it so if we do approve this um someone would probably need to make a recommendation to correct that one error that I'll show in a minute so
let me pull up the document uh before I pull that one up I'll just show you this is the actual document that would be sent to the regulatory Town Hall in case you wondered what what happens between what we say and what we do and what happens
that like to get it all changed in the code well it has to go through the regulatory town hall and this has already been submitted but it's waiting it' be waiting your approval and then board approval before it would come into effect but just to scan through it just so you can see some of the items that it
talks about it talks about the justification and the rights to be able to change regulations um some clarity on definitions and then legal basis and then it gets right into why we would be changing it the
substance of the changes what here's another part of the why and then it'll actually get into the list economic impact state agency and anyone that wants to see this document in its entirety I would have no problem with sharing it with you
alternate if we didn't make the changes and it gets pretty into the actual code here where it talks about what codes and what changes need to happen and why so if you ever wanted to see that I'm totally willing to share that but I wanted you see that it's not just the
one document that I'm going to share with you and then it happens it actually goes through a formal process as well so this should look familiar um this is the official document and I I'll just scroll up to where we get to changes here's the first change and this
is in the definition section it's the same change that was in the other definition sections on on chapter 543 we just have to make sure that we Define or at least aim a definition at another definition somewhere in the law and that's what this one really does is it
it references another spot in the law where the definition for evidence-based literacy instruction takes place this one also has science-based reading as a definition that needs to be updated and then we get
into this is all one document the all the changes are in one document all right here we go so this would be our first substantial addition I'll let you look at it for a
second I do believe this was shared to with you also I believe yes okay you I'm I'm ready for a question if you need one yes one2 so R my my first question here is that so if approved will this mean
that um EPS will have to um the day this approved this means that none of our matrices will um will meet meet all the
competencies is that well I'll let John L answer that but let me let me say something right before John L does there's a um adoption window I guess you would call it from when it is approved to when we will take full account it wouldn't be an
instantaneous thing and then like everybody that's a senior this year that maybe have already completed all their coursework and just haven't finished their student teaching they're they're still going to get to graduate and and we have a in our uh adoption plan we
have suggestions for people like that and then there's also a phase in of the adoption process so um jonno you want to go ahead and answer more of that yes um so we've been working so there'll be some additional guidance that we will provide you will not be an
automatic and many of the programs that have been reviewed in the last year or two they have been reviewed to make sure that they align with the vla because our Specialists are the ones that are reviewing them them and so they that's why we've been getting um a lot of back
and forth because they're making sure that those components are addressed in the programs and so I kind of I have a running list of the of the programs that need to be um that have already been looked at and what needs to be addressed in the other programs so but it will not be an immediate we will have a plan and
we will look at a schedule of how to of completion so and for this for the one that we're on right here in the language and lit what would be um what would the videoe be looking for in terms of how that is
actually met through the competencies would it be a specific program or courses or just the inclusion of those competencies in a course what what what are we looking for this is more more of a technical um because I'm not a
literary special literacy specialist however we will be providing in you more information terms because when you look at the regulations the way they are written currently or rather the way we're revised them is very specific and it has certain terms that we've included
and terms that have been excluded um because we don't want to be um contradict what's in the law so we will give you more information on what you need to do but just adding the compet um that into the competency will not be sufficient
do either one of you want to respond to that oh okay I just didn't want to leave you okay didn't want to leave you out u i I would also say that we we have the same issue with other things I mean as we add new things to to what we're what the expectation is some some schools
will adopt them in one way and another will adopt in another way um so it's not like a blanket everyone must do it this way but that'll be a partnership with uh VOE and us when work on a unique plan to adopt these yeah I think and in my mind
and I'm sure other PE EPS are think of the same thing as it so our lives revolve around these regs and the competencies in each of those RS and we're just thinking about is that okay I
need to prepare to add this to what we're already doing but we want to make sure is that if there was some certain program or something that um we're looking for you all are looking for that we go ahead and start making plans for that because as I was going through the
document this is this pretty extensive there's there's um the the literacy act hits on I don't know 15 of these so it's it's it's a big deal for us yeah so and I don't think that we um and and correct me if I'm wrong we won't necessarily be
looking for a specificity as plan ABC is being utilized in this this course um again we will also what we're working going to be working on is a guidance document that will provide some additional information for you as far as like texts and everything so that EPS
will know that this is to be used as well and so I hear what you're saying but I can't Envision we yes any other questions before I continue on okay this is the one that needs to be
corrected this is line 326 I highlighted it but you'll notice that fiction and non-fiction are still listed and as we go through you'll see that we we change almost all of those so this will be the line I will hope somebody asked me to cor correct or else I'll have to bring
