WEBVTT

METADATA
Video-Count: 1
Video-1: youtube.com/watch?v=GyWhihqW-gQ

NOTE
MEETING SECTIONS:

Part 1 (Video ID: GyWhihqW-gQ):
- 00:09:19: Call to Order, Moment of Silence, Pledge, Introductions
- 00:18:36: Approve Agenda, Approve Minutes, Jazz Band Performance
- 00:37:29: Recognizing Arts Programs and Principles of the Year
- 00:50:53: Public Comment Instructions and Lwanda Travis's Remarks
- 00:57:21: Sarah Katazinski: Special Education Staffing Crisis Comment
- 01:00:16: Rakita Hall: Addressing School Punishment Concerns
- 01:03:06: Wendy Little: Special Education Non-Compliance Allegations
- 01:07:07: Consent Agenda Approved, Perkins 5 State Plan Discussion
- 01:28:18: Petition for Rulemaking Denied, Algebra Add-On Endorsement
- 01:40:26: Geometry Add-On Endorsement First Review
- 01:42:02: Private Special Education Day Schools Restraint Seclusion
- 01:44:01: Accreditation Requirements for Professional Education Programs
- 01:45:54: Guidance Document for Communicable Diseases in Childcare
- 01:58:50: Closing Comments, Thanks, and Adjournment


Part: 1

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Good morning. It is 9:00 a.m. and I will now call this meeting to order. As is customary for this board, we will begin our meeting with a moment of silence followed by the pledge of allegiance.

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I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Great. Please be seated.

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Good morning. My name is Miche Ashton and I am the new president of the Virginia Board of Education and I have the pleasure of taking just a brief moment to introduce our new superintendent of public instruction, Jenna Conway.

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Over the past seven years, Superintendent Conway has spearheaded Virginia's efforts to strengthen its birth to five early childhood care and education system, ensuring every child is prepared for kindergarten and beyond.

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Her leadership extends to overseeing special education, behavioral health, and student safety, as well as adult education with a steadfast commitment to supporting all learners regardless of

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ability, age, or background. A proud Virginia native and graduate of Charlottesville City Schools, Superintendent Conway holds degrees from Yale University, the Stanford University Graduate School of Business, and the

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Broad Education Residency. She began her career in children and human services in New York City, where she led the September 11th response efforts and improved services for a million of lowincome residents.

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Most importantly, I think she might say this as well, she is the proud mom of three children, all of whom attend Richmond City Public Schools. Superintendent Conway, we are excited to work with you. Congrats again for this role. Would you like to share a few

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words? >> Yes. Thank you, Board President Ashton. Thank you, members of the board. Uh this is the opportunity of a uh lifetime to be uh secretary to this very important body and to work with all of the 550

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team members at the Virginia Department of Education to improve readiness for kindergarten for our birth to five system and readiness for life after graduation for our K12 system. Um, I am

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incredibly appreciative uh uh to the governor and to our new secretary of education, Jeffrey Smith. Uh over the last few weeks we have begun a listening tour and uh it has been so fantastic to

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hear from students, educators, parents, principles, uh division leaders, community leaders, mayors, chief of police, business leaders, and to just know how many people in the Commonwealth

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care so deeply about the 1.2 2 million students that are part of our system. So, uh I couldn't I I don't know there's been a moment before in my professional career where I've said I'm really excited to spend hours and hours uh sitting in chairs with you all. Um but

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knowing how important this content is and what it means to all of our our students, our little learners and their families and communities, uh I just couldn't be more grateful. So, thank you board president. >> Great. We are excited to continue the work with you. Um, I'd also like to

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share that Governor Spamberger has appointed several new board members who I will now like to introduce to you. So, first we have Mr. William Robinson to my right. Mr. Robinson serves as the executive director of the University of Virginia's Partnership for Leaders in

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Education, PLLE. He began his work with PLLE in 2010 and leads PLE strategic direction, team development, thought leadership, partnership design, and stakeholder engagement. Under his leadership, PLLE has evolved into a

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nationally recognized leader in school system trans transformation, supporting more than 200 school systems across 34 states, including partnerships with six Virginia school systems that each materially improved student

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achievement. His team's work has been recognized by both Rand and the Wallace Foundation for peer-reviewed evidence in improving student learning outcomes. Mr. Robinson has spearheaded state level partnerships and frameworks to

