Good morning, everybody. I think that came through. Welcome to our this would be our fourth fourth APTO meeting of the year because I think we have one more we were required to do, and then we have one more on the books, that if we need it. Thank you so much for coming this morning, and thank you for being patient with us as we transition from staffing changes and leadership changes and location changes.
We just got a lot of lot of things going on right now. I like this room better than the one up on the 22nd Floor. I think it provides you a little bit more space. We will most likely be there again next month. But after that, when we if if we don't have another meeting until September, we will most likely be in our new space over on Franklin Street, 7th in Franklin. But I don't even know what that space looks like yet because they're still building it. But right now, this is our this will be our space for today and, of course, probably next, month as well.
If you had any problems with your travel, if you had any problems with your parking, when this is over today, please let me know. Alice did so many things for us, and some of those things we didn't even know she was doing. And then we found out, you know, as she she stepped away, and I got a couple calls yesterday saying, hey. What am I supposed to do right here? And I'm like, what did you normally do? And, they're like, well, this is how it used to happen. I go, okay. Okay.
Well, we can adjust to fix that. And, Tarasita, who is helping us is wonderful. None of any of the issues that we have had today or yesterday would be her fault at all. It would just be a transition thing, and she'll probably do even a better job than we're used to because she's very thorough and very committed to supporting us. Let me go ahead and click, see if it works. Oh, that works the easy way. Of course, we're already past nine, and our, actual president is is actually here to
take over this next step. It always says I'm presiding or someone else, but it really shouldn't be that. It shouldn't be it shouldn't be you every time. I don't know why on the PAC records, it would have whoever the VDOE represented. Like, last time I had Tiara. And so, I'll see if I can fix that because you really are presiding. I'm just helping. I'm just the assister. So my opening remarks, and, welcome. I think I've made it through that. If you would like to take over for a little bit. We do not have any oh, we do have a few guests that are guest,
presenters, and they're in your agenda. I'll go ahead and introduce them. We've got with the math department, the math coordinator, Vicki Bohidar. One second. And we have, why did I oh, it's because when this was printed, we didn't know we didn't know who our presenter for CTE is gonna be, but a familiar face, back here. And we also have Malik McKinley, who will be virtual, and we'll he'll go after me. We'll work through the tech of that.
And I think that's all the guests that we have currently here. We also will have a a visitor part the way through our our time today. Our new chief of staff, Holly Coy, will be here. She's double booked right now, and she can't make it until probably, like, after 09:30. But she'll be joining us. I'll introduce her when she's here, and she'll stay for most of our time. But, so when she gets here, I'll introduce her without further ado. Good morning, Jose. Good morning.
So my apologies for my voice. I think it's already gone on spring break, and my body just has to catch up. Nonetheless, as we begin our meeting today, I just wanna make sure that you're aware on the rear table of the room has a copy of the meeting minutes as well as our agenda and sign in sheet. If you need any of those, please find that table. Also, if you need a restroom, you would need you head out immediately to the right of these doors, go through that set of doors, and the lovely people at
security will direct you to the restroom should you need it. With that being said, next step on our docket is approval of the agenda. Does require a motion and a second. Eric Moffa moves. Second. Peggy Schindler seconds. Is there any discussion? Here and none, we'll proceed to vote. All those in favor signify by saying aye. Aye. Any opposed, like, sign? Any abstention? Motion passes. Agenda moves as presented. Next step, we do have approval of our January 12 meeting minutes.
Again, that does require a motion and second. Motion for approval. Ron Ramsey moves. Second. Shelby seconds. Any discussion? Hearing none, we'll proceed to vote. All those in favor signify by saying aye. Aye. Any opposed, like sign? Any abstention? Motion passes. Thank you. Rob, I did not receive public comment. Do we have any? Fantastic. Thank you, sir. So next up on our agenda, page two is our legislative update. So I'll turn the floor back over to mister Gilstrap. So, again, good morning. Last meeting we had was early in the legislative session, and I presented to you
the bills that were, approaching or in action or were in the first stages. We are now at a different stage, in the legislative season. We've finished the, for us, the hard part, and now we await the governor's decision on the bills. Several of the bills have died or been pushed to another year or, as they politely say, laid on the table. There's lots of fun terminology that goes with general assembly that, goes way back to
our politeness as a society back when we first had our first general assembly. And so I'm gonna show you in a second the bills that are still waiting for governor's signature. The governor could also veto these bills, and then there would that would create a whole another process where if the general assembly wanted to try to overrule the veto that would require quite a lot of cooperation. As a side note, we are also still waiting for a final budget.
So that will be news maybe in April by the time we meet, but most likely, it won't be until after our last AvTel meeting. But, I'm just gonna go ahead and advance to the Unshare and reshare again is lagged on the bill. Unshare and reshare. Yes. What you're seeing is not what I'm seeing. That's what. Sure. No. It's not. It extends your screen again again. In my office, I have three screens. And it even though we turned them off, he really likes having three screens, I guess, because he keeps on wanting to go back to three screen. While we're waiting, talk about some of the things we're gonna talk about today, but
with that. One of the things that's gonna be enforced with, think about it when we're gonna get next year. That is one of our scheduled things that we just have to do. Hey. The whole I just got what part of the day is doing the month on your day. We do have a lot of options on the date. And we even have a consideration of maybe meeting our first meeting earlier than the year or even the, like, the first or the second meeting of September, but you do have the option of having to move on it.
Yes. There's nothing that prevents that other than our our the will of the board. Hey. Sorry for the tech. Here we go. So if you're looking up here, this is hard to read, but you're gonna get a copy of this. So, I'm gonna go it'll be hard to read than you are. He's got a giant screen. It's a little hard for me to read, but I'm gonna share this with you after we're done with our meeting. Bills in red are bills that have either failed, died, whatever you wanna call them, laid aside, continue till next year. Those are the ones in red. Bills in green are bills that have made it through the legislative process to the
point where they sit with the governor now. If there's two bills on the same line, that means that they were companion bills, And so that's why there's a couple of them that have two different numbers, a house and a senate bill. I'm gonna click through some of these just so I can show you what what you have available at this resource. I will say that there's a few bills that have come before us, and we've talked about them in the past, and then they died in previous years that are back. The the ones that have to do with the interstate compacts, Those have come before
you all as a discussion point in previous years. There's actually two interstate compact bills. There's one just for school psychology. That's the h p two five five in the second row. And, that one down at the very bottom here, h b two o two five three is the one for, teachers. And interstate compact is basically a reciprocity process where you have states that usually are in close proximity to each other, agree to work together to be innovative and cooperative
on licensure requirements. We already have reciprocity agreements with all the states, so it would be something beyond just that. But right now, that's waiting for the governor. The ones that I'm most excited about, I think, is s b o four five o is on the far left. That is an alternate route review work group. What that would be is a group of experts, coming together to look at how
we do alternate routes, look at the data behind alternate routes, decide are all alternate alternate routes best for teachers, best for students, and then look for holes that we would need to fill to know those answers. Because we will probably find that some of our alternate routes, we would like to have certain points of data that we currently can't get or don't get, and this work group hopefully would reveal that. I will say it's probably a timely, approach, and I say that because over the
last four or five years, teacher vacancy rates have been like the topic of of of least our office. But in the last couple years, those vacancy rates have come down. And I say all that to say, part of the reason the vacancy rates have come down because there's a prevalence of alternate routes, easier pathways to become a teacher. And, yes, we need teachers, but we need great teachers. So that alternate route pathway is something that we would definitely want to look at
very closely. I know that the general assembly agrees with that because they moved this forward. Let's make sure I don't pull out any of the other ones before I show you what you will see here. We do have a bill by, proposed or, I guess, suggested, wouldn't be proposed because she's not a general assembly, by Angela. Angela's bill made it all the way through. It's not her bill, but it's one that we sent forward saying we really think this could help. You wanna talk about that bill at all? You need to come up here. I'm sorry. Yeah. Or talk real loud.
Yeah. It needs to be picked up here for the Zoom. There would be, HP 1387. Okay. That's one. Yes. Yes. Okay. So if you're familiar with the license revocation process, it's it's quite a lengthy process involving school division initiating a petition, holding a hearing. If the local school board approves the recommendation that a license be revoked or suspended, it comes to VDOE, and we hold two additional hearings. All of those hearings require a panel or a board to consider.
All of them require notices. And in one small subset of cases, we propose that all that process is maybe not necessary. And that would be the case where a license holder is convicted of a crime that requires them also to be registered on the sex offender registry. And in that small subset of cases, this bill, if the governor signs it, would allow us to revoke the license automatically. The license we would present evidence to the board that the person who was convicted and sentenced and ordered to register is the same person who holds the license.
The license would be revoked, and then a notice, would be sent to that person letting them know that their license was revoked. It just eliminates a lot of the process for a person who's already had a lot of due process in courts. Yep. Anybody have any questions about that little department then? Thank you. We also have up here on the board, HB1165, the division superintendent qualification down here for the bottom. That bill also, could change a few things.
It's not a a bill that that would have, like, a huge amount of impact, but it could have critical impact. And, if you were applying for a division superintendent license, there's four pathways that you can take. One of them requires you to have a doctoral degree in education. That bill that pathway also requires you to have a combination of five years of teaching experience and admin experience with no less than two of each of those kind, and that's what we call option one. Option two allows you to have a master's degree and then thirty hours beyond, that
master's degree in specific areas related to school leadership. So you don't actually have to have the doctoral degree, but you have to have quite a bit of master's level work. Same requirement for that one requires the five years of teaching and admin experience where it's minimum of two each. Then you got option three, and option three is a master's degree minimum, a valid state license in another state to be a superintendent, plus the five year minimum teaching
admin experience. But then we have option four. And option four is rarely used, but it is used from time to time. And option four is really designed for a school division to have an option to hire somebody who may be an excellent leader, but not necessarily come right out of an education and background. In option four, you have to have a senior level position. Chief academic no. That would probably not can't because that'd be education, but, CEO of a company.
We'll just say that. Or a high ranking military official. It does not require you to have teaching and administrative experience, but it does require you to have a school division write a letter to us saying, we wanna hire this person. They're our best candidate. And that's option four. But this new bill changes the option four pretty drastically. It doesn't change much of the other bills other than it there's a part of it that asks that a, a testament of character be added to all of these.
We already do kind of that on our application when we do the do you have you ever been convicted of a a crime? The the the general things that all license holders have, but we'll have to tweak that a little bit. But it takes away the option for option four to not have been a teacher or an administrator. It also adds to that that you can only get an option four if your school division has 2,000 or less students. So it's only for small school divisions at that at that point.
If you go and look at all the option fours, which we have a 131 school divisions that have a superintendent in position, there's only four, I believe, right now that have option fours. Of those four, two are from big divisions, two are from small divisions, but one of the small divisions is right on that line of 2,000. So it technically would eliminate those other three other than they have a clause built in that if you were already in that position by the time I think it's
I think it's July 1. I have to I have to look again. You you kinda grandfathered in, but anybody new would not be allowed. So that one does have an impact on licensure, in a in a fairly significant way. There's one more I wanted to point out. HP1437SPO75. So we currently, at the end of the year, do a vacancy report. There is a report that we already do. We gather what we call PEC data, and that informs us on critical shortages.
It, lets us know the trends of the state. Is the state gaining teachers, losing teachers, high quality teachers versus subs? This bill is gonna go a little bit farther with that. It's gonna tell tell we're gonna request information on why somebody's leaving and, whether or not, their demographics, like, are they male? Are they female? Are they African American, Caucasian, whatever?
And I think there's one other aspect of that bill that we're gathering information on, why they're leaving. And we don't normally gather back gather that information. We just if they're leaving, they're leaving. I think we used to gather, are you going to another job? Like, are you going to another state, or are you leaving the profession altogether? But that's more of a directional. That's where you're heading as opposed to why you're leaving. And we think that we'll get some important information out of that. Like, if there's a whole bunch of unsafe, well, it's the principal I work for.
I'm leaving because I had a horrible principal. People the the saying is people don't leave leave jobs, they leave bosses. So maybe that'll indicate that. Or it might just indicate things like I don't make enough money or the environment is unfulfilling. There could be lots of reasons, but that'll be something that'll be more data for us. Yes, ma'am. Is there already a survey that might be There is, but it doesn't go that deep. The the the we do a survey at the end of the year, and it gives us whether or not they left, and where their next intention is.
But it doesn't say anything about the the actual applicant as in, is it all male teachers? Is it all female teachers? Is it all whatever? So this is the same survey that We will enhance, yeah, we will enhance our current survey to not over survey people, but to provide more data within that one survey. And, hopefully, we'll be able to get all that data and have robust conversation even in this room about it. Anybody else question about that? I'm gonna go ahead. There's other bills up here that are definitely valuable.
There's a CTE bill, of course, and unpaid leave. We got a grievance bill, noncontinuing contract. So there's several other bills that definitely have impact. It's just those are the ones that I've I see us working more directly with as an AvTel group. I'm gonna go ahead and yes? At some point, if we could go over this in a meeting because I I was involved in that bill. I didn't quite but we we can maybe add another meeting, talk about it, but the three year CTE licensure, there was a lot going on.
A lot of people had built Right. Around CTE licensure. It was pretty it was amusing. So just getting feedback on that at some point will be really good. I don't know if our CTE person is willing to, talk about that when they do their presentation. But, if not, we will set that up. And I will agree. I think that over the course of the whole general assembly, there was, like, five bills and some were molded into this one. Some were just kinda left out. I know that there was two bills in the same side that were almost identical,
and so they had to decide who's gonna get credit for it. So, yeah, it was CTE was was, as it has been over the last several years, a a big topic of conversation. But if we don't have enough time to talk about it today, we'll definitely go deeper into that maybe in in April. I'm just gonna show you what I have on the next slide. Let's see. I go through each bill with a little bit more information. The ones I guess I should say let me back up. The ones that are in green. I don't go into detail if they if they're no longer around, I didn't go into detail.
Yes, ma'am. Yeah. I think I've mentioned this before. It's really helpful to me to be able to have these copies to prepare for the meeting. Uh-huh. Otherwise, I don't know what questions to ask. Mhmm. And then by the time I have a question, I'm gonna you're gone. So if is there any way, we can get the people to prepare for moving in? I know in the past, you if it was happening, but I really would appreciate that. I will do the best if I can. I will tell you the reason why we don't do it and why we haven't
done it in the past. Once I give out that materials, it has to go public to everyone. I can't give it to you all as, like, a preview. And sometimes I don't get the materials until we get closer because we have out outside presented, and sometimes they don't this one, you could have had a week since I did this one. You could have this one a couple weeks ago. But it isn't always the case. It's not always the case that I have. I need to be honest. I got one of my one of the presentations today, late last night. So it wouldn't I understand.