it in a separate regulatory move later which won't be a problem because there's other things always that need to be corrected but it would be nice to just clean it up right now since it's it hasn't gone to the board yet so I'm going to go ahead and scroll down and you'll see that that same kind of
language right here where fiction and non-fiction are replaced with literary and informational text and that's to be honest that's one of the major changes we see in here is either we're going to change that or
we're going to incor incorporate evidence-based reading and science it's get it's gets kind of monotonous because they're all different sections but it's still the same kind of action another one with fiction and nonfiction grounded in science-based Reading research and evidence-based
literacy instruction you'll see that quite often when me go back we're just okay thank you so the the two additions to the English subsections for prek 3 prek 6
about some science-based reading research EV evidence-based literacy instruction again I question why they're in the English subsections for these two endorsements as opposed to the professional studies
with the teaching of reading and writing language acquisition the pedagogy pieces I feel like this impacts the EPS but it also impacts us on the division
side as far as finding eligible candidates for provisional ler because again they're more that speaks more to pedagogy and not to the the subject content
area is there anything that can be done about that so first off let me say uh to everyone here Shelby was one of uh the people on our committee that reviewed the um one of our expert committee members
that that reviewed these and you brought this up at that time as well and so I did a little bit of research and digging on why in both areas and so here would be one answer for why in both areas if you only embed it in the EP if you only embed it there it's only going to impact
our state graduates it will not impact people that come into Virginia from other universities that do not have the Virginia re requirements for graduation and so this year there was quite a lot of uh effort spent in getting the teachers that are currently
teachers up to speed with science-based reading through uh the course with UVA and some other um what's what's what are the other tests that they could do to learn that it's the O something
um yeah yes in letters that's how people that are currently teaching that are already through their education program already have a license those are some of the ways that they're catching up on this new learning so if we only put it
in with the aps we would continually have to do that on a state level whereas opposed to that with this embedded here there could be a stand aside way to embed that learning so that you're hiring somebody in Prince William that's
from New Jersey and you're going to know hey they don't have science-based reading evidence they don't have anything in that because New Jersey didn't isn't as far along as Virginia this this shows that it still needs to be part of their uh curriculum
and understanding to be a highly qualified teacher in Virginia and I don't know if that answers your full question because I think you're you're saying it's a little bit more it's just on the the teaching skill side than the teaching content side is that kind of way you were saying
I see this more as the content matter of the endorsement and not the the pedagogy side I just feel like that's something that should be in the professional study side of the ler piece rather than the
content piece so if you if you and I'm not saying you're wrong you might be more right than I am here but here's here would be an answer if you don't focus on evidence base uh literacy instruction you don't talk about the hqm the high quality
instructional materials with the students in elementary and you only talk about how do you teach this skill they won't have the curriculum background to implement those skills as opposed to the people that do go through that but
they're all going to have to do their professional studies no matter what coming in through a provisional pathway say they would coming through as lure State approv EP pathway um and if
they're coming from out of state through reciprocity then all this is a moot point anyway because they're going to license through reciprocity and then they're not going unless it becomes a statutory requirement unless it becomes a statutory which I think that there's a
chance that after the full implementation it would have to be or else we would have this huge gap in teachers those that were came out of Virginia and those that were already here as opposed to the vast number of teachers that won't be in that category will not have any understanding of this
now I'm not I don't have the ability to enact a statutory requirement but I just see well if there's a hole that is created there someone's going to have to fill it somehow and that seems like an easy way for the legislators to do that to create have us create a small micr
credential type like we do for cultural competency and then they do it through that um I want to make sure I give an opportunity for my content experts if you all agree disagree because if we make this change as a group I want to make it clear we're
making a recommendation to the board and the board's Pro most likely going to follow our recommendation not that that's a problem but I want to make sure that we take a recommendation them that is appropriate do you have anything do you feel like that's a good argument or
that matter yep okay so the thought process was to make sure that we were consistent across all of the different regulations um as far as Li licensure and regulations go that is outside our wheelhouse and understanding which
pieces address which aspects um but again the thought was making sure we were consistent with our language across all the regulations when we suggested this revision when we get to the end maybe that's a motion that you might want to
make opinion okay um we have another question back here question no I don't mind answering them throughout um we're going to get kind of repetitive here on what you're going to see so I don't want you to have to wait for all the
repetition before you ask a question could you scroll back up to the where you were changing the language about um non-fiction and fictional text um there why are we making that change when the standards of learning use over and
over and over fiction and non-fiction fiction and non-fiction the standards of learning don't use literary and informational texts someone give her her microphone I just feel like the language should be consistent with the standards that the
teachers are trying to meet and those are Statewide reading standards so the 2024 English standards of learning changed everything from fiction and non-fiction to literary and informational so it is no longer fiction and non-fiction in the newest 2024