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strengthen educational leadership and system performance. He is alumnest of education pioneers and has consulted for organizations including the achievement network, communities and schools, the DC public education fund and stand for

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children. His work increasingly focuses on the intersection of education and workforce to bolster economic mobility and partnership with the UVA SANS Institute for Lifelong Learning. Mr. Robinson earned his bachelor's degree in

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economics from Princeton University and completed graduate stu studies at Harvard Business School. Mr. Robinson has been appointed to an uninspired term which expires on June 30th, 2026. Would you like to share some comments? Thank

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you. >> Thank you uh very much. This is an incredible honor to uh serve the state of Virginia and its students. We have incredible assets to build on thanks to the hard work of the VOE under superintendent Conway and the previous

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team uh as well as uh from this board and uh we uh must deliver a greater life outcomes and opportunity for our students and I'm excited to contribute to that work. >> Thank you Mr. Robinson. To my left I have Dr. Kimberly Bridges. Uh Dr.

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Kimley's Bridges has a background in K12 education policy at the state and local levels, governance and system improvement, experience in program administration, as well as teaching adult learners and communications. She

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currently serves as the associate professor in the department of educational leadership, the director of ed capstone experiences, and the president that's a lot. President of faculty senate at the Virginia Commonwealth University. Dr. Bridges has

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begun her career in education as a middle school teacher. Middle school's the best. I know that we have high school kids, but when you were middle when you were high school, we loved you as middle schoolers. um teacher in Douglasville, Georgia. In 1990, Dr. Bridges completed doctoral studies

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at the Harvard Graduate School of Education, which centered on leadership and team development, systemic improvement, and effective and inclusive governance. Dr. Bridges earned her oops I'm sorry her bachelor's degree at the University

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of Virginia as well as a master's degree in education from the University of Richmond School of Professional and Continuing Studies. Dr. Bridg's career has included roles in preK12 adult and higher education instruction, legislative and nonprofit

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communications, school engagement and advocacy, program administration, state education policy, and local education governance. She was elected to school board as a school board member for Richmond public schools from two

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2006 to 2012 who was selected by her peers to serve two terms as the board chair. Today her school leadership teaching and fac and facilitation focuses on effective and inclusive K12 governance practices and policies that support systemic improvement in student

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success. Dr. Bridges has been appointed to a full term which expires on June 30th, 2029. Welcome. And would you like to share some few remarks? >> Thanks so much. And if y'all are thinking 1990 seems like forever ago, you're right. That middle school stint

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was short-lived and there's a reason for that. Undying respect to middle school teachers. Um, I'm honored to be here and I just wanted to say that I look forward to working with all of the board on uh Governor Spanberger's charge that we make Virginia schools the best in the nation. It is completely doable. As a

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product of uh Chesapeake public schools, husband who is a product of Prince William public schools, um children who went to Richmond public schools, I know that there's a lot of strengths that we can build on and I'm really excited to work with all stakeholders on this effort. Thanks so much for that introduction.

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>> Great. Please just give her a round for our new superintendent and our new board members. Great. So now we'll get into the business. Is there a motion to approve the agenda as presented? >> Is there a second? >> Second.

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>> Great. We'll do roll call. Dr. Bridges. >> I. >> Um is Miss McFersonson on today? >> Okay, great. Thank you. Uh Mr. Hansen. >> Hi, >> Dr. Northern. >> I, >> Mr. Robinson, >> I, >> Mrs. Kilgore,

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>> I, >> and chair votes. I Okay, great. Um, staff have been provided um, staff has provided the members of the board with draft minutes before the meeting. Is there a motion to approve the minutes as presented to the board?