I have to get to to the extent that it's possible. Sure. Is possible. Absolutely. Absolutely. And let's see. I'm not gonna go through each of these. I'm just gonna give you a this a view of what you're gonna get as soon as I share this out with you. It just goes into a little bit more detail of each bill, who is the who introduced it, some of the language. And, the top part that's in blue is the hyperlink to the bill, so So you can actually just go through the bill. Alright. Let me stop sharing. Does anybody have any questions just in general about general assembly actions or legislative movements
before we move to our next topic? I just wanna say also, I am so grateful that you all come to these meetings. We have not always had that. We've had people assigned to our meetings, and we we would rarely see them. So it is very appreciated. And that's probably why I saw Shelley at a gala and walked up to her. She probably didn't recognize it because I'd shaved my beard and cut my hair, and I just gave her a big hug and said, I'm just so glad you're on AvTel. So probably an exuberance for having you be so participant and involved.
The devil of the detail. Mhmm. Our next meeting is the April 20. Mhmm. After which, governor will have have out mister Hassan. Mhmm. Will that give you enough time to update this presentation so we can see where we are at the moment on based on what Only if the bills are signed. If the bills are not signed, if they're vetoed, then they still have life. They just don't have as much life. But once they're signed, it's the general assembly said we want this.
The governor says we want this. There's there's not a lot of controversy anymore after that point. But if general assembly says we want this and the governor says, I don't want this, then the general assembly has to decide, are we gonna try to make sure this happens? So though all the signed stuff, I'll be able to update. Anything not signed, I'll just be able to say, we're still waiting. Can can you just disaggregate it? We did on this. Mhmm. That's the you know, this point. Is that something you could push out? And we can see you more of it, and, be prepared to have our accomplishments.
Right. Yep. Absolutely. K. Alright. Now we have, mister, McKinley. Let's see if I can do I need to turn it over to him? You might wanna come up here, don't we? Yeah. I'm just following them. Can you say something? Good morning. Can everyone hear me? Try again. Good morning. Good morning. It's not very good. Try again. Good morning. Is that good? I can go a little louder if I need to. Louder. Try again. Good morning.
Okay. We need to expand his screen. It's him. Okay. So, Malik, you can go ahead. You're you're on the big screen, and you can share. Oh, I'm on the big screen. And everyone's listening to you now. Okay. And I have just shared my screen. Hopefully, it is up. We're not seeing the full view, so you might need to switch your screen view. We're seeing the have you put it in full view yet? I just did.
We're seeing the other side. So we're seeing still, like, the the, minimized version. Okay. So ladies and gentlemen, the team prepares himself. Present that we have two presentations for mister McKinnon. First is gonna be reviewing the new assessment options. And the second is review of the newest elementary education exam, the 8,001 SEARS. And should we need to have questions at the end? Yes. We're working with what she's had moving. We're still not seeing your full screen. I am in presentation mode on my end.
I think you need to if you have multiple screens, you need to just flip the one that you're sharing. How is that? Still seeing the other one. Okay. Go ahead and stop sharing and try again. Maybe it's frozen on our end. There we go. Is that that works? Yes. Works. You're good. Okay. Great. Thank you, very much. My apologies for not being, present this morning in person. That was the, original plan. I do like, seeing you all in person. Did get a chance to to see some of the members at, the recent VACD
conference, so that was a a good, day and a half, out in Northern Virginia. So thanks for everyone that stopped by our booth and and, spoke good spoke to us, for a few minutes there. We are going to, this morning, talk about three Praxis exams. These are the world languages that we're going to discuss this morning. And I also have, one of my colleagues as you can see on screen here, Sumi. She is going to join us in just a well, she's online now, but she's
gonna join the conversation in just a few minutes and, talk through some elementary education conversations here. So as we move to the agenda and just doing one more check to make sure that, the agenda has moved forward. You're good. Okay. Alright. So in terms of the content, again, we're going to speak about a few of the world languages that Praxis has to offer, including Latin, Chinese Mandarin, as well as
Russian. And then I'll ask, in a few minutes for for Sumi to speak about elementary education fundamentals, which is our latest, regenerated version of our elementary education series. And as, you all know, currently use 5,001. This is the latest iteration of our elementary education series. There's a lot of new things going on in that particular test as well as, the modularity with Praxis steps. So it'll be a good, a good conversation to kinda dive in there.
Please feel free, to ask questions throughout or you can hold them to the end, but those are kind of like the two sections that we'll be reviewing, this morning. So with Latin, just a quick little bit about the design. The Latin test is is designed to assess whether an examinee has the competencies and knowledge necessary for beginning practice, at the k through 12 level.
As you can see, the content is listed there. This is all in our study companion, but just wanted to pull out a few details, so that you can see that on screen. But, our study companions have all of this information within the test at a glance section. As you can see, the content categories, most of our world languages are set up in a similar fashion. So you'll have a grammar portion, reading comprehension. You'll have, pedagogical portion. So just kinda keep that in mind. The subtitles may or the subcategories may change a bit, but we're following kind of,
like, the same, the same format for our world languages. This particular exam has a 120 questions with, a time frame of about two hours. As I mentioned, we do have a study companion. As you you can see on screen here, the test at a glance kind of dives into the content and the way that the the way that the test was, developed. You'll also see the content broken down, and I know, you know, most of you are familiar with practice exams.
So you'll see the content broken down into subtopics and then bulleted and numbered points beyond that. Within our study companion, for those who aren't familiar, we do have practice questions that kind of is a little bit of the foundation for a candidate's study, but, obviously, it can't be the total sum. But we do have practice practice practice questions, with answers and rationales associated with those answers. And, there are other tips and, ways that a candidate should begin their study built
into the study companion. So just a little bit more information here. Most of you are aware of the multistate study process that ETS goes through when we produce a new test. At some point in in our history with Praxis, which started in the nineties, we began, standard setting studies at the state level. So each individual state had the opportunity to have just their exports experts on a
panel, and they would set their individual score, which is why you still see some Praxis tests that have, a range of scores, depending on the state. But most of the Praxis exams have now gone through a multistate standard setting process, which, allows multiple states to come together and set one score. And, obviously, a state can deviate from that because it's your prerogative, but you'll see more states, with a multistate study, standard choosing that particular cut score.
So on screen, you're gonna see some neighboring states here in the first, bullet point here from DC at one fifty two to Maryland at one fifty two as well as Tennessee, and West Virginia at one thirty one. These are all published, scores on our website. The most frequent number, most frequent, excuse me, scaled score that was chosen or cut score that was chosen is a one fifty two. This exam is used currently by 29 states and, a few territories.
So the majority of states chose a recommended value of one fifty two, and that also represents when you take the total sum of all the states, that also represents the mean and the median. So the recommendation from ETS, although this is obviously a state level decision and an AvTel decision, but the recommendation would point us to, the score of a one fifty two if you're comparing yourself to not only your neighbors, but to most states across the nation.
The highest score for this exam is, a one sixty one used by Arkansas, Kentucky, and Rhode Island, and the lowest score is currently being utilized by West Virginia at a one thirty one. So just a little data. Keep in mind, there are some languages that are much more popular than others, like Spanish, or French. The the the exams that we're reviewing today, have a a lower n, but, we
pulled the data that we could. So over the last few years, there were over a 159 users of the Latin exam. And what I did within our data manager system is set the cut score at one fifty two, and that produced the results that you see on screen, a one a 136 people passing, excuse me, at eighty six percent. Similar to, Latin, Chinese Mandarin five six six five, this is a test that, is
designed to measure the knowledge and skills, again, of all examinees, teaching at from k through 12 as well. You see the content that's listed, on screen. The questions in the listening section are based on the audio selections. The questions in the reading section are based on text selections and visual images. Candidates do have an opportunity at the beginning of their exam prior to prior to
actually, sitting down and taking the exam to choose simplified or traditional characters that will be displayed on screen and that they could use on screen. So just just a little information about the content there. In terms of the categories, as you can see, interpretive listening, reading, cultural knowledge, and then, obviously, there is a writing and speaking component that you'll be familiar with if you're familiar with our Spanish Spanish test or our French, exam.
There are 75 selected response questions on this test and eight constructed, kind of shortened constructed response Yeah. Questions. And the test is timed at three hours. Similarly, there's a study companion with, questions, practice questions, as well as answers and rationales. The rest of the study companion is is, built similarly to all of the study companions in the Praxis program. In terms of some information, as as I mentioned, the Latin test was a state
standard setting process period for, ETS. So, states set their own cut score. This exam went through a multistate standard setting process in 2012. There were 37 panelists from 18 states across the nation. Neighboring states include Kentucky, Maryland, North Carolina, and Tennessee. The number that you see listed next to each state represents the number of panelists that they had on this particular study.
There were two panelists, as you can see, from Virginia that participated both out of Fairfax County Public Schools. The recommended passing score was 65 out of 98 raw score points, and with our conversion that, led to a score of one sixty four. This test, is used currently by 32 states and territories. When you consider all of the state cut scores, again, keeping in mind that although the recommendation is a one sixty four, the, each state can adopt at, whatever score
point they choose or whatever cut score they choose. So the highest cut score is for Maryland at one sixty five, and the lowest cut score is, currently Utah at one forty five. But, again, the recommended passing score is a one sixty four, and both the median and mode, and the most frequent number, obviously, here is a one sixty four out of all 32 states. So most, states that currently use this exam have, adopted the test at the mark
of one sixty four. There have been 597 users of this exam with the recommended study value and also the average here of one sixty four. That led to a ninety five percent pass rate and the number passing 567. And lastly, similarly here, Russian, this is, as you can see here with the design, Because programs in teaching Russian are offered at both the undergrad and graduate levels, the
exam is appropriate for examinees at either level. You see the content that's listed here, and I'm just letting you kinda take some of this in for a moment. You see the content that is listed here with the categories, interpretive listening, reading, knowledge, writing, and speaking. In terms of performing well on this exam, test takers should be able to demonstrate language proficiency, understand linguistics, demonstrate cultural understanding, and have a sufficient background in Russian literature
and the arts, history, and geography. Number of questions, 75 selected response questions, six constructed response questions, and the total time, similarly to Chinese Mandarin, is three hours. And we won't spend much time here, the study companion with the content and also questions. In terms of the multistate standard setting study. This test did also go through a study that took place in April 2022 in Princeton. We had seven panelists from four states, Currently, neighboring states around Virginia include Kentucky at
a one twenty five score point and West Virginia at a one thirty cut score. The recommended value is one thirty, and currently, there are 15 states and territories that use this exam. This is a smaller, exam, and you'll see with the passing, the number of, candidates in just a moment that have actually taken this exam. But the majority of states, you know, keeping in mind the recommended passing score was a one thirty, the majority of states chose the recommended value of one thirty.
So that's 12 out of the 15 states that currently use this test chose a score point of one thirty. The lowest score points, you know, below that marker are currently Arkansas and Missouri, and they do have some, negative, one and negative two SEM rules that are built into their procedures at the licensure level. So that's why you'll see those score points, at one nineteen. But, again, 12 out of 15 states currently are using this exam, and they have
a score point of one thirty. Nine test takers over the last, few years with the cut score of one thirty, all nine passed, 100% passing rate. And we will pause there and just see if there are any questions, and I can turn it, back to you, Rob, for a moment if unless you'd like us just to continue on and and move into elementary education. Would would you mind talking about why Arabic, was removed from our list? Oh, surely. So, we don't, currently offer an Arabic exam, but, I I think, most folks in
here are familiar familiar with, ACTFL, which does offer Arabic. And there are, states that we work with in the practice program that use the foreign language or the world language exams that Praxis has to offer. And if there is an extensive list of additional, world languages that are needed for certification, they usually pivot to the use of an ACTFL exam in that case. Anybody have any questions for him on this presentation?
I'll relay it too. So just say Okay. Morning. So for clarification, just so people people aren't aware, the ACTFL test, to my knowledge, does not test cultural or technological. If you're talking about the actual teaching team interview, you're literally just verifying based on somebody speaking enough Arabic to communicate. Is that correct? Yeah. But still, it doesn't speak to their these these guys have some sort of cultural component as well. And I saw a lot of the technological knowledge. There is not that if they're just using for Arabic, it's just who you speak
and write Arabic enough to we're verifying you based on the language knowledge, not verifying you based on your ability to teach that language. So those who verify you are for people who are like, did you hear that or do I need to repeat it for you? No. I did hear that. And just just to clarify on my end, I'm I'm not here to promote ACTFL. I'm I'm just suggesting that that is what some states do pivot to. But But you'd have to probably, you know, speak to representatives of that organization to kinda
dive into the the content because I'm unaware of the, the entirety of their program. Just in case those of you that are listening weren't able to hear the comments, the comments talked about how the test for Arabic is not on the same par as our Praxis test as it left these cultural elements as well as it's more of a can you understand and say things in Arabic. We have more questions. Mhmm. When someone who registers to take a Praxis, do they still have access to a
free study guide and practice test, or is that what their study has taken a study job? The question is about, access to study guides and the companion when they register for the test. Yes. Prior to registration, the study companion, which has our test at a glance, which goes over the content, is available free of charge online, and they can download that at any moment. At the point of registration, once they complete registration, the candidate will also receive an
interactive practice test for free, and that will be able to be downloaded, from their account as well. Is ETS going to plan to offer a pair of book? The question is, is ETS eventually planning to add Arabic? We do review the battery apraxis test on a yearly basis. I don't know the status of Arabic. I know it's not in development, as we speak, but I can certainly share, this particular challenge with, with leadership.
And, you know, I can get back to you on whether that that will be pursued or not. But at this time, no. We don't have a plan to develop an Arabic exam. K. I think I saw at least one more hand. Yep. Quick question about the Russian one. They listed just interpersonal speaking and writing. On that website, I think I saw also presentational and those are different skills providing also type presentational writing and speaking. Can you go back to the Russian test? There was a thought that presentational is also part of that, but it didn't we
didn't see it on the slide. This section here? Yes. I'm sorry. What was the question? Personal agent and not presentational communication? Does it only, assess interpersonal communication and not presentational communication? Give me a moment and I can dig a little deeper into the categorical information here. Okay. While he's doing that, was there another question? Do any of these tests have the bridge, beautifully? No. But I I think all the bridges are the same cost.