standards which are being implemented this year okay makes sense yep the the are those on the website because I just open up the standards of learning on the VOE website not that I we can show you how to find them okay yeah there the 20204
standards have their own page with all the resources because we are in our full implementation year so there's no crosswalk year okay so we're moving beyond that why like we are just making this flowery really um academic language and
it if it means the same thing I just I'm not understanding why this change would needed to be made I think that just again for consistency sake so that what we're asking our teachers to be teaching and the terms we're asking them to use with their students matches what they are expected to learn in their K12 standards as well do you have do you
have any idea why it was changed in the standards for 2024 to make it more Global um and easier for teachers to kind of fit what they're trying to do um you know because there's literary non-fiction there's literary there's informational so if you look at the 2024
standards you'll see how they are kind of grouped um and it just allows for different ways to explain and show different structures of text and everything else with the way that they've been divided this way I guess on the next the next go around maybe try to get on the St the
standards committee or something yeah yeah continue forward everybody okay see now we're on middle education here 170 got another fiction
non-fiction and then also must be grounded in science based research and evidence-based literacy now we're in professional studies course makes be grounded this one is uh English as a second language a little bit a little
bit more than just that change guided reading is more of the um what do we call that and um yeah I was thinking of uh whole whole language is that what they called it
also yeah another special ad another special ed def hearing special at Early Childhood specializ General curriculum this is the other one you were referring
to uh Shelby was this the other one you referring to special ed General okay just no okay okay okay special ed General curriculum add-on one thing you probably are
discovering we have a lot of different types of endorsements that are subtly very similar General curriculum middle for special ed I just best add-on almost to the
end reading specialist which is specifically called for in the law and that would be it those would be all the changes um you made a comment earlier that I think is a good one to point out this has a big
impact on EPs and students but the changes are very small and subtle in the in the RS so when you're like well Fast Track or not fast track well the changes are are minor but the impact of the changes are a little
bit more significant yes sir need a microphone yeah I I I I was I was signaling shaa thank you um I just want to follow up with Shel make sure that I understand what is being discussed here
um so for Epps whenever we have evidence-based science-based when it comes to instructional strategies I understand this professional practices within a lot of the education program departments work we do Under the sections where it talks about English
and that that coursework also has to have those things so in Practical terms I'm trying to understand what that means is that that the English Department at my University that teaches courses you know in English language arts and literature and all these things we also
have to have evidence-based science-based practices so in whenever we're looking at competencies and matricies it is it does live in a different department within our University so I'm just just just for practical understanding I need to know
that that's what that means so I'm going to I'm going to attempt to answer that catch me if I'm wrong so different universities handle their English education courses differently smaller universities probably tend to have all English
education Majors just take regular English courses and and and they just cross over whereas a large University with a very robust uh education department might have their own teachers
or English education within the English within the educ ucation part of their University so my thoughts are if it's within the whole university then yes the English teachers would have to adjust if that's where the university decides to
make those embed embeddings but there are different ways to approach it where it's not in already standing courses it could be in a course of its own that only education Majors take is that fair to say
johnell is that Fair back there okay does that answer your question yes it does okay any other questions wait for the microphone they may just incorporate it into a one of the professional
education courses that outside of the department because I was thinking about what you just said and that is you got to go to each department and say okay are you okay with including this as part of one of the courses that is required and we
may end up doing something with the professional Ed because you know those are housed with us that would whenever we have to justify this or complete the competency that we put in that particular course to meet that but the more that I see this I
wouldn't be surprised if a lot of eps are thinking about a whole whole separate course to to address this which is a really big deal but yeah I was thinking about how I was going to go to each department say okay you're all okay
with doing that yeah thanks it's me rambling where there wasn't a question but it was illustrative so but Andy many many have embedded it in their current coursework that have already so that's what I that's what I have seen and you
guys correct I haven't seen any courses have been EST established in isolation um they that's embedded into what they already had some of our endorsements don't take all we we've embedded that but some of
our endorsements don't take all those courses so then we have to go back and either make those part of the courses or include those little learning modules in there and it also and again the
professional Studies have been updated as well so you will have no choice but to address it in there as well so you seem really laidback so it's okay Andy I think you can handle it any other questions on my
presentation you won't have to vote or talk about it until we get to the action item so maybe take a note if you if you need or I can go back and show something else if you needed Clarity okay we go ahead and introduce
Dr tobert to come up next okay that's that's the end of that presentation so I'm gonna invite Dr torbert to come up and she's got the annual education profile so let me pull that up for her is it the that it's it's its own thing
right let me go back I thought I opened it already for you you emailed this one to yeah and I thought I had all the Powerpoints open that's that one it's one that's our main one that's National friendhip week and