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>> So moved. >> Second. >> Great. Roll call. Dr. Bridges. >> Abstain. Mr. Mr. Hansen. >> Hi, >> Dr. Northern. >> I, >> Mr. Robinson, >> I, >> Mrs. Kilgore, >> I,

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>> and chair votes. I >> Great. This is the best part of the day. All right. Are you guys ready? Um, the board appreciates being able to feature the wonderful arts program across the Commonwealth by having student per students perform at our meetings. I will

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now ask Mrs. Kilgore to provide us with an introduction for our guests. Good morning. The Matoa High School Jazz Band in Chesterfield Public Schools under the direction of Mr. Donald Davis proudly celebrates 24 years of musical

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excellence under his leadership. The jazz ensemble performs a wide variety of styles including blues, swing, rock, funk, Latin, and more. showcasing both versatility and m musicianship. Over the years, they have had the honor

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of performing for events at Fort Lee, the Virginia Fine Arts Museum, as well as numerous state and local occasions. Many members of this ensemble also participate in our award-winning show band, which has earned countless best

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band trophies at show choir competitions. Also in attendance to support the Matoa High School jazz band are Chesterfield School Division performing performing arts curriculum specialists Lisa Coffee and Dr. Robin Yo, immediate past

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performing arts curriculum specialist. Our students are deeply passionate about jazz and are grateful for the opportunity to perform for you this morning. One, two, three. Heat. Heat.

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Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. One, two, and one, two, Heat up here. Heat.

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Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat.

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Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. HEAT. HEAT. HEAT.

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HEAT. HEAT. HEAT. HEAT. HEAT. HEAT. HEAT. NEVER I CAN'T PLAY guitar with you. Great job. That was decent.

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for um recommitting. And I um I just have to take a moment to say how I always believe music lifts the soul. Uh and uh this morning that performance was really beautiful. Uh, and I wish the kids were here, but there's so much

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hours that goes into making my girl and heard it from the grapevine actually sound like my girl and heard it from the grapevine. And so, um, just congrats to the leaders and teachers and family members who helped those young people perform today. So, thank you. Um, Mark,

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>> I could also just say that we I'd make a motion that we start every board meeting with Martha and the Vandelas. Much better place. >> Well, that's a a tall ass. We'll have to but I'm sure Virginia's uh students are up to it. Um March is youth arts month,

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music in our schools month, and theater in our schools month. I'm going to ask Miss Kilgore to read the recognition. >> I wanted to add too, and I I'm like you. I'm I hate that they're not here to hear it, but I told them out in the lobby that, you know, I've taught teenagers for 36 years, and it's what a joy to see

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the passion on teens faces when they're really doing something that they really love and they were so talented. We've had some really wonderful performances and it's one of my very favorites that I've heard. So very proud of them. March is recognized as d as dance in our

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schools month, music in our schools month, theater in our schools month, and youth art month. This month offers an opportunity to recognize the vital role the fine arts programs play in Virginia's comprehensive K through2 education system. Through fine arts

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instruction, students build a wide range of abilities, including critical thinking, creative problem solving, effective communication, collaboration, cultural and historical understanding, and imaginative and flexible thinking.

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Students learn, create, and achieve in fine arts subjects by demonstrating resilience and teamwork. We saw that this morning, which are skills commonly reported by employers as being essential skills for any workplace. Virginia

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prescribed standards of learning for K through2 instruction in all four fine arts disciplines. Those standards are currently in the seven-year review cycle and public comment is open so we can hear from our citizens on how to improve the standards for the future. Each year,

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approximately twothirds of Virginia students participate in at least one fine arts course. All elementary schools across the Commonwealth provide art and music, and these subjects continue to be offered in every middle and high school. Statewide enrollment is increasing in

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fine arts courses such as ceramics, sculpture, guitar, songwriting, music technology, middle school chorus, orchestra, band, dance, and musical and technical theater. Data also shows that students who take

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multiple years of fine arts in high school have lower rates of chronic absenteeism. Seniors each year between two 2020 and 2024 who were enrolled in four years of fine arts demonstrated a 32%

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and 50% lower absentism rate than those who did not take a fine arts course during high school. These findings hold true when comparing data across fine arts disciplines and for key variables such as race, ethnicity,

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ethnicity, sorry, enrollments in free and reduced price meals programs and English learners. We extend our appreciation to Virginia's fine arts educators and school leaders for your commitment and service to students in Virginia by offering the best-in-class

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fine arts education in Virginia schools. Thank you, Miss Kilgore. At this moment, we will also have recognition of the principles of the year. Dr. Bridges, will you please read the recognition? >> Yes. You want me to go there? >> Yes, please. >> Yes.