While you're looking, the quest the next question is, do any of these tests have the bridge option? And if they do, how much do they cost? These exams do not have, the bridge component, but we are working, diligently to add bridge, enabled modules for exams. We don't have a list of what that could be for this year, but, in future years, we are thinking about additional probably high volume exams that, would be bridge
enabled, but these currently do not know. Thank you. And just as an aside for Praxis bridge, the current cost is $50 for a bridge module. And that's no matter which test you take. Correct? For the tests that are available with bridge, yes, no matter which one. Do you need a few more minutes to look what you were looking up, or do you wanna go Yeah. You know what? Can we can if there aren't any other questions, can we, continue to move forward? And I'll dig a little deeper with my assessment development team, for a response, and
I'll share that back with you, Rob. Okay. If it's something that will prevent people from wanting to vote at the end, we'll we'll we'll take it off the voting and bring it back to the next APTEL meeting. But I'll let the group decide whether or not they're gonna do that when we get to that porta portion of our presentation. But go ahead and begin your second presentation. Okay. Alright. So elementary education fundamentals test. This is kinda broken up. No. Just have a few slides here, but broken up into two portions as we talk
about elementary education as well as, the steps, components built into elementary education. And, Sue Mi, as you can see on screen, is available to walk through this presentation and respond to any questions. Thank you. Great. Excuse me. Thank you, Malik. Good morning. Can everyone hear me okay? Yeah. Yeah. Great. Well, I'm excited to share some information about our new elementary education fundamentals test, and these will be, incorporating the new Praxis steps modular testing capability that Malik was talking
about. And so we'll go to the next slide. So there are five new elementary education fundamentals tests that we'll be launching, and these will be replacing eventually replacing several different series of elementary education tests. We know that Virginia currently uses the 5,001, multiple subjects test. And in the footnote, you can see there are other elementary ed tests with different codes, seven zero one, five nine zero one, and the content knowledge for teaching 7,811 series. So our goal is to update the tests, to the latest standards and to consolidate
some where there's overlap and also give states the flexibility to choose the tests that are most appropriate for them. So on the left, you can see we have two different flavors of the reading test. There's reading and language arts, which is closely aligned to the five zero two test, and we also have a teaching reading test, which is more aligned with our 7,001 series. We have a mathematics test, social studies, and science. And one thing to note about the new test, we do not have a combined
test option for the new test where candidates take all of the tests in one sitting. They would take each test individually, but they can schedule multiple appointments on a single day. Okay. And we'll move on to the next slide. And so we with all of our practice tests every, you know, few years, we'll look at the latest standards, make sure that our tests are aligned with the latest standards. With these elementary education tests, it was time to update them, incorporate them to, better align with the latest standards from CAEP, ILA, MTE, etcetera.
And the content distribution has been revised to better reflect the essential skills that elementary teachers need across each content area. We've also incorporated, presenting content in the context of applied practice. So each of these tests do include, tasks that integrate the task of teaching. Our tasks are also incorporating more science of reading principles, study social studies inquiry skills, and science and engineering practices. And, of course, we have engaged practicing educators throughout the development process, including in the
multistate standard setting study portion. These tests are also going to be enabled with Praxis steps. So this is our new modular testing capability that will allow test takers to take the test in smaller sections or steps. And, EPPs and states will also get more granular data to help support their candidates and to drive program improvements. So first, I'll talk more about the elementary ed tests themselves, and then we'll go into some of that modular testing capability.
In terms of key dates with the introduction of these tests, we just launched the, the full test. So each of the five elementary and fundamentals tests in March, candidates are able to take that. Registration is open. Study companions are available, and interactive practice tests are available as well. The first set of score reports will be reported on April 17 for candidates who tested in that March time frame, and you can see the additional, score reporting dates for future test dates as well.
With the Praxis steps modular testing capability, that will be introduced in a later phase. So, initially, it's each of the five full tests that, candidates are able to take. They take it all, each test, in its entirety. The modular testing capability will be introduced in the summer when we have enough data from the full test to be able to open up that capability. And at that point, candidates who have gotten their score reports for the full test will see for each of the content categories or steps whether they have passed or
not passed based on their state's requirements. And at that point, they can choose to retake just the step they didn't pass, or they can retake the entire test. And, again, we'll go into that in a little more detail. Okay. So here's some more information about the reading and language arts update. I believe you'll get or you already have these slides, so I won't go through all of this in detail. But you can see at a glance that, this structure didn't change so much from the current five zero two test. It's still broken down into reading and writing, speaking, and listening.
The the number of questions and the weight has changed slightly, but it's still 80 total questions. We're allowing for a little more time with this test, a hundred minutes. And, approximately 10 to 15% of the questions call for that application of reading and language arts content and processes within a teaching scenario or an instructional task. So each of these new tasks will incorporate some of those tasks of teaching questions. We'll go on to the next screen. Now this is our eight zero six teaching reading test.
It is an update of the seven zero two teaching reading test. I know that's not a series that you currently use, but we did wanna share, a comparison of how that test compares. The structure is very similar. Some of the content categories did get consolidated, but it covers the main, areas of the science of reading principles. And, again, the number of questions are the same. And in this case, the, testing time based on the questions that have been updated, is a little bit less than the current test. Okay.
And feel free to interrupt me at any time if you have questions, and we'll definitely have time after as well. I'm again, I won't go into detail on this, but for states that might be considering eight zero two or eight zero zero six and trying to understand the difference, the reading and language arts test is a little bit more broadly, covering both the reading and the language arts side. The teaching reading is a little bit more focused on science of reading, although eight zero two also includes that science of reading. So we just wanted to give you the information. Some states may choose one or the other.
Some states may choose both depending on your needs. And in the next slide, there's a little bit more information again about the similarities and the differences. And if this is something that Virginia wants to, understand a little bit more or if we need to bring in a reading specialist to explain those differences, we're happy to follow-up on a separate, meeting as well. But the next slide, this shows, a comparison of our teaching reading elementary 5,205 standalone
test. That, I believe, is currently being used by Virginia in addition to the 5,001 series. So we did wanna show that comparison across the different teaching reading assessments. Five two zero five is more focused on that science of reading and also includes, three constructed response questions in addition to the 90 selected response questions, and it's a hundred and fifty minutes. The seven zero two teaching reading test was a an adaptation of that five two zero five test, but it does not have those, constructed response questions.
And then when you look over at eight zero six, which is an update of seven zero two, again, it covers the same principles, as five two zero five and seven zero two, but it also does not include those constructed response questions. Okay. Okay. With the mathematics test, it has also been updated to the latest standards. You can see compared to the 5,003 test on the left side, and there's also the 7,003 test, all based on the same domains. We're still covering numbers and operations, algebraic thinking, and geometry measurement and data.
The, various committees, the national advisory committee and other committees that we had, felt that, the emphasis, there are less emphasis on statistics and probability. And so you can see that that has been updated in the new tests. And there are 68 questions, and the total testing time is one hundred minutes for this. Okay. Social studies, again, a comparison. Many of the same topics, slightly different weighting and increased number of questions and the, total testing time available to the candidates.
Again, with all of these new tests, there are 10 to 15% questions that call for the application of social studies content and processes within a teaching scenario or instructional task. And lastly, the science test. Similar content categories, earth and space sciences, life sciences, and physical sciences. And, this new test will also incorporate those tasks of teaching science, but it will also include questions that integrate, science and engineering practices.
Okay. Like Malik was saying, with our more recent test, we do conduct these multistate standard setting studies for this because there were five different tests. We had 42 panelists from 22 states participate virtually. The two reading tests had a single panel that looked at both reading tests. And then there was a panel for each of the math, social studies, and science tests. I did go back and look, and it looked like there were three participants from Virginia who participated in the standard setting. And so we certainly can share that, this report, the technical report, if it hasn't
already been shared with you. And on the next screen, you'll be able to see the recommended passing scores from the committee as well as the different options. And, of course, states can choose the passing scores that are most appropriate for their state. Okay. Before I move on to the modular testing capability, any questions about the content? Okay. Let's keep going then. Okay. So Praxis steps is a modular approach to testing that enables candidates to take a
Praxis test in smaller focus sections or steps, and this gives them that flexibility to take the test in the way they feel most confident to succeed. Some candidates may choose to take each full test all in one sitting, so the full science test or the full social studies. And then after they get their results, they can retake just the step that they didn't pass. Other candidates, when that steps capability does open up in the summer, they may choose to take one step at a time, perhaps aligned with what they're learning in their
EPP curriculum. They will bank their scores and apply the highest results toward their overall test score. And this new capability is being introduced with our elementary education fundamentals test, but we'll be expanding to incorporate that into additional practice tests moving forward. Move on. Some of the benefits, which we've already covered a little bit, but for test takers, you know, having that flexibility to test in the way that they feel most confident to succeed, may help reduce some performance anxiety, testing anxiety.
And if they retake just a step that they didn't pass rather than having to retake the full test, that can save them both time and money. And the ability to base their overall test score on their highest results for each step step. Just give them more ways to succeed and meet their passing requirements. With states, it will allow the states to provide more options for candidates to take and pass their tests, which, of course, means more, certified teachers entering the classroom. And we're, trying to introduce ways to, help reduce barriers to the classroom without lowering
standards. For our EPPs, we'll be providing more targeted, data to help provide more targeted support for candidates, and states and EPPs can leverage that data to understand where candidates are struggling and to help improve their program. K. So this just illustrates what the steps look like for the five new elementary education fundamentals test. You can see up at the top, those are each of the full tests, reading and language arts, teaching reading, mathematics, etcetera. Underneath are the steps, which for these tests correspond with their content categories.
So as we were looking at earlier, reading is one step. Writing, speaking, and listening is another step. When that steps capability opens up in the summer, candidates can just choose to take one of the steps and then the next step and the next step until they've completed all their steps and then gotten a final test score, or they can take that full test. And then when they get their results, choose to take just the retake just the step that they did not pass. So we have an example on the next slide of what that might look like
for a science test. On the top is a progression path. That's where Jordan will take one step at a time as she completes her coursework. So she'll start with the earth and space sciences step, get those results. She'll take the life sciences step and then the physical sciences step. And at the end, she'll get her overall score report for the Praxis eight zero zero five test. On the bottom, the targeted retake path is where Taylor takes a full Praxis eight zero zero five test.
He gets his results, and he does not pass just the physical sciences steps. So he retakes just that step. He gets an updated score report and passes the eight zero zero five test. So this is just illustrating two different pathways to achieve the same passing result, same test, same standards, just different ways to get there based on the test taker's, preference and comfort level. And lastly, we just wanted to share some of the resources that are available related
to these new tests. Tests. We have many crosswalks that are, of the new test to the national standards. We have test review videos and presentations, crosswalks with the 5,001 series, study companion study plans, curriculum crosswalks, and, many other, resources, including an EPP toolkit when, if and when you're ready, to share this information with, your EPPs as well. So you you can click on any of those links when you look at the
PowerPoint. And then finally, some of the resources for preparing for the new test. The study companions are a great way to familiarize yourselves and for candidates to familiarize themselves with the new test. It includes those sample questions and answers and rationales and provides general assistance for the test. We have study plans that allow candidates to rate how well they know that test content based on the updated test, domains and identify resources to study and then set
their dates when they will study the content and track their progress. We do have interactive practice tests for each of the five new tests. And like with other practice tests, when they register for the new test, they will get a free interactive practice test with their registration. Lastly, our partner study.com has updated their prep courses to align with the new tests, and so they also have updated courses that are available with the study.com official practice test prep, subscription.
So in all the So in all the steps are in the same environment as the typical test. Are all the steps in the same environment as the typical test? Yes. So they're almost like mini tests that are going to be, when they become available, a candidate can sign up to register for an individual step from their state requirements page if the states have adopted the test with the steps. They schedule it.
It's just a shorter duration for their appointment because it's a shorter portion of the test, but they can take it at home or they can take it at a test center just like any other, practice test. Okay. I want to make sure I have the training for that eight zero zero two. I have two step. Eight zero zero three four step. 80043 steps. Three steps for zero zero five zero zero six. Correct. Find that there's a different number of steps per subtest. Correct. So the eight zero zero two test, first looking at the content categories and the
way that the questions made sense to organize, just like with the current five zero zero two test, currently only has two content categories. And so we align the steps around those content categories. The other tasks do have three content categories, and so we align the steps to those can't content categories. So there are three steps. And so the last question I had is saying, how does the bridge work with the steps? So right now, the student is a few points away from a passing score.
They get an email that they qualify for the bridge. Is the bridge gonna be based on the individual steps or still the entire, test? Yeah. I heard the question. Yeah. Good question, and I forgot to mention this in these slides. So these new elementary fundamentals tests will be bridge enabled. And so, on day one, when the tests are offered and then candidates get their first score reports, if they meet the requirements for bridge, which will continue to be
at the overall test level. So for the full science test eight zero zero five, if they are within one SEM of a state's passing score for that eight zero zero five test, if that state has adopted bridge, then they will be eligible to take that bridge module. So candidates can choose to do that, or they could choose to retake, you know, the specific step or content category that they did not pass. Now the benefit of Praxis steps is just another option for candidates who might not
be eligible for bridge. So maybe they did not, you know, meet that within one SCM of passing at the overall test level, but it could still just be one content category step where they struggled. They can just choose to retake that step to meet their passing requirements. So that it just opens it up a little bit more, not just for the candidates who were within one SEM of passing. So if I understand that right, if you didn't qualify the bridge, you could go
back and take one step. And that particular step may actually qualify depending on what you told us, which would qualify you before the bridge. So the question was, if you didn't pass, didn't get close enough for the bridge, you took the step test, the step test gets you close enough to qualify for the bridge, could you then do the bridge? Absolutely. So if you retake the step, first of all, maybe you retake the step, you'll
get an updated overall score report. A new total score will a skilled score will be generated based on your highest step results. So you might end up passing after retaking just that step. But if you don't and you do end up now with an updated, total score that gets you close enough to be eligible for bridge, then, yes, you could choose to take that bridge module at that point. And and each test is still $30? Each test is still $30? The test itself and, Malik, I believe we have a slide in the appendix with
the pricing. So the current 5,001 series, I believe each individual subtests, the 5,001 series, you can see all the way on the right, is $64 and the combined test for the current 5,001 test is a $180. So you'll see in the middle, the regular the standard pricing for these new tests for each test sort of the equivalent of a subtask is $79. If you retake or take an individual step, the step is $39.50.
And although we don't have a combined test code planned for a candidate to take all four or all five tests in one sitting, which would be a very long appointment, we will be offering beginning June 1 a, a multiple full test discount. So if you, order all four full tests in one order, you'll get a discounted price of a $199.50. So we did try to be mindful of the current pricing, recognizing also that some
of the tests are a little bit longer. Now right now, we're in an early adoption phase. So when there is an even deeper discount at 75% off, that's for the early adoption for candidates who test before May 31. But even during the regular pricing, you know, that that middle column shows what the pricing will be. I believe doctor Cox is trying to get us a deal in Virginia by his question. Okay. We need a he says when you add them all together, we need a discount. It's quite a lot of money for all of them together.
Yeah. So definitely in that bottom row, if you sign up for all all four of the tests or three full tests and you'll get that, a good discount, that is pretty close to the current test. So a $199.50 for the four full tests. Where candidates may also see a benefit in terms of pricing is, in today's world, if you sign up for the test, $64 and you don't pass, you retake the full test, $64 You might not pass again.
And so you only have the option to take that full test. Whereas when that steps capability opens, if they take that full test and it's just one of the steps that they don't pass, they could take just retake just that individual step for $39.50. And so, hopefully, that will also provide that benefit. Yes. We have another question. If we add the 8,006 teaching rating, are we still having, the three teachers to do a five teaching reading as well?