then I also have this you did youil that one no I didn't I just shared them with you shared that's fine even if it shared it'll come on here we go the other one up they're going right
back back right yeah the other one the other one's right um here endorsements good morning everyone um so to this morning I will be
going over the annual profile annual education profile I full screen that's the wrong one that's not mine I switched out of the program no thank you I'm sorry I clicked the wrong this
is me okay there we go okay each year uh educator preparation programs have to submit their annual education preparation profile this is submitted online and the regulations
govern the review of approval of Ed of of education programs in Virginia requires all institutions um to submit um this report to the Department of Ed the institutions of Higher Learning submit this report May one of each year
year and then from there the report is um reviewed from our office and we um take that data and we publicly display it on the department's website the annual profile um consists
of these 12 different components that each each EP has to report the the their accreditation status endorsement program status number of candidates admitted in program comparison of candidates number of program completers for each
endorsement program number of program non-completers by anal accountability data results satisfaction ratings by school administrators and and clinical experience supervisors of student teachers satisfaction ratings by employers of program graduates
satisfaction ratings of program graduates within two years of employment recognition of other program achievements and other data as required by the state Board of Education these different parameters were actually developed via
um apto and went to the board um for approval and so the board has that Liberty if they would like to change anything to these um requirements that we currently require EPS to report so I would love to go live live
but you know how things go but I'm not going to go live I'm just did screenshots for us to look at what we actually what you can see on the department's website So currently this year's um data has been posted and if you go to the Doe's website with the educator prep um program down at the
very bottom you have build the table the annual education profile um program profiles and if you click down at the bottom to the educator prep Builder table it'll take you to another page which you can select different data
points that you can use to look up information on all of the Virginia EPS you can compare males to females um you can actually look at what program endorsements each EP has how many program completers they have any type
any any any of the information that was listed in those 12 criteria is listed us on this page so I'mma pretend like we're actually on the page and we've clicked some information and so when we go to 2023 we're going to collect um George
Mason institution is the institution and we're going to collect female number of EP candidates and minute did all that around here at the bottom George Mason females 444 then an Excel sheet or rather CVS
sheet which you could TR um trans um export into an Excel sheet and it'll give you the data so you can manipulate and then you can do this with multiple different EPS so that you can compare data across EPS so I did another one and of course I
selected special ed and this time I selected I don't know because my little lines are off did I select AIT oh I did all yes I did all and so this kind of this shows you all of the um program all of the candidates that are admitted to
all of the pro um EPS in Virginia that have a special ed General curriculum K12 program and then this is the Excel sheet that goes along with it this really is for information only because we are required to do this
annually but if you have additional questions please see me and just to note all EPS did submit all of their data that was in that was fun um by trying to make sure everyone has all their data so that we could posted
officially um for everyone for the public to view questions okay moving on no it's and it's really it's not on the
a side it's for the on the college reporting side it says the number of students admitted whenever I asked for this for the at the college as a whole they always say well we admit a whole bunch
of folks are you sure that doesn't mean enrolled because they're admitted and they may or may not enroll so we always I always go back and forth you know with the big house is that are you talking about people that we admitted are we
about talking about people that enrolled so I always just say I think they really want enrolled I agree and um and again Abel created the language for this so we can look at maybe we might be look we can look at um changing the
language and I um when indivi when individuals ask that question I asked for enroll because they admit zillions of c um um perspective students however they don't all enroll to that institution you are correct
yes any other questions moving on to our new education endorsement programs this is a standard um process that we use at the department and we present at Abel annually well I would say probably twice a year we will
come with new endorsement um programs that have been requested per our regulations for Approved programs EPS must submit Pro new program requests to our office which is submitted in the spring um I think the deadline is March 30th for EPS to submit new program
requests the EPS must include an application partnership and and and collaboration agreements the matrices and letters of support this is just a sample of what our Partnerships and um collaboration Forum looks
like for this um for today I'm requesting that um the following programs be um recommended for approval um to the Board of Education Christopher Newport Early Elementary grades prek through six undergraduate level Emory
and Henry college early Elementary grades pre- through6 undergraduate level Liberty University special education adapted curric curriculum K through2 undergraduate ODU OD dominian University
early Ed Early Elementary grades prek to6 graduate mathematics secondary Graduate University of Lynchburg Career and Technical education transition and special needs add-on graduate Virginia Commonwealth University
English secondary undergraduate health and physical education prek through 12 graduate history and social science undergraduate and lastly Virginia Tech Middle School graduate special education
and general curriculum K through six graduate just on a side note what happens when the EP submit their programs to the agency our content specialists at the agency those that were here earlier review those programs to make sure that they align with the
Virginia state competencies we go back and forth until that alignment is um is successful and then from there we present them here at Abel after they are presented at Abel for your approval it will move on to the board of education for final approval and then