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That's good. >> Good morning, everyone. >> Good morning. Today, we're honored to recognize exceptional school leaders whose dedication, vision, and commitment to students and their communities have earned distinction from the Virginia Association of Elementary School

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Principles and the Virginia Association of Secondary School Principles. So, we'll ask recognizes to come up as as they're named. Is that correct? Okay. So, our first recognition celebrates an outstanding assistant principal whose leadership and dedication exemplify the

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impact of strong school leadership. The Virginia Association of Elementary School Principles has recognized Mrs. Macy Lane of Coper County Public Schools as Virginia's representative for the National Outstanding Assistant Principal Award.

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This honor highlights the essential role assistant principles play in school success. It's a pleasure to introduce Mrs. Lane, who leads by example, consistently uh demonstrating integrity, accountability, and a student- centered approach in her actions. Her strong work

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ethic and commitment to continuous growth set a powerful example for her school community. Congratulations, Mrs. Lane. Macy Lane. Perfect. Thank you. Joining her, it's my privilege to introduce Miss Lisa A. Warner as the

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2026 outstanding middle school principal of Virginia. Welcome. Her leadership in Prince William County Public Schools reflects reflects a deep commitment to meeting the academic and developmental needs of middle school students. Under her leadership, Marstellar Middle School,

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oh, that's where my husband went. Um, has earned statewide recognition for academic achievement and student outcomes. Please join us in celebrating Miss Lisa Warner. Thank you. We are also proud to recognize Mr. Derek

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Canrell as the 2026 outstanding high school principal of Virginia. He was recognized for his leadership in Alageney Highlands Public School for successful student con consolidation. of school consolidation, culture building, and

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expanding opportunities for students. His work reflects a strong belief that every student deserves a rigorous learning experience and clear pathways to success beyond graduation. Please join us in congratulating Mr. Derek Kentrell. And last, but certainly not least, we

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honor Dr. Shantel Cook of Williamsburg James City County Public Schools. Dr. Cook was recognized as the 2026 outstanding high school assistant principal of Virginia. Dr. Cook's leadership reflects a deep commitment to students, establishing strong

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instructional pathways, and creating a positive school climate that supports both students and staff. Please join us in celebrating Dr. Shantel Cook. On behalf of the board of education, we extend our sincere congratulations to each of these outstanding school

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leaders. We'd like to recognize the many individuals who support your work each day. To your families, your superintendent, your school teams, and the professional organizations that champion educational leadership. We thank you for the encouragement, partnership, and support that help make

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your important work possible. And last round of clapping, I promise. Once again, congratulations to all of you and thank you for the lasting impact y'all are making in the lives of Virginia students and our schools. Go down. Um, we're going to go ahead and get

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started. Um, before we start in public comment, I just I can't imagine that there are other principles and assistant principles who are watching right now because they're busy with scholars. But uh on behalf of the whole board, we just want to say thank you to all of our school leaders every day who show up to

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create a known love and respected community for our students and families. While we just recognize several today, we know that there are so many hardworking leaders. Uh and we really want you all to know that we appreciate you. Um so now we're going to transition

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to our public comment. Uh, as stated in the board's bylaws, it is the pleasure of the board to accept public comment on all matters related to public education in Virginia. Before we begin our public comment today, I want to share a few

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comments about the manner in which public comments will be conducted. I ask that you model professionalism, dignity, and respect for others as you share your thoughts today. As adults, it

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is important that we model respectful civil public discourse for our students and the children who in either in attendance or today or who will be viewing the stream now or in the future. When you begin, please provide your

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name, role, or affiliation, and where you live in Virginia. All remarks must be directed towards the chair, not to any other individual. Speakers will have three minutes

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to share their remarks. You'll notice that there is a timer on the screens which will begin. Uh at one minute, the screen will turn yellow. The screen will turn red when time is up. At that point,

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please close your remarks promptly. And I will apologize in advance because we want to be respectful of time. I will interrupt to make sure that we stay on time. So apologies in advance. Speakers, you may provide copies of your comments

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to Mr. Joe Crook, who's right here in the front. Thank you. He leads the department's regulatory and board coordinator. All written comments received during public comment will be collected and provided to the board as soon as

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possible after public comment. You may also email a copy of your remarks to the board at be.vergirginia.gov. I do have a list of members who have signed up. So, if I'll call in groups of three, and if you would mind standing uh

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by the microphone to my right. Scott Rayban, Sonia Richardson, Louise Mononttoyo, Hilario, are you all present? Okay, we'll go on. Lwanda Travis,

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Tiffany Rickettts, Sarah I'm gonna if I mispronounce this Kos Katsuinski. >> Oh yes. Okay. Great. Thank you. Will you please your name and where you live in Virginia?