I think that these would replace all the five thousand level dose. It would be the five? I think so. Yeah. We're we're the question was about timing of getting your scores, choosing to retest, and whether or not you'd make that deadline for the discount. It's pretty close window. For the early adoption discount, the May 31 discount? I believe so. Yes. Got another question? So it was that's like you registered for four full tests and you're saving some
money, but this is five tests. Mhmm. So are we saying that people are returning for more than taking another one? This is the other the the the reading line is an and or Oh, yeah. That one. That that is the thing. Okay. So wait. The reading, it's 8,002 or 8006? And and or and how is the sentence? Okay. Right. So I think, each state can decide whether they want to adopt all five tests if they want that coverage of broader coverage of reading and language arts, as well
as a test that goes a little bit more deeply into the science of reading principles. There are some states that may choose to stick with the reading and language arts test or the update of that, that would be eight zero zero two, and may keep the current teaching reading elementary test five two zero five, which goes a little more in-depth into science of reading as well as has those three constructed response questions. So, each state can decide what is that right combination for them.
You know, can do eight zero two and five two zero five, eight zero two and eight zero zero six, or just eight zero zero six. And so, you know, we do have some options depending on what your, focus is for your candidates. John Allen. Alright. Hold on just a second. Sure. John Allen. So if we were to add the fifth test, would that be redundancy based on what our EPPs are also gonna be expected to do, or that reinforce what we
are doing with our EPPs for the science of reading and the VLA by adding that fifth test? I know. I'm not obviously, I'm not I'm not sure. I don't even know. That would be something I think we would wanna have considered. Conversation for that. Yeah. I mean I would like to I'm a visual, so I would like to see what we're doing now, whether it's looking at the computer, and then we can look and make it, you know, I think based off what she just said was part. Right. I've had a suggestion from our president.
Before I make that suggestion, can you tell me the timing in which the 5,000 test is expected to go away? Absolutely. So we wanted to give states enough time to transition off of that. And so right now, our targeted date to retire the 5,001 series is August 2028. Okay. Again Some states are choosing to, you know, make that transition sooner, but we, will work with our states to make sure there's enough time.
So I I I had a few questions myself. If they're redundant to ones that are already asked, we'll skip over them real quickly. But, you talked about steps and you talked about scores on steps. So if you take the full test and you meet the required score, you pass. If you don't meet the required score, then we go to the one that you're probably lowest on, and that would be the one they would test on the step? Correct. I'm wondering, Malik.
I think we have something in the appendix with a mock up of the score report. So yeah. So this is an example, and this is just a mock up right now. If a candidate took the full test, they got their scaled score, and they did not pass. If you go to the next slide in section two, so this is an update of what the score report will look like, when we launch this. You can see for state aid, Department of Education in that dotted red line box,
now in addition to the full score that they will get for that eight zero zero five, science test, They're also going to see their results for each of the steps or content categories. And behind the scenes, there is a requirement a required score that they need to meet that corresponds with the state's cut score. If they did not meet that requirement for physical sciences, they'll see not passed. And when that step's capability opens up in summer, they can choose to retake just
that step. It is possible that a candidate might not meet the requirements for two of the steps. In that case, they can decide whether to retake the full test or retake each of the steps, maybe focusing on studying for one step first and then the other step after. So it's a little bit different from bridge where bridge assigns the module where they, you know, a module for the content category where they performed or struggled the most.
In this case, if they didn't meet the passing requirement for more than one step, that one would show here, and they would be expected to meet those requirements just as they would have to if they were taking the full test. It's just a different way of breaking it out into smaller chunks. Okay. So so this is the companion question to that. Is there a cut score that needs to be attained by each step, or is it just the combined score, let's say all three steps that have to average out
to the the cut score for the full test? There is a corresponding cut score at each of the step levels that they need to meet that corresponds with the state's requirements. So if your requirement was a qualifying score of one forty three, then the steps cut scores would also be corresponding behind the scenes to that. Okay. So we would need to come up with individual ones. Once with one cut score was determined, it would automatically apply to the rest.
Correct. Okay. I have another question from our group. I think maybe okay. Is it possible to score really high on some of the steps and fail one of the steps and still pass the test? I think that answer is yes, but we'll we'll see. Is the answer yes to that? If if you scored knocked it out of the park on one test and had a failing score in one of the other subtests, you'd overall pass because your score might be high enough to get across the threshold? It is possible, and that exists today with our these practice tests.
So compensatory scoring is what we have called that, that will still exist. I know it can seem a little bit confusing, but that possibility is there if they, perform really well on, you know, two of the three, steps that could exist as well. I have another question. So for us to adopt the bridge, we needed board of education approval to do that coming out of a recommendation from this this board right here.
Are are you saying that the steps do not require board or approve or any states requiring there to be a state adopt adoption of steps? I think that will vary by state. First, looking at the elementary education fundamentals test, you may choose to adopt those tests based on, you know, the updates and, you know, the existing test will eventually be retired. In terms of the steps capability, you know, states can choose to adopt it with
or without steps, but really the, the, states so far have been interested in that steps capability and offering that benefit to their candidates to have that flexibility without, you know, sacrificing any quality or standards. And so I guess it would be up to you and your state whether that requires board approval or not. And then states may also choose to adopt these new elementary ed tests with bridge. But if you're not ready for bridge for these tests, that would be your, the
state's choice as well. Okay. So let's say it takes us an extra couple week a month to get this all the way through our process. Will you be blocking Virginia applicants from doing steps until we give you the go ahead that we will accept steps? So the steps capability will not open up in any case until summer. But if you had chosen if Virginia chooses to adopt a new test but are not certain about the steps capability, then on the Virginia requirements, assuming that steps has
already launched in the summer, we would only show the full test to be available to register. We will not show those individual steps from the Virginia page. I will say that the steps capability and some of the reporting that comes with it, it is recommended that, if you choose to adopt it to adopt it at the you know, in time for a reporting a testing year, and that will make some of your data in the ETS data manager a little bit more clean to
be able to know that within that testing year, everybody had the steps option or not. But we can certainly work with you to understand any concerns or timing, issues to be aware of. And so we will work with you to meet your needs. My last question, well, it may not be the last question, but my last question is a little off that path, but it was back towards your presentation. You talked about a lot of the elements that are included in these tests, but
I didn't see any inclusion of any computer science skills. Are those embedded in each of the subtests? Are they not involved? Can you give me some feedback on computer science within the elementary test? I'm not sure if they're incorporated anywhere. I would have to check with our test developers and take a closer look. You know, the main subject areas, obviously, are the the reading, math, social studies, and science, but I don't know if any aspects of computer science were incorporated in there.
Okay. I have one more question from our our group. Somewhere where we could see and maybe it's just I think we've looked at four to five to five. The difference is how long these tech are total And maybe it's just I should have written down, you know, comparatively to to what they're taking right now, how much longer or shorter this test is total. Yep. That that was in the slides. It does have the length of each test.
Yes. Absolutely. Absolutely. The question was about the length of the test, but you did test. And, Malik, if you wanted to go back to any of the eight zero two to eight zero six test lines, there is a comparison of the current number of questions as well as the current time allotted for the test. Yeah. I think those those ones right there. At the very bottom of those, it has the length of the test for the old test and the new test for each one. And the the bottom. Test time test time, 90 versus 100. Some of them were shorter and some of them were longer.
I don't know if the total might be longer or shorter, but yeah. Yeah. Is that everybody's questions, over this topic? Yeah. I did I did have one question for you if you don't mind, but certainly We got one more from them, and then I'll take your question. Okay. I believe her question was, like, the overall test versus the the overall test.
But could you answer whether or not the subtests equal, like, the one with it's on the screen right now. We've got reading, writing, speaking, listening, and the total time there is a hundred minutes. Is it fair to assume that a subtest for reading is fifty minutes because it's half of that time, or is that not a fair assumption? It's not exact. And I think in the study companions, we do show what the time is for each of the areas. If you are taking the full test all in one appointment Mhmm.
So for the eight zero two, if you were taking that test all in one day, you will get one hundred minutes to cover either of the sections. Just like in today's five zero two test, you can kinda go back and forth between content categories. If you do choose to take one step at a time when that is offered in the summer, there is a shorter amount of time for taking reading, and I don't have that, readily available. But it is in the study companion, so, you know, it may be, sixty minutes
and forty minutes. I can't remember offhand, but that will be specified. We have a follow-up. Follow-up. Got it. My concern is if the public were to look at how we were evaluating these teachers and what hurdles we were requiring for qualification, would one be able to make an argument So the question is about is breaking the test in to pieces resulting
in less rigor? Absolutely not. It's the same test, same questions, same validity, same passing requirements. Just think of it as just taking it in smaller sections. And so it's like taking one third of the test or, you know, half of the test in an appointment for those who want to do that, but the same rigor, the same quality, same, you know, level, of standards. It's just for those who may prefer to focus on one area area at a time. They might feel that all of the science test is a little daunting and they
wanna focus on earth and space sciences first. They can do that. Or, again, if they're retaking just one section, it would be the same same quality, same standards. Any other questions? You had a question for me. Just making sure I don't okay. What's your question for us, I guess? You had a question for us? Excuse me. Yeah. Thank you. I guess I wanted to just understand. So I heard you say if you'd steps if Virginia chose not to adopt with steps initially. I just wanted to get a sense of if there were concerns or if it's
more of the matter of timing and approval or if there are any other questions that we can answer for you related to steps, if you're having any any thoughts about that? Well, we've asked a lot of questions already, so that that would indicate that we have some questions already. I know that we have some concern just immediately with whether or not all five tests need to be required or or and to be honest, it's not us who makes the final decision on this.
It's the board of education. We make the recommendation. The board of education decides if they're gonna adopt it or not. So we're just trying to make sure that we get ahead of any possible questions they may have, and concerns they may have. I would say if this group was not in favor of this, we most likely wouldn't take it to the board directly. So, it is important that all hearts and minds in this room are also in alignment. I'd I wouldn't say that a delay means that we don't think it should happen.
I would say delay means we wanna know a little bit more about some of the aspects that we had questions on, and I'm sure we'll collect if if that is the choice, we'll collect some questions and send them to Malik, and he can help us with the answers as we develop our next steps. That makes sense. Right. Thank you. And, Rob, just for point of clarity, I I hear the conversation around, current the current structure. So, currently, Virginia is using all four of the tests within five thousand one, which
includes reading language arts as one of the subtests, and you also are requiring five two zero five, which is teaching reading. So it is that five, tests that are used for elementary education. As you all in the, you know, subsequent months here think about the 8,001 series, I heard someone say something about, you know, it being redundant, to adopt all five of the 8,001 series or this 8,000 series here and then also still keep five
two zero five because we're talking about the the fifth test within the 8,000 series is similar to the teaching reading. There are a few differences, but the those two teaching reading exams are very similar. It's just some of the structure is different between the exams. But those are so that that would be a part, I think, a part of the consideration. Right? Because you wouldn't want to have those five exams including including teaching reading, but then also have another teaching reading exam, component as well.
And then the other consideration is whether Virginia is interested more in teaching reading or, reading language arts or still interested in both, which is the current the current format. Lastly, the only other thing I'll share is there are some there are some states that are gonna be considering 8001 or current currently considering 8001. And because 5,001 is not being discontinued this year, they're putting a policy in place that allows for, candidates to use one or the other so that they can start
to get some data on the new series and see how it works in state, but still keep 5,001 available for anyone that is currently in a program and has already started, their study aligned to the 5,001 series. So just sharing that as other options that states pursue. Andy? The current job, it's not going away, obviously. Still your status. The current what? Right. The two It what's your expected end of the 5000?
I know you said that is that 2028? 2028. So it's a it's a a few years out here. 2028. That include fifty two zero five? Fifty two zero five will continue on, so that won't be retiring. Okay. Sorry, Malik. I didn't mean to interrupt you. No. No. No. No. All good. Thank you. Of the various time. Will the 5,000 series have that step capability come the summer once the 8,000 series
sell? Yeah. The question is if we were to maintain both of them temporarily, would the 5,000 series also have the state capability, or is that just gonna be in the 8,000? That will just be in the 8,000. Yeah. So this is this is Rob. This is new, technology and flexibility that we're building into Mhmm. Practice assessments from this point forward. So we're starting with elementary education. And, obviously, in the future, we're gonna think about how to how to, incorporate steps in new tests, but it's we're not going backward.
We're moving forward with Sure. New test developed. Yeah. I understand. Yes, sir. Oh, okay. Thank you. No other questions? Thank you both. Rob, I did I did have a follow-up to, I think someone asked about interpersonal and presentational writing in the Russian exam. Yes. So just real quickly, within our study companion, this can be found online as well. There are a couple different components that that speak to the presentational writing within the
Russian test. And I'll just read real quickly here. Presentational writing, there's an opinion position essay where candidates will be asked to write an essay in a Russian in Russian, excuse me, on a specific topic. There's presentational writing integrated skills where candidates will have to read a passage in Russian, and this passage will also, appear in the writing and speaking sections. And after reading the passage, they'll have to complete a writing task on that passage,
in Russian. There's, within the speaking section as well, presentational speaking. There's integrated skills. Candidates will be asked to speak on a topic related to the passage that they've read, and they'll have some time to kinda go back and forth and, provide that response. And there's also presentational speaking express, an opinion or make an oral presentation where candidates will be given will be asked to give an oral presentation on a specific topic.
And similarly here, they'll have, a period of time to read the directions. They'll hear they'll hear the topic, and then they have two minutes to record a response. And, again, that response has to be in Russian. So there again, just there's interpersonal and, presentational portions within the writing and speaking sections. And hopefully, that answers the question. Thank you for that follow-up information. And also, thank you both for your presentations. We're gonna take a break here in a second. So, we won't get to the votes on this until a little bit later.
Probably the two of the two people. So thank you so much, and you guys have a great rest of your day, or you're welcome to hang on until we do the votes a little bit later. Okay. Thank you so much. Have a great day. Bye. Alright. So your presentation is nice and good. And then we also have German listed at. So so good than that. Working lunch? Work lunch. Yeah. So so let's take the break. I'll get the food in here, and we'll do the working lunch. Ladies and gentlemen, it is 10:35. We'll go into recess until ten minutes after eleven.
K. Yep. So we'll reconvene at ten minutes now. K. Thank you. We'll work with lunch. You can name the meeting. You can name the meeting. You may have mister Devel Stratt providing us a presentation on Nora Uh-huh. Of which thing we'll go to a little bit. This is Krishna. So if you haven't been able to get your lunch and think that it isn't there in the room, First off, this is probably your fourth time hearing this, update,
this NORA update because we've been kinda talking about it almost every AVTEL meeting. This is the part of the map, changes that we had last year, and map changes are two part. So we have my presentation, which is gonna be pretty short. Just this is where we're at. And then we get, a little bit more about the geometry side of this and, hopefully, a little bit more deeper understanding how the assessment might match up to, our standards. So, here we go.
Just as a reminder, this is what we were actually required to do based on last year's legislation, issue a fast track regulation to amend regulations establishing the criteria for earning Algebra one add on endorsement set. That was one of our steps. And so that is what today, my presentation is more about that. But we also we're also required to add a geometry, add on endorsement, which we didn't have that before.
We already had an algebra one, add on endorsement, but we are to modify it. And we can see in that first bullet what we were to eliminate and to permit the candidates to have a passing score to add on the endorsement instead of taking some of the coursework. The reason why it's phrased that way is because in a lot of cases, we have, you can do the coursework and then you still have to take the assessment if you're coming out your EPP program. But this would allow a little bit different pathway for that.