implementation after that any questions thank you Dr torbert for your presentations let's give her a round of applause So currently ladies and gentlemen we do have an additional presentation but I'm getting the signal that we might need to take a break so
it's currently 10:02 will resume at 10:15 so again it's currently 10:02 a.m. we'll resume at 10:15 thank you like I'm gonna make another of whatever this is I think she
I think I explained some that's what I and then yes sign me up for that when you're so 2 e e
e e e e e e e e e e
e e e e e e e e e e it's okay now we have everybody back in
the room we'll go ahead and resume our meeting so again now that we have everyone back in the room we go ahead and resume our meeting well I don't want to see since we didn't know how to
listen to my voice you had to listen to the gavel so again now that we have everyone back in the room we'll go ahead and resume the meeting uh which takes us to our last presentation um for National apprenticeship week with Miss shaa LeBron and then we'll roll into two
action items of which we'll probably need to be making some modifications according to what we've heard this morning so I will now turn things over to miss bong you're welcome hello everyone how are you so I know that November is packed
with important days right we had election day we had Veterans Day thank you to anyone who served um we have Thanksgiving next week but really the most important week is this week because it's National apprenticeship week how exciting right I'm not biased at
all so this is the um it's actually a federally designated week so it's a nationwide celebration where employers let me move myself out of here in my own way um where employers industry Representatives labor
organizations community- based organizations basically anybody who has any hand in apprenticeships they come together to Showcase their success es and showcase the value of registered apprenticeship so it provides the public with an opportunity to learn more about the benefits of registered apprentiship
and the programs available within their communities so over this week There's over 2,000 events which is really exciting not just in Virginia that's Nationwide but still exciting that there's so many people coming to celebrate this week and the benefits of
of apprentiship now I don't know if um come you can do it for this week we are actually um I say we but our local celebrity known as assistant superintendent of human capital Rob
Gilstrap will be on a nationwide webinar [Laughter] celebrating and [Laughter]
a solid flashback um but Rob will be highlighting um with the national Center for grow your own as well as representatives from Alaska and North Carolina I'm talking about a coast to coast perspective on registered teacher apprenticeship so I really recommend that all of you if you are interested
and you are available please chime in I know I will be chiming in and they already told me that I would have first preference of questions to ask Rob anonymously so no problem if you have a question you're afraid to ask I will happily do it for you so that Rob can
answer not me um but that will be on Wednesday at 1 pm our time so the flyer um also has central time so make sure you look at our East Coast time um we I have some exciting news we are now up to 33 as of September School
divisions who are approved to offer register teacher apprenticeship so that is very very exciting um and we have more to come so we this month as you know we had our um State apprenticeship expansion funding Grant was due I was
hoping I'd be able to come to you with Awards but unfortunately I'm not able to right now but we are hopefully going to have them awarded in December with that funding so we're very excited for our 33 School divisions who are offering this as of this year so with that I thought
maybe since it's ntional apprenticeship week we would not hear from me maybe we would should hear from one of our school divisions who are actually implementing this and hear about the impact so with that I'd like to welcome up miss Shelby Elliot from Prince Liam County so she can highlight the Prince William County
teacher apprenticeship good to go good morning thank you everyone oh one but wrong button so I have to say and over 25
years in public education this has to be the most exciting and most rewarding project I have ever worked on and I'm going to go through pretty quickly and just give you a brief overview of our
program we partner with Virginia Commonwealth University's RTR program and they are currently in their four 1th year of having a teacher
residency apprenticeship program they began in Richmond Public Schools um and are now partnering with 22 school districts throughout the Commonwealth VCU RTR has prepared over
374 teachers to work in high need schools they have trained over 299 teacher mentors uh 40% of their graduates are teachers of color and
82% of their graduates maintain over a three-year retention rate in their initial School Division numerous graduates have gone on to become teachers of the of the Year and have moved into other leadership
positions in their school Visions so Prince Williams partnership with vcu's RTR program started in 2022 with it began as an unpaid teacher
Residency program and that was also the year that we were so fortunate to be given a teacher apprenticeship plan planning Grant award from the Virginia Department of Education um in
2024 we launched our paid teacher apprenticeship program and Prince William teacher apprentices receive a progressive salary and benefits they earn while they learn VCU and Prince William recruit
teacher apprentices from teacher assistants substitute temporary teachers any pair of professionals and even people outside of our School Division who just live in our
community we recruit strong veteran Mentor teachers these are our Rockstar teachers that I get recommends from principles and my high need schools to Mentor them and we pay
the mentor teachers a $4,000 stien per year to host a teacher appr us we pay uh 33% cost share that kind of includes the training costs for the mentors the
mentor stiens um all of our division cost share fees VCU provides the opportunity for the apprentices to complete an approved
program uh teacher preparation program of study they earn uh their bachelor's degree uh all tuition and fees are covered by a stien that VCU provides to
them uh VCU gives the mentor teachers all training from the new teacher centor and coaching and mentoring and program completers once they finish the program they have their degree they have their
teaching license and they begin teaching for us in the division we still provide them a new teacher coach for the first two years that they're teaching in their classroom that coach meets with them once a week for an hour a week to help
them in anything that they need to support and assistance in and meets with them every other week in the second year of teaching and at this time VCU is still the largest and longest standing