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>> Good morning. My name is Lwanda Travis. I am a proud graduate of King and Queen County Public Schools and a proud graduate of a U Virginia State University. Here I come to you all. Thank you again board for taking the

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time out to come and do a listening tour. It was much needed and we got a chance to converse with you all and get things out that many localities all throughout Virginia needed. But I'm back again in reference to my public school systems and just basically I will

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continue to fight for the rights of all students. They all are afforded a free and appropriate education. But we also would like to continue to ask for the VOE to help us with making the localities accountable for that

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education for the students when we lack the when I say resources, we have some very talented administrators and teachers who are pouring their hearts out to these students and trying to give them that education. But when we get

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into a state that we are in now, not only with the state but with our current world where people are taking advantage of others who don't understand the laws or taking advantage of people's need,

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naivity and taking these students um education away to fill their pockets. Unfortunately, we have that happening. We've asked many numerous of times for accountability. So I like I say I will

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continue to come back to ask how you all can reach down to those localities to hold them accountable for the accountability, the evaluations, making sure our teachers get the things they need because you all provide us

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with the resources with the funding and things of that nature. But we are just being held hostage because sometimes it starts at the local level with who we put in school boards. I will tell you unfortunately we are in the process of

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taking out our entire school board due to several things as well as trying to put things in place to get back the education we need. Thank you um for your time and look forward to talking with you all. >> Great. Thank you, Miss Travis.

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Can we just check the >> clock? I don't know if it actually >> wasn't working. >> It was not working, but thanks, Miss Travis. >> Okay, great. Thank you. >> I'm gonna speak quickly. I've got it right at three minutes. >> Okay, wonderful. Don't start yet.

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>> Okay, >> go ahead. >> Okay, great. >> Good morning. My name is Sarah Katazinski and I am the parent and advocate from Isaac County. I want you to picture this. Two adults in a classroom with multiple children, one aloping toward the door, one in the middle of behavioral crisis, one who

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needs immediate help in the bathroom, and several more students who can be doing any number of things. Now, ask yourself, how many hands do those adults have? Because this is not a hypothetical. This is happening every single day in self-contained special education classrooms across Virginia. And my son is one of those children in

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those classrooms. His safety, his dignity, and his ability to learn depend on having enough trained adults in the room every single moment of the day. These classrooms serve students with the most significant support needs. Children who require constant assistance with toileting, hygiene, communication,

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mobility, and behavioral regulation. This is not occasional support. This is continuous hands-on care. And yet, staffing structures do not reflect the reality of that. Pair professionals are doing physically demanding, highly specialized work, preventing injuries, supporting communication, managing

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behaviors, and meeting basic human needs. But they are often treated and paid the same as pair professionals in far less intensive settings. The result is what we are seeing across our state. High turnover, staffing shortages, and burnout in the classroom. Classrooms

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that can least afford it. When these classrooms are understaffed, the impact is immediate. Students receive less individualiz individualized support. Teachers are forced into unsafe ratios. Behavioral crisises become harder to safely manage. And when classrooms are stuck in a constant cycle of managing

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health and safety needs, something else is lost. Learning. These children are capable of learning. They are capable of growth, communication, and progress. But that only happens when there are enough adults in the room for the teachers to actually teach, not just manage. And those ratios become even more unsafe in

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moments that matter most when staff members are helping children in the bathroom, assisting with hygiene, or deescalating a behavior. They are fully occupied. That leaves fewer adults for the rest of the classroom. In many classrooms, the certified teacher is also pulled away for IEP meetings and planning periods.