So whenever you do a fast track, it has to be noncontroversial. We've had some fast tracks that are controversial. We've had some that are noncontroversial. The the definition for noncontroversial is very, interesting. It's about how many people complain when you post it on town hall or how many comments you get, how many requests you get. It also can be a certain level of people if they say, no. This seems too controversial, and then you can no longer do a fast track. We have made it through part of this process already.
This is scheduled to go on the board agenda, this week because we've made it past that point. So the next step for us as a group is we've done the steps that we needed to get it to the board. The board will decide if they wanna take it and first and final it on the on, Thursday, or will they wanna listen to it, think about it, and then bring it back in April? So we could be anywhere from a couple days away from this being live to a little bit more than that.
There is a waiting period after the board, decides their side, and we'd have to do that waiting period and then we would be going live. Let me go to the next one. So I'm gonna click out of the presentation and show you this document. It's hyperlinked here for you so that when you get this presentation, you'll have access to this document also. But I wanted you to see the changes. Okay. Sharing. Yeah. Then pull up the document. Yep. Full screen. I'll share your screen. Okay. So this has this is the language that will be taken out of the regulation.
The controversial part wasn't this part down here at the bottom. Part with the coursework, that was explicitly stated in the legislation. So we didn't have any real difficulty in deciding what happened there. We did wanna make sure that by removing some of these courses, we weren't also removing other content that other universities were embedded from others parts in those courses. But that part's easy. The harder part was deciding if we left it at twenty four minuteimum hours, but
we took away half of the courses to choose from. In essence, we were requiring math students to take unnecessary courses to just get to 24 even though the language said you didn't need these courses. But if we didn't change that from 24 to 12, but that was not part of the original legislation. So we had to that's why we're doing this process. So the next steps will be instead of it being is it too small? Because I can make it bigger. Is it fine back there? Bigger, please?
Okay. Freaky up a little. Yeah. So that that yellow line, that's the magical line that's that's if anything's controversial about this, that's the only controversial thing is the legislators didn't specifically say lower it from 24 to 12. But in essence, they took away so many of the courses you couldn't get to 24. We'd have to lower it to 12. Yep. This is fine. Mhmm. So are there any questions about where it stands now? On with Thursday, it'll be presented to the board. Jim Chapman will be making this presentation.
I'll be there for questions, but Jim Chapman will be presenting this and a few of our other, legislative changes that we've been working on in here. Thank you, Michael. So just let me know if there's a problem k. That we'd be fixed. Okay. Because if we do something and it's not right Mhmm. I don't mind going back. Mhmm. Because, I mean, the intention was the micro credentials, but it's to, like, change the author. Right. So just, you know, we mess something up. And that's why this could be considered controversial because because algebra one now only requires
twelve hours, other, add ons, would we all say all of them should only be twelve, which we wouldn't because you specifically said these courses were elevated to a level above algebra one, making them unnecessary to be able to teach algebra one. That's what I believe that the the intent of the law was. Because those courses that we removed were all well above algebra one in the, mass strata. And so it won't I don't believe it'll create a a controversy.
But if it could create a controversy, that's where it would be. It would be like, let's say, we wanted to just have a biology add on endorsement only. And maybe in the regular biology requirements, you have some chemistry, you might even have some physical science, you might have some other things. And if the legislators say, well, you don't need all those courses, and then they don't change the total number, then we're back doing this again. We need to take into account the number of hours that would remain after taking away course requirements. That makes sense? Yeah. Maybe you and I Absolutely.
Absolutely. Yes. Yeah. So there are already some micro credentials in in place. Now you mentioned this as a micro credential. This this technically is in the line. It's a replacement. It's a low threshold endorsement. By that, I mean, some endorsements allow you to teach a whole bunch of whole broad spectrum of courses. This endorsement is intended to target just algebra one teachers primarily because of the middle school math movement. Because we don't have enough algebra one teachers in middle school, and they don't necessarily
need to be able to teach calculus, precalculus, all those other courses. So the course requirements were shrunk down to only target the skills you need to be an Algebra one teacher. So it's a low threshold change. It's not really a microcredential in the sense that you just do, some side work, and then you get a credential for that. This is a it's still a full credential. It doesn't go down as a micro. It just goes down as an endorsement with a low threshold of focus. Well, we Mhmm.
And what we don't want to happen is And and this this actually came up with BLA. So when the reading specialist micro credential was added so that you could get a five year endorsement as a reading specialist, as an agency, we created a micro credential
to meet that. And that is because the way the law said it, said it needed to be a micro credential, which in essence, it really just needed to be a, not temporary. What do we got? Provisional endorsement, which was also a new thing. Because we don't have any provisional endorsements. All of our endorsements are for life. So that fix to try to get more reading specialists for VLA created a micro credential that was actually in turn to design for a, endorsement in as a reading
specialist and a, I'll say, faster way to get some people into the field to fulfill the VLA requirements. In the law, it talks about a micro credential for reading specialists, which a reading specialist before that was a master's level, high level, endure endorsement that took a quite a it was pretty hard to attain, but we needed reading specialists immediately. We were looking at the VLS. Mhmm. We wanted to kinda bring that energy to that.
Mhmm. And so that might be part of And, yeah, I don't think it's quite a bit of time, Michael. Right. And there's other micro credentials that don't lead to an endorsement. Like, there's a micro credential for computer science, and there's a micro credential for, what is it for? Do you remember what the other one is? I'll think of it in a second. But and maybe no. Gifted. For gifted. Because there's not a formalized requirement for an endorsement for gifted. There had to be something to qualify people to be gifted teachers.
And just like there wasn't a formal requirement to be a computer science person in your school, there was a micro credential created for that. And so the term micro credential is thrown around a little bit without a firm definition for it. And and and that's something that this group could make a recommendation on. Did we define those things? Yeah. Yes. But Michael Credento does not define them as fashion? No. And and to be honest, most things aren't defined in the statutes like you would
think they would be defined. Like, there's not a a definite definition for teacher. There's a definition for what teachers have to have with their licensure requirements. There's even a definition for some of the things a teacher does, but there's not a definition for what makes a teacher. And I just bring that up because we have, like our teachers not teachers for their national board. National board is now for teachers. It also added staff, and it also added a few other things.
People that are in progress to get their stuff, get their, national board or people who are gonna extend. And so there became a little bit of a controversies. Okay. Who counts as a teacher? Does a librarian count as a teacher? The old definition for national board was teach, what, at least 50% of the time. Right? Well, you could argue a librarian in elementary might teach 80 or 90% of the time, and you might argue that a librarian in high school may not have a classroom all day, but they are still teaching, but it's not in a classroom setting
because it refers to the word like a classroom teacher. So there's not a firm definition even for teacher that we can just latch on to and say, this is what in Virginia it means to be a teacher. There are people that do support positions that some people think are of teachers and some people don't think of I would think this, you know, we're coming towards the end of the school year. Mhmm. Then, you know, we won't have maybe to begin making it till August. Mhmm. Correct. This is something I think we need to go ahead and have a conversation about in our next meeting?
I'm waiting to hear that. So we need to get that next moving forward. I definitely think that it is a good topic for us to discuss. So that'll be the board will give guidance to the board of what we would recommend as like a grandfathering in or a implementation window. That's if you look at the actual board agenda documents, there's always the spot at the bottom that talks about implementation and timing. And so we will make sure that we include that in there. And we try to be logical because, like, when we had that one test that
was about to expire, we needed to expedite that. But if we don't have something that's about to expire, more grace in the time is definitely appropriate. Any other questions about this topic? This is really just to give you a heads up, but it turned into a kind of old rich topic there. Alright. I'm gonna shut this off, And our next presenter is on our geometry praxis assessment, miss Vicky Boa Boahedar. And she's gonna correct me, and I probably pronounce her name wrong. But okay.
Boa. It is Darr. Bo Adar. There we go. I'm gonna bring up her presentation and take mine down. K. Is that alright? Let me see here. It's not. Actually oh, no. It's good. Sorry. We're live. You're good. Okay. Are you ready? Thank you. Sure. So we are going to chat just briefly about the geometry praxis assessment and how that aligns to our Virginia standards of learning. Kind of piggybacking on the conversation that Rob just set the stage with the algebra, we are looking at potentially using this as part of a fast track for the geometry endorsement as well.
So we'll look at the praxis, the geometry praxis test at a glance. We will look at that alignment to the Virginia standards of learning. We'll do a little bit of comparison to other tests and just talk in general about the conclusion. So the geometry praxis test at a glance. You know, the font is kind of small to see up there, but, essentially, it is a, 50 question assessment that takes just over two hours, and content is broken down into two content categories. As we think about how this aligns yeah.
I I think the screen share, we're not seeing it. It's okay. You're seeing it on Zoom. Right? Yes. Which is what's important. And I apologize that you can't see this, but will they receive the slide the slides as well? Okay. On the looping? No. It is moving, but it's it's showing on the screen in a different way than it is on Zoom. So presenter. Air. View. Zoom. We could just do you wanna keep going there? Okay. Are are you okay? Sorry. I Yeah. I'm fine with that. Yeah. Yeah. Yes. Alright. So in general, the geometry praxis is designed to assess that competency in geometry for
beginning teachers. It is noted that typically are the test takers for this assessment have completed that, bachelor's program with an emphasis on math or math education. The test is not designed to align with any specific set of standards for states in general. So it was not designed to align specifically to the Virginia standards of learning, but it was designed to be consistent with the recommendations from NCTM, the National Council of Teachers of Mathematics, and with Kate, the Council of Accreditation for Educator prep preparation.
This is a breakdown just in general where you can see that each of the skill categories that is noted on the left is one of the skill categories, on the geometry praxis assessment. And on the right, you can see that each of those skill categories does align with one or more of our Virginia standards of learning. So this highlights the properties of geometric plane shapes, congruence, proof, and constructions. You can see that those all do align. You can see that in the area of similarity proof and trigonometry, we have that
alignment as well where each item that is included with the Praxis assessment does align to Virginia standards. Similarly, for coordinate geometry and for circles, we have that alignment where the content that's included on the Praxis test is embedded within our standards. It's not a nice one to one, correlation because our standards in geometry are really meaty, and they they kind of are spread out in different areas. But there is that alignment across the board, along with three-dimensional g three-dimensional geometry and
geometric modeling. You can see the alignment there as well. It is noted that all skills that are assessed on that geometry practice assessment do connect back to Virginia standards of learning, standards for geometry. However, it doesn't work completely in reverse with that alignment. There is one geometry standard of learning, SOL, that's not addressed within the context of the geometry BRAXIS assessment, and that is our g r l t one, which is the reasoning lines and transformations first standard that asks the students to translate watch translate
logic statements, identify conditional statements, and use and interpret Venn diagrams. It's important to note that this one is not embedded anywhere within the geometry praxis assessment. It's also important to note that that standard is a standard that is relatively unique to Virginia. The common core state standards do not address that content as part of their geometry standards, and there are not other states that have that explicitly as a standard for geometry mathematics courses. It is kind of touched on in the standards for mathematical practice within common core,
which would be much like our mathematics process goals. I'm also going to highlight that I had several conversations with mathematics supervisors from divisions around the state and had conversation around is their concern whether this is there or not. And I think, universally, everybody is saying that that is a piece that even when we think about our high quality instructional materials and textbooks, that's a standard that's not explicit there. So as an agency, we have done a lot of work to support divisions in supporting teachers around this standard.
So there are a lot of resources that we have put out to support, teachers instructing this in their classrooms. When we think about how the geometry test matches with the algebra one Praxis test, you can see that they're they're similar. The geometry test is, slightly shorter. The the algebra test has 10 additional questions, and the time frame, of course, is a little bit longer for completing that assessment. The algebra test does have their standards broken or their skills broken down into three separate areas, whereas geometry just has the two subsets.
It's noted that all of the algebra skills that are assessed on the algebra one praxis align with Virginia standards of learning, and it works in reverse with the algebra one as well. All of the algebra one standards of learning, do map back to content that is covered within the algebra one practice assessment. The algebra one practice assessment doesn't focus as heavily on technology verification of solutions and contextual modeling. For for explanations as the Virginia standards of learning does, but the content itself is
embedded, with very thorough cross connections between the two. The conclusion is that the geometry praxis assessment should adequately assess the mathematical knowledge and competencies necessary for a beginning teacher in Virginia. Questions. Yes. So if I were a new customer, I would probably want to look at what your Convergent is offering Mhmm. To be able to match up with what I was supposed to do, what the expectations are for my job and that's the case for the class.
Mhmm. Does your presentation of this offer that information to someone trying to accept what they will gain from taking the class in terms of moving those standards for for our for the genius data. So I think going back to, like, these slides that show the alignment piece, it doesn't map it in both directions. It's showing the content from the Praxis assessment and where that matches to each of our individual standards of learning.
We do have a note, which I didn't include in this presentation, that maps it in reverse, and it does show that there is that one standard that's not aligned. Does that answer your question? Took this class, they are If they took this test. This test. It's just the test. They would then be If they demonstrated mastery after taking this test, then yes. Then they are They they should be adequately prepared to teach geometry in the state
of Virginia. Overall. Yes. If they're if they're showing the passing score on this, I would I would say yes, but that does demonstrate that. But you're saying that not having to address each of the requirements of the given There is there is one standard which we break down, which is really focusing on logic statements and interpreting Venn diagrams that is not addressed within the BRAXIS one or the the geometry BRAXIS test. That standard, we won't know exactly whether teachers have that competency or not because it's
not assessed on that particular test. But that is a standard that most folks have experience with Venn diagrams from other experiences in their lives. Like, that that comes naturally. But that's a standard that's not included in many high quality instructional material textbooks as well. So the resources that are provided to teachers from the VDOE, from the agency are very robust in that area. So even if they did not have competency with that one particular standard, they could use the resources that are provided to to understand.
I think that most folks that would be demonstrating competency on the the larger test as a whole would definitely have the ability to be able to use the resources to to teach that. Yeah. People weren't sure what this is all about. This assessment is geared toward Can you go to the microphone, please? Thank you. I don't know. Microphones are. We used to have the microphone microphone. This assessment and this whole process is so that people that aren't math teachers, that are probably middle school teachers, like a science teacher in middle school, could take this
assessment and qualify to teach geometry in middle school. That's the intent. It doesn't have to be science. It's just science and math tend to pair with each other really well. It's not the intent for this person to bypass all the other math and just get a job just being a math teacher only. This is an add on endorsement to someone who already has a license, already in a subject area, preferably something where they do have some balance in math because if they didn't, they probably wouldn't pass this test anyway.
And and I think that in many cases, we're looking at elementary or middle grade teachers that are certified k six or k eight, that would be looking to add on either the algebra endorsement that that Rob just talked about or the geometry endorsement or both so that they could teach the broad spectrum of mathematics courses in a middle school setting. It's not looking at a a broad secondary mathematics certification. It's really just getting that certification to be able to teach our our middle school students in an accelerated pathway.