teacher residency in the Commonwealth so the teacher apprentices must at this time have an associates degree to apply to be in this program
they have to have a GPA of at least 2.5 that is a mandatory requirement from vcu's school of education they sign a service agreement committing to teach with us for a minimum of 3 years
at the completion of their program we currently offer two Pathways a b an elementary Ed and a Bachelor's of Science and special ed General curriculum K12 we are hoping to add soon
a Bachelor's of Science and secondary education applicants um pay no application fee to apply they upload their transcripts they have to provide three recommendations a written statement of
intent and then when they are screened candidates that are screened from the application are then interviewed by a panel that is composed of both Prince William HR staff and VCU
staff so as I mentioned we started our first paid teacher apprenticeship program in January of 2024 with 18 teacher apprentices 10 in elementary Ed and eight in special ed
prior to that we had been doing the unpaid teacher residency option with VCU and in the one year between 2023 and this January of 2024
our application pool increased 5,000% when we announced that we were going to be doing this as a fully paid option we were struggling to find six applicants for the unpaid
residency and I went from six to I think it was 347 when we announced the full salary option in um March 2024 we were awarded
the grow your own teacher apprenticeship Grant and with that Grant we partner with a Consortium of eight other school divisions and that includes Chesterfield Den Wy Essex henrio Petersburg Prince
George wesboro and sui in August uh of 2024 we added nine additional teacher apprentices to our program six in elementary three in special ed and all of these are now
registered with the Virginia work department development and advancement group so Prince William teacher apprentices are issued their own specific 195 day contract and if they
were previously employed with us such as Tas Subs temps I've had a security assistant be accepted into the program I've had someone from outside of the community be accepted they resign from that position the summer before starting
the apprenticeship um they start VCU course work the summer before starting into the August school year and then they begin with their Mentor teacher as soon as
school starts in August year one of the program program they are with their Mentor three days a week in the school Tuesday Wednesday Thursdays Mondays and Fridays are fully dedicated to completing their VCU
coursework um and during this first year their duties are very similar to that of a teacher assistant they are observing learning from their Mentor teacher they are pulling students and working in small group instruction one-on-one
tutoring um they may start to do one lesson teaching one lesson towards the end of the year but again duties that are very similar to that of a teacher assistant it is the beginning of year
two that they really begin the code planning code teaching model that's their actual residency year and during that second year they are in the classroom with the mentor from the very
first day of school to the end four days a week Monday through Thursday with Friday being the day that they're dedicated to their VCU cours work and this is kind of what that secondy year
residency looks like so in August if you look at the car the mentor teacher is the driver and The Apprentice is kind of in the back seat they're they start the year co-planning co- teing but The
Apprentice may only be doing one to two lessons a day and just gradually beginning to take over the teaching responsibilities by mid school year like in the January time frame The Apprentice
is now solo teaching in the classroom with that Mentor the mentor is now more in the role of the teacher assistant where the mentors is doing small group instruction and one-on-one tutoring while the teacher Apprentice is doing
like a N9 week solo teaching and then they come back together doing the co- teing co-planning but at this point The Apprentice is the Lead Teacher all the way to the end of the school year the benefits of this program for
the teacher Apprentice all cost barriers are removed they get full tuition coverage all expenses paid they don't pay for their practice fees they truly don't pay for any cost to get their
bachelor's degree teaching license in this program to become a teacher they get their new teacher coach upon completion of the program they receive professional development throughout the program they build a
professional Network while they're in the apprenticeship developed leadership skills an opportunity to reflect on teaching practices the two years of mentorship with the experienced teacher
on the job training followed by the two additional years with the coach certification to teach in Virginia and priority consideration for a position in Prince William at the end of the
position research has shown that student achievement and postsecondary success are correlated with teacher quality and Effectiveness and VCU data has shown that RTR prepared teachers versus
traditionally prepared teachers especially with elementary students have shown faster gains in read reading and math despite being in the lower
performing uh schools the most significant impact on St student achievement is collective teacher efficacy and one thing that Kim mcnight the director of RTR and I have
consistently said over and over teaching is the profession that creates all others and this program more than any other it so gets the individuals
prepared uh for teaching it is such a quality program um it truly has been an honor to work on this and I'm so grateful to shaa to Rob to Dr coun and espec especially
to Dr Kim mcnight my partner at RTR she was supposed to be here today she is running a little bit late but it it takes a village to to make this happen and the collaboration and the partnership that has gone into this to
include the phenomenal leadership that I have in Prince William um for them to believe in this opportunity and allow us to start it even before the grant opportunities were on the horizon was a
huge leap of faith and it has it has just been a wonderful opportunity so thank you does anyone have any questions about any any thing well thank you so much
so again excellent presentation uh shaa and Shelby and one more round of applause for them next up we have Mr Gilstrap to bring two action items um the first one referring to our higher education and
new um programs that was presented by Dr torbert I'm enjoying saying that by the way uh and then second the V La Reg ations for chapter 23 paying attention to line
326 right we'll come on it let me uh pull up the right presentation before I uh open the agenda items um I wanted to say something about what something Sean uh said I I know why she probably didn't mention this but I don't
care I'm going to go ahead and mention it anyway when we did the Esser grow your own last year we struggled to find divisions that were confident enough to sign up for it
especially at a short notice and we had millions and millions of dollars to spend because we had esate but we only had a short time to spend it and then we opened up this one which is the safe Grant which has got some guaranteed money for a few years and this first
round the the pocket of money that's available is like 2255 or something like that million dollars and justtin what less than a month we have like over 11 over 11
million do worth of requests so what that tells me number one people have more confidence than they did before and and Shauna has done a much better job getting everybody excited and ready for that but it also is still a big need and
it is a need that works and uh I thank you so much Shelby for presenting that uh I am going to steal some of your data on my thing on uh the 20th I'm that there are some things you said that if you're watching you're go wait a minute
he took that right from my presentation and the answer is yes I did and and and I'm sure I've got other things that I'm going to talk about but I think it's just such a nice tight picture of the effectiveness and you're not the only division that is that's doing well with
this but yours is a good example because you have a partnership with the university not even near you and you have other divisions that are working all together so it's just a really nice partnership there plus the fact that you all already were moving that direction we just were able to come along and
support you with that and give some um I guess guard rails through uh Virginia works and and other parts with that so thank you for your presentation and uh I am excited about apprenticeship week even though um I'm only going to do my
one hour that's my one hour of Fame I guess um I don't it's not going to be Fame uh so let's go to the agenda items um and I can pull up presentations if anyone has any questions but the first one has to do with the approved programs that John Al
presented earlier um let's see what were the names of those I think I have them real fast here this is the board doc that will go forward should you all approve but it also has the listing so I like so here's
the listings but this one has a few more doesn't it this has this has more yeah yeah this has the ones so we had a um approval for programs but a month ago
and it got bumped from the board agenda which that's fine it wasn't a rush but we're including all of those with the ones from today so this is this is everything but I'll go ahead and pull up the one that's just for today because you don't need to filter through the
that this one okay there we go thank you there you go case you wanted to see what programs we're talking about again this would require someone to make a recommendation a second and then an approval process should you all choose
to do that and we can also ask answer questions Dr Arnold speaking my language yeah on all right good morning uh one minor correction uh to the list there em Henry college is now em and Henry University
and that needs to be corrected but I would move that we improve we approve the new education endorsement programs uh as presented welcome Susan trainer I second
it discussion questions so motions made and properly seconded that we adopt the list of programs with the amendment to emry Henry any
discussion hearing none we'll proceed to vote all those in favor signify by saying I any opposed likes on any extensions he's not there anymore M motion passes thank you everybody so we'll go
to the second one second uh recommendation is for our VA changes uh for chapter 23 as a reminder we've already done half of this process which changes to chapter 543 this should be the end of that um there
was some discussion uh along the ways uh when I made my presentation so if anybody would like to make a recommendation please include whatever adjustments you would like to make in that cor you don't have to but it's going to
be corrected eventually yeah um Peggy schimler thank you so I think it was line 32 26 reads fiction and non-fiction so change that to literary and information text thank you but also
I found a couple other places on line 393 it reads the ability to Foster appreciation of a variety of fiction and non-fiction so that would need to be changed as well to literary and information and I think one more place
I found it yes on the p on line 599 as well it reads of fiction and non-fiction texts so that would need to be changed to literary and information oh and also on line 619 it read what was this what was the second
one 599 want me to go back yeah I'm just going to mark it so that I can fix it 393 here we go and then five what okay 69 and I believe that was all yeah no I I think she did like that
was a motion with those edits yeah so I will off with I think I will Eric mafa and I will second everything Peggy has just said question questions discussion all right so motion's been
made improperly second it to adjust line 326 line 393 line 599 and line 619 to go from fiction versus nonfiction replaced with literary and informational text we do have a motion and second again is
there any further discussion hearing none we'll proceed the vote all those in favor signify by saying I any oppose likeon any extensions motion passes you're
welcome all right leave that open we have both uh oh let me introduce somebody real quick me do ah you a microphone uh I told you all at the beginning that uh we have a new member and she's here uh Miss Montgomery's here
and is it Dr mcgomery do I'm sorry not yet almost Dr Montgomery is uh is here and I told her I'd give her an opportunity to introduce herself and and and greet you all hi I'm charita Montgomery I am from Newport News uh
Virginia uh work for Newport News Public Schools this is my 25th year uh teaching um I work at right now currently work at Newport News Juvenile Detention um it's like my eighth year
but I spent like 17 years teaching middle school before that um I'm excited to be on the board today uh this not my first board I'm also on the vctm board as a secondary representative
for mathematics so I'm excited to be here thank you for being with us for our liais on reports uh Dr Lewis and Dr o both said that they will have reports on their next meeting but do not have them for this meeting uh we need to
we need to take over for that okay so um before we actually adjourn out for working lunch please note on our standing committees we did have a modification to our agenda today and Dr shimer you are the
chairperson for Teacher education correct corre okay now with that also being said our other committee which is licenser cannot be chaired by Dr mafa because he serves as the board's Vice chair with that being said we do need to