Yes. And for that resource set, those individuals looking to acquire this as an endorsement, that it's it's label highlight somewhere. This is where you could focus on this particular co app you work. You said that you can actually prepare themselves and then be able to teach it correct? Absolutely. Absolutely. And the resources exist, the practice practice manuals or books like that, and and I think that in most cases, somebody that's looking to do this is already teaching mathematics
or potentially science, is already teaching something in an elementary or middle grade and and would be looking to to expand that. So they would know what they would be, you know, looking to teach eventually. Yes. Mhmm. So, she just need to know when she is she gonna have knows what she'll be signing. Does she have to take the course that she'll look for? Any additional? So when when I'd add my presentation a few minutes ago, it was over algebra one. And if you might remember that there was, at one point, 24 courses, twenty four hours for courses, and it was brought it's gonna be brought down to 12.
So they would still need to do those 12, courses, but they would not have to do the full 24 spectrum once this all went through. Any other questions? Yes. Just to add they'll need to that, exception that it's not covered in practice. And instead of also not in the textbooks, so do they know that they need to be covering this, and knowledgeable of it? Yes. I I think our teachers do recognize that teachers as a whole recognize that it's
not a page by page process through a textbook that they are responsible for teaching the standards. And most of our divisions do a great job as well with, division resources to support, with their pacing and and everything. So that would be reflected in those. Mhmm. Yes. So we will see that if the teacher got all license and they took this class, they just add down to 2,000. Correct. So that that's not what I'm speaking of here. I think that that is still yet to be determined what that additional That say
English practice, English is added to your existing license. Yes. That is correct. Currently, under the way we do add on endorsements. And there are some add on endorsements that have different qualifications. So, basically, the secondary ones are the ones that are the easiest to just take an assessment and add on the ones. The middle and elementary ones, some of those require other aspects to be added to them. Mhmm. Practice.
So the practice is your subject matter of classwork. So that that satisfies it. Is that a change now where there's there's a small credit account and still have to pay the full store for an attraction? That's the way the legislation is written. So that's that's the way we follow. Absolutely. So it's kind of paradoxical in a way. If you don't wanna have to add any hours, you just take the harder test, and it covers so much more. And then you're qualified to teach not just algebra, but many courses.
But if you're only shooting for the algebra Just following the law. Just following the law. Thank you. Well, doctor Williams you know, Kelly, can you be on the line? Yes. Not doctor Williams, but our rock star from CTE, Kelly Davis, is in the room. Kelly, if you would come forward, I'm gonna get your presentation ready.
Let's see. Grab the other glasses. Always have two pair of glasses. That's in the room. Right? Yes. Mhmm. It said that. Hold on. CT. Yeah. Alright. I'm gonna try and do it this way first. Oh, It doesn't do it that way. Alright. Let's not do it that way. Well, that was my presentation. Okay. It looks like this. It's not sharing though yet, is it? Yeah. K. Alright. Is it going what if I just enlarge it? You think that'll do it? No. Because then we're cleaning. Yeah. Okay. It looks like it's sticky. I like that.
Yo. Just give it a second. It's thinking. There it is. Yeah. But I'm seeing the phone center. It's because it's keeping that cheap screen. Do I need to close the screen? Yes. Let's So why did you download it? Following our transition, we know we'll have a clear date from Kelly Davis from the office of Clear and Technical Education. Sure. Sure. There's no way that the labs might be there.
Sorry. Again? Uh-huh. Click through and we'll figure this out. You might not wanna sit down till I get You can use that. Okay. I was like, okay. I brought this. So as mentioned, I'm not doctor Williams. I am Kelly Davis. I'm the associate director of curriculum instruction and innovation in the office of career and technical education. And I am delighted to be here in his place today. He regrets that he can't be here, but he's at a BCCS meeting that, he was mandated to attend. So, I got to come today and and present to you all. So as a caveat before we get going too far, he pretty much fields all
the licensure questions. So, when we get too deep into your questions, I'm gonna have to write those down and then, take those back to the hive and get you answers later. So so I kinda wanted to give a background. Some of you guys are very familiar with current technical education, but I we like to kinda say, you know, give you a background so you know that you what you're dealing with when you're dealing with our office because it's just really can be very complex. We deal with a lot of CTE administrators across the state that wear many hats,
you know, and they come into our program and or or they may not have even really volunteered for it. And they're like, oh, we're adding CTE to you. So we have a lot of people that we're constantly keeping educated on things, and you learn something new every day. And I'm gonna tell you, I've been here, ten years over ten years now, and I learn something every day about our office and, all of the different programs we have. So this is not too, like, dummy down CTE for you, but just to kinda give you some, context. So one of the things that we're going through like, before we had 17 career
clusters, there was 16 in the model, but Virginia added, energy, through regulation. And so now the National Career Cluster, have been redone. They call it the, modern, which is seems to be like outdated terminology, but that is our modern, framework. It's 14 clusters of 72, career clusters. And these are basically taking occupations and trying to align them by groupings. One of the things when I show you the next slide, you might if you were familiar with the previous, career clusters, you might say, where is STEM?
That was, like, everyone's first question. Where did STEM go? And STEM is actually embedded in every career cluster. That's the recognition of how why that was done. But they rolled this out last year. We are slowly aligning to this, internally. I mean, if we could just do it in CTE, it had already been done, but we have to be in lockstep with other programs. Boeing, for example, VCCS. I mean, there's a lot of things across the board, other things that are outside of us where we have to work to align to get that work done. But we will be forward facing public forward facing on everything, next year.
So we're we're gradually getting there. Behind the scenes, we've we've got it. It's just, trying to, flip that switch. Okay. So the framework, this is the grid view. There is this round circle view that you'll see a lot, but it's really hard to see without turning your head a lot. So we've come up with this grid view. But they've taken these groupings and they've come up with, like, six big groupings. And so if you're, familiar with our, academic and career plans, so a lot of this grouping would be the type of thing you might do at the elementary level
where you're just, you know, trying to get the big hunks of things to talk to kids. And then as you move up through the middle school and high school, you'll get more into the actual 14 career clusters. So I won't bore you with that today, but when you get your slides, you will have this in color. The other thing that we are very aligned with is labor market data. So whenever a school division wants to add a course, a CTE course through regulation, they must, justify it through student interest and labor market data. So we work with, Walden Cooper Center of UVA. Wahoo all the way was last night.
Throwing it out there. It was it was brutal. My bracket's gone. But Walden Cooper does this work for us. And so we have the CTE Trailblazers is a site that, anyone can go to, but, our division leaders definitely rely on this for providing that type of justification. So we have a new course application process where they will send in their new course application that says, here's our labor market data that supports it and here's our student interest that also supports it. That, then we can approve it. Student interest that also supports it that, then we can approve it. Notably, one of the items on there is for them to tell us what is
the endorsement of the teacher that's planning you're planning to hire for this. So we can double check at this point that they understand that we're all on the same page about who may or may not teach this particular course. And I just mentioned the Virginia Office of, Education Economics, Bowie. We're currently if you're following anything on, the three e and so forth, we're highly, aligned to high demand occupations. So we're starting to see everything that we do through a new lens. Okay? Not that we haven't always talked about occupations, but now we're at the high demand and we're trying to align things.
If you followed our credential list of our industry recognized credentials that go before the board, there's now a new designation that allows, people to know whether or not that particular credential is aligned to a high demand occupation. So more and more, you'll start seeing this terminology come out through all of our work. So then we have the high quality work based learning. This has been revolutionary to our school divisions, as far as redefining this. So there the board came up with a new definition for what work based learning.
Before, we had 12 experiences across the board. While they still exist, there are six that are focused that are considered the high quality that will meet either the three e framework, the, employment part of the three e framework or or the graduation requirements. And so this is where, school divisions are currently having to submit to us through this board approved document, this guidance document. It has tapped our office to certify these experiences as being high quality work based
learning, which is an overwhelming, responsibility and job task right now without, you know, with those unfunded band aids, without adding more personnel to help. So those, the six, if you, portion read, registered apprenticeships. And people ask, where did youth registered apprenticeships go? They're still there. It's just one term that is the umbrella for both, experiences. And then we have clinical experiences, which are, finite, you know, very limited to our health and medical sciences courses, entrepreneurship, school based enterprises, and then select emergent agricultural experiences,
and then internships. So we also have as part of our structure technical student organizations. And again, this is to showing this is coming through regulation as well that says that if you're a high school, you must have these programs, these career and technical student or the opportunity for students to join must be there. So we're looking at that whenever we're, reviewing programs as well. Middle school, it's recommended, but everything we do with career and technical student, organizations is co curricular.
It is written into all of our frameworks and our, for our courses, our course content. And then here's our different ones that we have. You might be familiar with these either through your own experience, your family's experience, or if you we've tapped you to be a judge at any of our, state leadership conferences. And if we haven't, you can see me later and sign up. We'd love to and then we would talk about participation. So, I wrote this down because there was not a total on this slide. I meant to put that on there. But you will see that we organize our office by program areas.
So we have a specialist for each one of these programs, except for trade and industry, which we are industrial education, which we are currently in the hiring process for, but we're on a little stall here. But we are forever hopeful, when we for filling that position because right now, I'm getting to do a lot of that work. So I'm forever hope. So anyway, when you add this up, you come up to 522 courses. So whenever you talk about being able to have, a teacher come in, it's not like you just get we have, seven different endorsements because we have seven program areas.
It's very complex once you get past that. And one of the data points I don't have today, but I was sitting back there thinking was, I wonder how many endorsements we do have. A lot. So you'll see that we have what we call, unduplicated. We have 270 over 270,000 students participate in middle and high school programs. But then duplicated, meaning that these students are enrolled in more than one CTE course. We have upwards of 600 and, 87,000 students involved in our programs. And then we have this this this is, comes through our Perkins Act that says
you must survey your students a year after they graduate. I'd love to see the long longer period of time, five years. Just a lot of kids just haven't made a whole lot of decisions, but we can at least see where they're pointed when they do leave our programs. And you might find it surprising that 68 of them are enrolled in post secondary. I don't know how many of them stay. You know, that's a number that we and we have trouble with that because we don't we can't track by their Social Security numbers. So some states have cracked that code. I think we're there's a lot out there working now to try to, be able to find that to, be able to mine that information as well.
And then 20 of them go into employment, 6% part time, 1% out of the labor force, 1% unemployed, and then 4%, enter into the military. Alright. So this is where we get into the teacher part. So you can see here that we have approximately unduplicated teachers. We, seven nearly 7,000 CTE teachers across the state, that are teaching multiple courses. And you can see it by program area. Business and information technology is out there in the front with, number of teachers that
we have. And then when you start into, like, trade and industrial, while there might only be 331 of those, we sure wear out licensure with those, trying to get those those teachers, to have a license. So we this by no means represents how complex anything is by the number of teachers. Okay. So we have technical professional endorsements in, two of our areas, agricultural education and in trade and industrial education. And so when we do get in front of, CTE administrators, we have a conference
in the fall that's BACTEA, which is the Virginia Association of Career and Technical Education Administrators. And anyone is is welcome to come. This is where we go over everything from a to z, and we have, like, sessions for new CTE administrators, and then we have one in the summer as well. But whenever we get in front of them, we start talking about best practices. Because you may even get a veteran CTE administrator who is completely in the dark about what to do with one of their trade and industrial or even their nurse AE program because they've had a veteran there for years.
And that person retires, so they it's just not something they do every day. So it's almost like learning new all the time. So one of the things we we talk about is to review the CTE endorsement in detail. There is an endorsement regulation for each one of our seven, CTE, programs. So that's if a teacher sends something to us or something like that, the first thing we do is say, you know, here's the regulation so you can review it yourself now. Please go back and talk with your licensure specialist in your school division.
So that was the next thing. Consult with your human resources or your licensure. So you also wanna before they advertise for these jobs, that's where we also want them to go and speak with their human resources office before they release job vacancies to make sure that they don't end up getting someone very excited and get them up to a certain point and then we're able to, provide them with a license. And then we also have a credentialing, requirement for initial licensure. So we always say make sure that you're reviewing that, teacher eligible credential list that's
posted on our website. And then review annually to make sure if there's any updates that they're staying up to speed on that. And then, obviously, to attach detailed evidence to their application when they're sending that in. Because sometimes we have to go back and ask for more information. So here's an I'm gonna go over real quickly. This is our agricultural education, technical professional license. And for ag, you do have to, number four, have a completed an, an ag certificate or an associate degree in the teaching specialty sought.
But number two, you have to complete it two years of successful full time or equivalent of occupational experience within the last five years in the teaching specialty sought. So that is one of that is the, if you're going for the technical professional license under ag. Now ag also has the, your other professional licenses opportunities for but there are some courses that you're gonna need this for. Like, you can't necessarily teach ag mechanics without going through and having, some certification and
some background in welding and so forth. Trade and industrial, education is probably where we talk the most with the licensure office and we have a very close relationship with the licensure office and we get together all the time. They send us the background, the resumes and so forth and we identify these, candidates and try to help where we can, by providing that clarity. So one, number two, again, they have to have a current license or be currently certified as a professional practitioner in the practitioner in the area.
So this is where you get your journeymans, you know, and so forth like that, your ASE certifications and things. And then number three is evidence of at least two years of successful full time or the equivalent occupational experience within the past five years. So what do you do with a candidate that hasn't in the last six years or seven years? And those are the things where you have to really start digging into their experience to see what exactly have they done, what does their resume say, where is there perhaps maybe a difference in the way we're interpreting the words that we can help
them get past? So this is where we work very closely with the licensure office to try to see where that is. And sometimes they just flat out don't meet it and there's nothing we can do because it's regulation. Right? You know, we we're we sympathize with the school divisions and we're like, we got it, but that was ten years ago, and it clearly states five. We don't have the ability to go, six is six is good enough. Very close. We don't. It's just black and white here. But then there are, you'll notice it says candidates whose occupational experience has not been within the last five years shall participate in supervised technical, update related to the teaching
specialty of area endorsement or complete supervised internship or work experience of not less than six weeks related to the area of endorsement or teaching specialty. This gets really complex. And so this is very much a case by case basis. So you might, like, picture who are we talking about. Let's let's maybe it's a guy that had his own shop, and he was, like, auto repair shop. And he's had that for years, and now he's closing the doors and he'd like to come teach. Or he keeps it open. He's got other people running it. He would like to come teach. Those are the types of teachers that we're looking at quite often, and they bring
a wealth of knowledge, experience, and everything to the job. So we are very interested in having these individuals, you know, fulfill all the requirements. And they also have to, in addition to have being able to provide that evidence that they're good at their trade, you know, through their certification, they also have to, in order to become fully licensed, go through the professional studies as well. So they're responsible for that. Does that include a college degree or just some course form? For for TNI, for the for for the technical professional, we are not requiring the
college degree. Now speaking of before, when we were talking about something very finite, if I have a, let's say that I'm an automotive technician endorsement, that's all I'm going to be teaching. They know. So and it can get kinda, hard for school divisions because if they I mean, auto programs, typically, you can fill those up. But if you end up with something that's very niche, I mean, it's hard for them to hire someone that has that technical professional license unless they can provide them with a full time teaching position.
So a lot of times they're like, well, what else can they teach? You know, I need to fill something in. Why can't they teach this? And that's those are, those endorsements have different, requirements. Health and medical, I don't even know how many, endorsements we have in health and medical, but I'd say it's probably more than 10. We do have some that are more broad that can teach, like, intro and I can they can teach medical terminology and so forth. But you may get into some that are extremely specific that aren't going to be able to teach that. We have the allied health, business and information technology.
When I'm I have a background in business and information technology. That was my endorsement. You can teach almost anything that we have, all the courses that we have. Like, it it spans everything without limitation. So when I get to a school division, they can be very flexible with their programming if they have me as a teacher. And, we provide a lot of, professional development. For example, this we just finished, creating, artificial intelligence courses. We have two AI courses that's gonna be a sequence of business and that we
haven't gotten to the, licensure part, but we are we are thinking that perhaps a teacher with a business and information technology endorsement would be able to teach that course. I, as a business and information technology endorsed teacher, would not be able to teach that course without going through some professional development. You know, you have we have to be able to support these teachers and keep them fresh and moving forward so that they can keep up with our technology, because it may have been years and years since they were in college and, had that training. So professional development becomes really huge, with our office.
So speaking of, trade and industrial education. So in in addition to that, for some of our, endorsements, the the ones that are here on your screen, they require that the, teacher have OSHA certification, and these certifications have to be updated every four years. And so we also provide that professional development. We, we do some of it through the summer conferences, But most recently, we've been, because so many things have now gone virtual.
There's a lot of virtual courses, so we're now buying, what is the word I'm looking for? But, vouchers. Look, we buy vouchers with the provider so that the school division can come and get those. We were running into a problem with school divisions would hire someone after the summer conference, but then they would get them on and they're like, I can't get my teacher to meet the requirements. So this was kind of us going back. It's like, how can we meet that need? And the vouchers were set up to do that for the new teachers. Well, what the first year we found out is, like, a lot of existing teachers
were using our vouchers. So then we then we had to buy more. So because we we didn't wanna not support them as well, you know, but it was just, the the need was originally identified for these, programs that needed something off cycle. And then just to we celebrate just we always do a little shout out. We celebrate our Career Success Stars and these are in our 14 clusters. And we have these great videos and so that this the school divisions can use these to help promote the programs. And then our students, there is a CTE Presidential Scholars that goes along with the,
General Presidential Scholars. And we also have, distinguished high school seniors that receive these awards as well. And then, we have creating excellence awards each June, where the, school divisions will put forth their business partners, their student programs, all kinds of things to get these awards, and then we celebrate them each year. And this is at the state level. Obviously, locally, this is done throughout the Commonwealth. And then we have all of our CTE memos.
So this is the guidance that that we put out to school divisions. And this one, we've updated as of January, but we've put out probably 10 or 15 since then. Anything that has to do with CTE that goes to this the administrators comes through with those. Things that rise up to the need to be in an article with Arizona. And that's my presentation. So I don't know if you have questions that are specific to licensure you haven't asked, but be glad to try to entertain those. Yes. So about a year ago, I was asked to participate in this agriculture Yes.
Related curriculum thing. And it seems like some school were having trouble getting agriculture CTE teachers credentialed, and they wanted for you all to have, like, specialists in, credentialing agriculture CTE areas. Like, they felt like they were getting they were specialists who didn't know about agriculture or working on their credentialing.
Have you all made some improvements or have you have you all moved things around or do you already have those So the so I don't know if you're familiar with this, but, we had a, work group, a very sizable work group with a really diverse representation meet several times over the fall that produced a report for recommendation consideration, and that is definitely something that was in it. And what she's speaking to is that they feel like ag can be, very complex and it's weird. It's different.
Yeah. You're they're different. And so some of the coursework, I believe, like, it may not at the title level look like it checks this box, but if you dive into it, it may even be higher or or more rigorous or something like that. And they were looking for one of the recommendations is was to be have, like, an ag someone that specialized just on ag with your staff. So we we can certainly share that report with you. We have not started our work with that. I don't know what happened, but January was like yesterday, wasn't it? So we are, we're working from that.
We're also working on a technology and engineering education, strategic report as well. And, they they certainly, are challenged with hiring tech ed teachers as well. A lot of the programs ag, thank goodness, you know, Virginia Tech is still a huge supporter of creating ag teachers. But, some of our other programs that we had counted on to provide that, like technology and engineering education, prep programs to have teachers come straight out of college had dried up, but now they're coming back. So we're we're we're happy for that.
I know, like, ODU is like, bring us more. How can we get the word out there so that that students will do that? I had the opportunity, I felt like last weekend, but I guess it's been a couple weekends ago, to be at the Educators Rising, conference, and that is our CTSO for, our Virginia teachers for tomorrow. And that's one of the things that we also want to continue to promote that that's not just for CTE, obviously, but, obviously, like, even tech ed teachers, we were talking to them. They're like, oh, I didn't know that we could do that for, teachers for tomorrow
as well. So we need to continue to do that. One of the recommendations that came out of that group, which hasn't been published yet, was for us. We have the first 38, competencies of every course are the same, and it goes over workplace readiness skills. What is it? There's something across industry, all across industry skills, CTSOs, high quality work based learning. So they're the same on all. One of the recommendations out of that was to promote the teacher, profession for that particular CTE, subject, you know, in those courses.
Excellent idea. I mean, I love these these work groups because you just get some great ideas that'll come out to try to grow our own. Send us those reports. We think Yes. Page both. Okay. We can definitely do that. I have it's one of those CTE memos, but I'll make sure that he gets it for the ag one where that went out. And then, The ag report then? Yeah. It came out in January through a CTE memo, but I will make sure that Rob gets it so that this group can can have that as well. The work group should get to because it wasn't released to the work group.
It was. It went through email. You didn't get it. Okay. Okay. Love these I I opportunities. Let's let's go back and make sure that happens. Okay. We're great. The other question? At the, we're just now Class applications of instructional technology or class Yeah.
The last five. So this one's gonna be specific to our, t and I, I believe. And then let's see if Ag has that. Yeah. So it's it's it's a t and I. It's nine. It was just number three. Oh, it's number three? Oh, I see. Yes. But the two Yes. It's the number change. And that's for all of them. All of them. Yeah. Because we're we're offering those three this summer. So I didn't know we could do that either or the instructional technology, classroom, or
the thing. They're offering me to do I'm glad they're here to answer that question. Anybody else? Okay. Great. Thank you for your time, and I will get those reports out. Thanks so much. That's yours. Right? Yeah. Perfect. Okay. Okay. I have a pen in my hand and two of yours. There you go. Yeah. Oh, no. I have yours already pulled up. This is the right one. Correct? Jonelle, is this the right one for you? Okay. Okay. I'm not sharing. I don't share. I don't share with you. Sharing. This was just a little bit more intuitive.
Maybe I'm not intimidated. And we're good. Okay. This is doctor John L. Fort Worth. He's our teacher as a patient director. Baker? Like that. So you Yes. Yeah. You're ready to go? Yes. Fine. Okay. Good afternoon, everyone. Again, I'm doctor Jonelle Torber. Today, I will be going over the critical shortage areas for 2027 '26 twenty twenty six twenty seven. So annually, Virginia has to identify our critical shortage areas for, our teaching areas for
the department. The Virginia about methodology that we use is Virginia's ranking of critical shortage areas derived from, from an aggregated assessment of two indicators, the total number of unfilled teaching positions statewide and the number of teaching positions filled by licensed teachers who are teaching outside of your area. Once we identify those critical shortage areas, we have to report them to the US DOE. They are also reported to VRS and the Virginia Board of Education.
Within our the code of Virginia, the, the statutory alignment requires that Virginia identify the top teaching shortage areas based on data collected through our superintendents annual survey of school divisions that are known as our PEC data. These designations are used to administer the Virginia teaching scholarship loan program. They are also used to support some of our grants that we have in the office of teacher education, and they are also used to identify areas for retired teachers
to come back and teach in the state of Virginia. For this for the twenty twenty six year, the top critical shortage areas are special education, pre k to 12, elementary education, pre k to six, middle education, six through eight, career and technical education, science secondary, English secondary, mathematics secondary, history and social science, secondary, world languages, k to 12, and English as a second language, p k through
12. When we look at all of these areas, just as a note, when we talk about special education k through 12, we're talking about all the sub, endorsement areas that fall under special education related to, including adaptive, BI, all of those endorsements that fall under there. And the same with career and technical education, you have all of the sub endorsement areas that fall under that break that breakup. Just some highlights from the data from this year.
We have some highlights that are are are encouraging for the state of Virginia. One, we reduced the shortage, reduced shortages were observed in elementary education from k to six and career and technical education. The overall number of full time equivalent, teaching positions increased by 1,529, representing an estimated of 1.5 percentage gross for the academic year. So those are that's encouraging. And so hopefully, next year, we'll see even more of a breakdown of decrease in,
the vacancy areas. Questions? And this report is just for information only, and it will be, reported at, shared with the Virginia Board of Education as well. We have we have one of the things. Just wondering. Yep. Do you have any insights as to why the numbers are trending and put the right person? No. When I will oh, I can guess my professionally, we have all these or tone of it routes that we, currently that we have for the different endorsement areas. And we have, some increased, enrollment with our teacher ed programs and, you know, across
the state. So I I could guess that that is the reason why. And in addition to that, based off of the new way that we collect our data, it gives it's supposed to be more specific, than compared to the years past. So the hope is that with the new way that we're collecting the pack data, that we will see a decrease and with all the different initiatives and funding sources that are provided with school divisions and EPP, that there will be a decrease, in the vacancies. Thank you.
I'm gonna ask a couple questions about this to you all. Is that order messed up? Is it is it is it a bad order? Is there anything wrong with what you see up there? Trick less than one. And that's what they just took from there. But It also aligns pretty closely with the most teachers. Like, the the largest group of teachers that we have would be in special ed and elementary. So even if their vacancy rate was only 1%, 1% of, like, 50,000, we'd still
maybe put you first. So when we see this, I used to be like, oh, wait. Why is special ed always at the top? Who looks at the top? Because we got a lot of special ed teachers. And why is elementary always at the top? Well, we got a lot of elementary teachers. So the order to me isn't upsetting. The total would be upsetting if that would be the case. Because if we only had 10 absent 10 vacancies in, special ed and we only had nine in elementary ed and everybody else is lower, it would still be one and two even though that doesn't indicate a problem necessarily.
Yep. So it almost might be helpful to know what is the most disruptive. Because, you know, science if you don't have science, you just want high school. Like, kids can't graduate. So It would also be helpful to know what percentage of those teachers are missing. So, like, not the total number, but out of, let's say, theater, just off the top. I don't know. Let's go with that. Yeah. Let's say ad, and let's just say there's 300 ad position.
Mhmm. And they've got a 100 vacancies. That's a 33% vacancy rate. Because that won't get you on this list because that's only a 100 vacant spots. But Royce Rag, it's a problem. Hold on. You see what I'm saying when I say the Is this go go lead data or do you get all of us? Well, what do you mean by control? Like, does voting calculate No. We we we we calculate it based on our tech data. So they just said if you did it by percentage then It would change the list drastically.
So, yeah, there might be I mean, for us, for example, two different versions, three different versions of the list based on how you score it. But we also report this information to the federal government. And federal government generally has, only the top five that they want annually. 5%. The federal government requires us to have the 5% that you said we have to report unless she used a different methodology. And so we've done it on our we're told that Virginia has to identify the topic for this this data data.
So we use a different methodology in order to get our top 10. So when we look at the overall number, it is over for 5%, that we've gotten. No. We have done. So, but since since we have the new system that's elected data on, and then there was a significant difference from the way we were selected before to how we're we're collecting now. Before, we were under the 5%, but now we are not. However, we do have rationale and why we need to identify the topic.
And and and and and before you go after something, unintended consequence of changing to my suggested idea, what does this critical shortage, Darnell, provide? It provides information that is then used for what? It's used for the data teacher scholarship loan. It's used for BRS for retirees. That one we need that we can identify to come back to future Virginia. It's used for, music or maybe some interputees or clinical faculty Mhmm.
Greg. So my point my point of that is let's go back to the ag situation. We got a 100 ag open, and we put them at number one because we're 33%. That's not real. Basically, I just made that number right now. And we don't put elementary yet up there. Well, we may need 800 elementary teachers, but if they're not up there because the percentage is so low, we don't use that money to fill that. So it's gotta be it's good information to know to know where the critical areas
are, but it also because there's finance tied to it, we don't wanna shortchange filling a big open spot. And also for, loans. So for business. Mhmm. Well, there's all which is which is really Correct. And there's also one other thing. So to be a critical shortage area, you could also qualify what's the other ways, John Al? By having a low percentage of applicants or a regional In in a in a specific, area. Right.
Region So ag teachers could get in there that way. Yeah. Mhmm. Yes. Go ahead. Is that one of the only reasons why you don't tease out the subgroups? Because the subgroup can see the actual Absolutely. You you can drop science all the way off there if you can only have, like, biology only. Yeah. One more quick question. Is the, the teachers are hired on provisional license needs. That is not like, the exact count as a license. Yep. There they fill they fill a spot with a legal license. Yeah. Alright. Alright. I'm gonna click off this, and then we got my last presentation, and then we
got a couple little decisions to make, and then we're about done. So just to give you guys excitement. Hopefully. Alright. Keep on not knowing how to do this. Let's see. I just need physical shortage. Planning dates. But I had a, an appointment. It's okay. I don't need a print I don't need a PowerPoint tool. Can you see that online? I didn't share it. Okay. Now can you see it online? Yes. Okay. So what we have here is the projected date for next year.
But before I jump into that, I also wanna mention a couple things. We have a couple members of our ATCO board that will be cycling off after our next meeting most likely. Some very, very important, highly influential, wonderful people. If you are one of those people, do you mind seeing that for just a second? You're cycling off the chair. Back up.
You have 290%. Alright. That was for them more than one. Okay. It's gonna be super, super hard to fill your your shoes. Okay. When you decide they can't go? I'm trying to figure out a way to chain them to the in the basement down here at DDOE so they can't, but, that that's not gonna probably happen. So, I say this also to let you know that we are posting the positions that are open. There are other a few more positions that are open that the people just aren't here today that they've stepped away and they're no longer part of AvTel. And so we will be filling some of those over the next couple months.