have an individual to take over the chairperson of that committee are there any um nominations from the floor do it Ron Ramsey I would nominate Dr Andy Cox motions been made and properly
second it to uh nominate Dr Cox any further nominations is there a motion to close the floor to further nominations there you go all right so by acclamation Dr Cox we appreciate you
yay um additionally um going into our afternoon working lunch discussions there has been some information sent to you by email from Miss Bryant um and I will thank Mr Ramsey for providing those so the there are two items that you should have
received um and they are J loock reports as we are referencing Statewide teacher retention strategies um with that being said I'll turn things back over to Mr gilra uh does anyone have any an announcements or discussion items they
would like to bring up at this time that would be the appropriate time for this meeting you guys are efficient today very efficient all right and we'll move on to the next thing Dr Cox has something thank you Dr
Cox I'm sorry I'm sorry so um one thing in that I I guess this is more informational and maybe something that would be coming through us or around us in one way but for all EPS we have to go
through um our Cape accreditation every seven years and one of the things that we've been looking at is that um programs that have the counseling um endorsement are having to kind of do a
bit of double work when it comes to accreditation because they have to go through the accreditation um for the counseling program and then they have to kind of repeat a lot of that through um cape and so what um we have heard is that there
are some legislators who are going to sponsor um I guess it's a bill or proposal that that would if you have gone through the counseling accreditation through K what who is KP then that would
allow you to use that um successful accreditation as um evidence for Cape so that you didn't have to go through that again I don't know that this would ever come through us because I think if it goes through legislation it actually
goes around us but it may be something that we want to keep on our radar as um potential change to the regs to to identify this process one way or another but any just just some information there just to add on to that if that were to
happen it all depends on how it is proposed I mean it could be proposed that the Board of Education to do this thing or the Board of Education to provide feedback or guidance or could just be do it and if it's just do it
then it does go all the way around the Board of Education we still have to figure out how we would adjust but uh that's one of the we talked last year about all the bills that were coming through and we're like okay when will this one go in effect when will this one go in effect and they looked like okay
they were all approved on the same day so don't they all go effect on the same day well it all depends on the wording if the wording said this happens then it went into effect July 1 if it said the board had to do something then had to wait for July 1 and the first board meeting for the
board to start that action and sometimes those actions are regulatory action so that's why we have sometimes where we say like the 2022 legislation said blah blah blah and now we're in 2024 and we're doing it because it takes regulatory action in some cases and that
can go back and forth it's not as simple as just okay count the days and you're done it's it could be adjusted and then reassessed and so sometimes things take longer but sometimes they go into effect immediately all depending on the the language that the bill is written with
any other items for discussion or announcements yeah I'll make a quick announcement uh the amazing Dr Kim Knight is with us from uh VCU and so if anybody wants
to talk about uh RTR or just uh good places to eat in Richmond city she probably can give you all of that but uh welcome welcome uhuh all right so before we do adjournment I would like to point out
what I would like to happen with the standing committees so we do have two standing committees and we have time before lunch so that I can almost guarantee that most people will stick around and and do the standing committees um I would like for one
standing committee to be on this side of the room and one standing committee to be on that side of room you do not have to use the document that was shared with you but it does have some good starter topics you can probably look at and I would like for the standing committee for uh teacher education to talk about
from the role of eps and teacher education what can be done to increase increase retention and Recruitment and then the other committee what from the standpoint of ler could be done to increase teacher recruitment and
retention and then at the end hopefully you all will be able to share out some uh ideas that you came up with and I can use those ideas as we go forward and uh you are an Advisory Board not just the voting board or just a listening board you're an Advisory board so I will be
looking and hoping for some good advice uh from this board you were all selected to be on this board because you all are amazing in your own areas and so hopefully with all your varying perspectives you give me some good input you can got a question
no com go ahead now BCU is here in the same regard uh during the discussion that presentation shall be made and the discussion that u shaa u led us
through dealing with [Music] the um apprenticeship as um my comment is not necessarily about the public school CIP aspect so much but it is uh if you will a
testimonial uh to the Christman Residency program um a number of years ago uh I had a student who was under my tole chent inary
University uh graduated in elementary education graduate and I received information about the Richmond residency program offered through DCU and I suggested that that was something he might want to look into and
as fake would have it he did entered the program was was accepted and entered the program um worked on a completed a master's degree in special education and taught for a number of years here in
inner city rich and and he uh he he speaks extremely highly of that particular experience now he is no longer in Richmond Public Schools he is teaching in inter city
Dallas Dallas Texas and is is is thriving is doing quite well so I just want to throw that in uh as a u as a testimonial to The Residency program and as a quary to the great
possibilities that the uh uh apprenticeship program PS for Education I'll you later start I'll find out about all right so ladies and gentlemen we'll proceed with adjournment that does
require a motion in a second so second do G is there any discussion about that because food cometh quick as well okay hearing none we'll proceed to vote all those in favor signify by saying I any
opposed any extensions this meeting now stands adjourned for