So our AvTel board will look a little different come next year. We also don't have a representative for the, Board of Education in here yet because they're going through some really dramatic changes right now. And And so they just haven't assigned somebody to us yet, but that'll be also a case. You know, we had Anne Holden for a long time and then Grace Creasy, and we had Patty made for a little bit. So those are that's another change that'll happen. But taking a look at some of our history of, dates, you can see I'm
gonna step away from the mic because all I can see is I'm looking at a little better. For this year, you can see up there, we have, we had one canceled meeting in November. This would be our fourth meeting, and April would be our fifth. Five is our minimum requirement. We are allowed to go sick. But right now, my intention is the next one, April 20, to be our last one. It'll be in person, but if for some reason, I have to I need to add another one. I will let you all know as soon as possible, And also let you know
if that one can be virtual. I have to go to the account again and see if that puts us over the virtual number. And then just so you can see some of the dates that we use, the '20 '4, '23, '22, just so you can kinda see where we all fall every time. And then the available dates, I I made a list of available dates, and I when I was looking for available, I was number one trying to avoid holidays. And I was also looking at, board of education meeting. I feel like I had another factor I was factoring in. I I owe General Simply.
I tried it's gonna be a shorter session, I believe, next year. So but I still try to avoid that window just because I don't want our delegates and senators to feel like they cannot participate because they're spread too thin. So I avoided some of those dates, but still there's still some of them on there, but we don't have to choose them. I have enough dates up here for us to have, you know, quite a few meetings, but we don't need more than five. So I'm gonna scroll up and show you my suggested date. This does not have to go my way, but if you all just said, we
don't care. Do what you want. This is what it would be. I don't want you to do that. But If that's what you said, this is where I would go. So I have more than five up there, and I have the first one in August. And the only reason I have one in August is because sometimes we have things that really hit us hard in September that if we were able to build going into the September, meeting, we could accomplish something. September soon seems to be like a background meeting and we don't really get a lot accomplished. Whereas if we went on and I'm not saying that we need to go August,
but I put a virtual next to that just in case we did decide to go virtual in August. I wouldn't I wouldn't have us go virtual virtual like that. That'd be one or the other probably. So September 14 would be more in alignment with what we did this year, and we started the year off with a virtual meeting. Pretty hot in September. People are starting school and coming back to vacation, so I try to be as sensitive as that in September. And then I have an October date, a November date, a virtual December date, would be one I would recommend if we do a December meeting because of the Oxford
reason and the cold weather. People are about to go on vacation. Schools for those that are EPPs are letting out. So trying to avoid that a little bit. And then a little break to March 15 and you might go, why would they be priced there? Well, that's in the general assembly. So I'm trying to avoid having the general assembly be part of the window. Doesn't have to be the case, but we did that this year mostly, and I think that it was helpful for general assembly.
And then I have April 19, and I have a star there because that would probably be an opt that'd either be the last one or an optimal day at the end because, you know, sometimes we go five, and then we added a sixth one just in case something was canceled. Here, we have one on the calendar that we need to go through just like we have the May 1 for this this year. So I'm gonna pause for a second. You can have discussion about this. I'm not gonna ask you to make a decision about it. And I will say that, let's say, for some reason, you cannot be here at
our next faculty. You should still let me know your preference, and I will voice that for the whole group. If for some reason you can't make it to our next faculty, I want you to be able to still have your voice heard in this specific week. Because it is back to us all. That that would be an optional in case we have cancellation we had to fill in. So activating assumption that we start off this? Not necessarily. You could go September, October, November, December, March, and then have an October. We'll have a good five in the middle.
Okay. Then set in the patch, get on the sixth one. We haven't attended the sixth one. We added the sixth one as a choice. K. Right. But we haven't actually done the sixth one for the housing. I'm saying I'm really interested. Mhmm. Even with that, we send another message. Look at the mother nature, what she did this year. Mhmm. Everyone might I think we may not be a ask her. May not? I think it may not. There could be other reasons too. I mean, the cancellation in November wasn't Mother Nature. Wasn't Mother Nature.
You get a question about it. Let me get there. Oh, I'm just gonna share my thoughts, but but, I wanna I wanna interrupt someone else that's really important information. I haven't met. I support a the last day being asked for is a have a possible makeup. You know, that makes sense to me. The, I like personally to start in person because we need to be with people. But yeah. I know I think this year we're gonna start virtual. I mean, it still works. It does my preference. And then finally, I mean, most people with educators are likely hearing up and going
back to work in mid August, but I do worry a little bit that that one might take a hit on availability if there's still big summer vacation. Mhmm. Yeah. The March, can March time before that and daylight savings time? And I know there's no way because that would impact everybody, but it's good and put wrongly off schedule. Maybe maybe we should start that one in, like, ten instead of nine or twelve. Thirteen. But it's we'll just change the start time on that one so I hope you have a chance to speak with your schedule. Awesome. Any other questions or thoughts? I'm not asking for a vote on any of this today.
I I actually would caution again to vote today, but if someone rushes with this. I like the virtual meeting in September and December just because that's the time when, you know, some people are doing their last minute travel. Right. Mhmm. One thing I'm you're just looking at the having a meeting in November is not a problem. Sixteenth is the week before Thanksgiving break. Mhmm. So people could be cramming stuff and trying to get it in before they're out for whatever break they have in the following week.
So moving that a little earlier might make it easier. If we move it two weeks earlier, it it creates other problems. I'm just letting you know. And it's a Monday Mhmm. Before the week before Thanksgiving. But Right. Yeah. But but valid point. I'm gonna take, like, a a teacher to schedule, like, a I think the hardest one. So how do you virtualize it? Like, obviously, barely have to take this day off. And I'm taking personal data for a large year. And so, like, a pen and dice.
And, also, when I get to the course will start, so it Yeah. Like, it's weird that a new person this year is just, like, am I on Yeah. It's like I can't write it. Oh, there. So now I recognize it. There you go. Any other questions, David? I don't know. Those students don't know. But I noticed also, we used to be the first one in. Mhmm. Now we're going towards the second.
Mhmm. And now almost the third before. Third. Mhmm. So I think there was a rationale of the first one, but as we keep slipping, the numbers are seeing the voiding egg. Muscle look at what else is that impacted Mhmm. Because it was settled on Everyday. Yeah. Thirty days. Yeah. Yeah. For what she said. Three there were three holidays that fell on Mondays that I was like, Mondays are pretty inactive holiday days. So that's one of the reasons why it's not all of the first I mean, it'd be nice just to say, we just meet on the first one day of
every we're not meeting every month, every other month or whatever, but it wouldn't work out like that if we try them out. Because we we didn't even remember, though. Any other questions, Bob? Okay. I will make sure you get a copy of this as well. And let me stop sharing that and go back to the main presentation. I'm gonna share it. Alright. You ready for me to go into these topics? Yeah. Okay. Okay. So John Al said that we're not gonna take a vote on this, but but we usually do get a recommendation from the the, AvTel board before we take this
to the board. So, this is the critical shortage list. That would be something I would like to have a somebody make a recommendation that we can have. Do so that in one group, preferably. Second. Mhmm. We can do it for a second. No. She needs the microphone. Yeah. Find her phone. We cannot we cannot chase the people listening. Sure. Bad business. Alright. So motion was made by Eric Moffa, seconded by Ron Ramsey to accept the critical assurance report as presented. Is there any discussion? Here I know we'll proceed to vote.
All those in favor signify by saying aye. Any opposed, like, sign. Any abstention? Motion passes. Okay. And the second item on the Is the world language one. So there needs to be a change on here. So someone, if we do go forward, needs to take Arabic off there because Arabic I he he informed me about Arabic kinda late. I'd already submitted the agenda. So, and I didn't know where he was gonna go with it with the alternate pathway. But I don't think that we are really considering Arabic, but somebody needs to yep.
Yeah. I'm gonna say I have meant this in motion, but I have what the first of the what scores have to be part of the motion? And if so, I can do them at these ways. The cut scores are generally part of it because then I take those to the board. Because the board's gonna ask what cut scores. They're not gonna now they may not go with our recommended cut scores. That has happened. We've we've taken a cut score and they're like, that's too low. We're going higher. I've never had them say that's too high. We're going lower, but, that definitely needs to be part of our recommendation.
I'll have a question that we add a Russian Chinese and Latin practice assessment, add a regular new bus scores, at that moment. Okay. I'm gonna add it. Oh, you're getting handy. K. Let let let me go ahead and take the motion and the second discussion. So, this is an endorsement. What is the current endorsement for? Are are we creating creating new enforcement by accepting these? Yes. But is it a world mind thing? What what's the endorsement? We don't have an assessment for that. Or Latin or Chinese. But you won't get No.
Or Latin or Chinese. Or Russian and Chinese. They have to take the asshole right now because of the Athens. They're not having facts. Okay. Yeah. I was trying to say it. We're not creating them. We're not all we're doing is just as These these already have. Sounds good to me. Alright. So a lotion was made to accept Latin, Chinese, Mandarin, and Russian at the recommended cut score. For Latin, that would be one fifty two, Chinese, Mandarin, be one sixty four, and Russian would be 30.
One thirty. Yeah. I was hoping that her name is I think one cut out. Yeah. One thirty. Any further discussion? Okay. Hearing none, we'll proceed to vote. All those in favor, signify by saying aye. Any opposed, like, so? Any abstentions? Motion passes. K. Our next one, I think there's gonna be something else going on here, but this is to replace the 5,001 series with the 8,001 series, for the elementary education test. That's the And it'd be my recommendation that this be lay upon the table until
our April meeting So that further information can be provided to you all and the information that you did see today, you'd be able to digest and bring forward any questions, comments, concerns, or related issues at our next regular meeting. Yes, ma'am. To lay on to him. I feel Questions been made and probably seconded to lay this item number three on the table until our next regular scheduled meeting. Is there any discussion? I have one question. She kept referring to the study from the end then.
Are we gonna get We were talking about that. Yeah. Any other Andy. What we're gonna be asking for, like, what John Elsom. We really would like to see a side by side in Harris. We need so we need to lay it. We're asking for so that comparison come back have anything that's specific about we just
approved that. That's Yes. Mhmm. So now we're thinking about placing it already. So I'd love to let some comparison. Would you like the data on that? We initiated it through the years till now. Well, you can put that together. Okay. Any other further discussion? The only thing I have to say about the noon to 8,000, the the cost to be done. You can try to It's one thing that they've signed off of them before right away, but if they don't, then they do the individual tasks, well, particularly, that they're
paying for the steps individually. Subject task in the picture. And, Shelby, that was one of the things that I was saying to Rob. There's also the time line between when they take the test, when they get the results, and when they can reschedule the test. There's there's money attached to that. And if you don't get in that first pool, and you just literally tripled your expenses because you want to take one test. Any other discussion? I just wanna say thank you for your feedback and your input. I could feel that. So Mhmm. So this is the right direction.
We'll proceed to vote. All those in favor signify by saying aye. Any opposed, like, sign up? Any abstentions? Motion passes. I use a moment. Okay. I use a moment. Okay. This last one is in red for a reason. Number one, it was gonna be a presentation by doctor Jackson, but he's not available. But I decided I still wanted to get you in front of your eyes to see if this is something you want me to bring to you in the next month or or later down the road. This topic is just about, administrative degree, administrative endorsement.
I just think the correct way to say that. So right now, if you were a teacher and you went to the administrative program, have all the tech, you could become a principal. If you were a school counselor, you would go through all the steps, types of tests, you can become a school principal. But you can't if you're a social worker or a school psychologist. And those are generally categorized in the same categories as school counselor. So we've been getting a lot of requests from social workers and school psychologists that wanna go into administration.
So whether or not you want us to bring this to you as a potential change to our reg to allow for school school, social workers or school psychologists to be included in the eligible group to move to a school administrator. What's the no, n o I r a? The NOLA. NOLA. That's the notice of intent of regulatory action. Basically, we're saying we're opening up our list. Does that involve does that involve, like, some kind of because we we do want
to have a way for school psychologists, but they do need some classroom experience. And I think we've we've talked about some kind of, internship or I don't know. There was some term that we came up with about how they could get that Clinical experiences and And this can be solved more than one way. It could be solved with the legislator coming out and saying this is what we want you to develop as a pathway for these people. Or we can go into our current regs. That's what the Nora will do, and we could see that there's some wording that
we need to change to add them to the category. Your way would have more you could do more things with your way. We really can't add a whole lot. We can take some things away, but we can't really add a whole lot. We definitely couldn't do it on any fast track. They would have to go through the full regulatory process, but for us, that's about two years. Whereas the more similarly, if they wanted to take this on, they could accomplish it in a couple months. And we is there a way to, like, set up for us to have a
discussion about this? That's what I'm asking. You all want to have a discussion about this topic, then I will bring it and we'll bring some experts in and some people that could talk about different avenues of it, and then you all can decide that. But if there's, like, zero interest in the room for it, I'm not gonna waste your time bringing. I mean, I was trying to it's been, I think, broadly public comment, and there have been people reached out to individual members of AvTel. Does this matter to their personal life? I mean, you know, I I don't know what's the discussion of this.
I didn't know the discussion. I don't know what I said. We're and we I do this, but but we never need something might be brought up that those people were waiting for these particular steps. Say they wanted to proceed in. So there's more information. I don't need to worry about that we're gonna do it. Okay. Question. Yeah. Yeah. Discussion. So ladies and gentlemen, let me pose this. If you are open to the discussion to allowing them to pursue bringing this forward without us voting on the item, we can proceed as such.
Is that what I'm hearing from the the group? That your item for April. Yes. As an agenda item for April and the discussion allowing them to pursue, looking at what this would look like, not for us to vote as it's listed up. We're not actually in the North. We don't have an order of the benefits. Yeah. Right. K. You don't even have one to done. K. We didn't. So so we have another item for the April game. Thank you for your input on that. Yeah. Doctor Dan Lewis is not here. He told me he was not gonna be able to make it. And doctor Osei was here for a while, but she had to go.
So there's not a report for either of those. And announcements and then closes out. So are there any announcements or anything, that we have not discussed on the agenda at this time. Please note our next meeting is scheduled for April 20. Location Okay. Here, the James Monroe Building, and then for our communication to be received by Rob or Terracita, moving forward. In the beginning, we mentioned that both games were Before the April meeting?
Yeah. We've already had two, and you now only have up to 40% of your meeting. So two two and three is 40%. We had a third another one, and then we could have possibly had one. On on on meetings, I should have brought this up before, but as anybody else has an hour and a half drive to come here? Yeah. I can drive drive. Okay. So I'm just figuring it. Maybe we can start at 09:30. So it would just be a give me a little more time to drive so I don't have to do up the shower.
We can we can shut, shuffle in my car. It's 09:30 in that. And then we get then we push into the afternoon time where there is a two hour trip. That for me is that I need to get home. K. So expect, April 20 meeting to begin at 09:30AM. I hope. I hope. That was at AM. Any other further discussion? Well, this time, I'll entertain a motion to adjourn before we go into our standing committee meetings. Is there a motion to adjourn? So moved. Motion has been made by delegate Simons.
Second. Seconded by Ron Ramsey. Is there any discussion? It's not amenable nor is it debatable, but I wish you all safe travels. Happy spring break and all those good things. And I'm gonna see if I can find my voice that has already, yes, left and travels away with me. With that being said, thank you, ladies and gentlemen. The meeting stands adjourned, and I will turn things over to our respective chairs. I'm gonna stop our, meeting first. I can figure out how to do it. You know how to turn it on?
You Yep.