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This is not sustainable, and more importantly, it's not safe. Self-contained classrooms cannot operate under a one-sizefits-all staffing model. The margin for error is too small. So today I'm asking for three changes. First, establish staffing minimum staffing ratios that reflect the true

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intensity of self-contained classrooms. One or two adults is not enough. Second, create a differentiated pay uh pay for pair professionals in high needs environments. Third, revise the funding formula to account for a higher number of pair professionals in self-contained

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special education classrooms based on the intensity of the student needs. Our children deserve safe, supported learning environments. And right now, there is a gap between what is funded, what is expected, and what is actually happening in these classrooms. The gap is being carried every day by

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undersupported staff and vulnerable students. I urge you to close the gap. Thank you for your time. >> Thank you, Miss Kat Katzinski. >> You got it. >> Say that one more time. Your name. >> Katazinski. >> Katazinski. Thank you.

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Um, is Rakita Hall here? >> Yes, ma'am. >> Okay, please come up to the mic. >> Did I say your name right? >> Yes, ma'am. >> Thank you. >> Good morning. >> Good morning. >> My name is Raita Hall. Uh, my son attends Southampton. Uh, my son was

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punished for three days for coming home telling me a situation that happened in school with the teacher. I reported it to the principal. the principal swept it under the rug. Instead, they switched my son class to another class which made him feel that me advocating for him was

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not enough and that his feelings didn't matter. So, my son was refusing to go to school due to these allegations of them of these allegations of them bringing a daughter. 11 days later after we had meetings with the school board, the

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school board stated that they were not going to change my son class due to his learning disability. But later on that night at 7:00 p.m. I had got a call from the school saying that they did not um accept the agreement with uh Miss Quails, I believe that's her name, with

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the school board. And she said that that my son needed to change his class. And I stated, can they not change my son class because he has a learning disability? and she said that she cannot fix a bond between me and the teacher. I didn't understand what she meant by that because I I didn't know that we had to

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have a bond for my son. I just wanted my son to to learn from her and be able to succeed. But she punished my son and put him in timeout for 3 days because she said that he came home and told me something that she didn't want him to tell me. My son told everyone what

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happened. 11 days later, they allowed a thought to come in and say that she didn't hear the teacher say that. I've been reaching out to the school board for the past month and emails. I I sent 13 emails to 13 people. Nobody

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responded. So, it forced me to change my son's school due to his safety cuz I felt my son was not safe there due to a teacher telling him not to come home and telling me something and punished them for 3 days. Not he wasn't able to play with his students. since he was at a table by his step for 3 days because he

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came home and told me what happened in the classroom and the situation is still not handled. So I felt that me as a mother, I should come advocate for the next kid so that that wouldn't happen for the next kid to come home and tell their parents something and then feel that they're

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going to get in trouble with the school. And that's all I have to say. >> Thank you, Miss Hall. I don't have anyone else here um listed for public comment. Is >> okay. Would you like to come to the

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podium? Please introduce yourself. Would you like would you please come to the mic? >> Please introduce yourself. >> Wendy Little, Aaron's mom. >> And which local do you live? >> Chesterfield County.

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>> Okay. Thank you. Okay. That was at Shriner's Hospital a few years ago. Aaron was at Charter House Day School practicing pomp and circumstance for the other kids about to graduate. He was in he was in eighth grade. At the end of the year, we found out he was getting elementary school work at the Charter House Day School. He

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was simply supposed to just repeat 8th grade in the public school four years ago and he should be graduating this year and he should be playing guitar in that jazz band with Chesterfield County Public Schools. So today we're going to talk we're going to have a hard

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discussion about corruption. So as you know Jay Jones just put out an opinion about what you must do. Board of Education, you are required to oversee your Department of Education. And Samantha Hollands has been problematic for a long time because as the director

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of special education previously for Chesterfield County, she ought to know what compliance is in compensatory education is for Chesterfield who received a, you know, a state complaint through your dispute resolution process. Where's the resolutions?

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And then the LEA lost the appeal. Um, and so you are required to enforce by no later than July of 2025. Then Senator Favola sent a letter the next year said, "You better fix this by July of 2025, and I want you board to report on the remedy for Aaron Little." Then Trump

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initiated a White House investigation. Everybody ignored everything. And the problem is that Deb Love worked against you, too, because she's got a dirty underhanded contract under the office of the prior attorney general that just uh

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it's it's called non-eleigable duties. It's a fee shifting strategy. So, instead of complying, they sued me in an underground lawsuit, ultravas retaliatory lawsuit, and she authorized the the contract. O a does not have an

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idea enforcement budget. O O A A O A A O A A O A A O A A O A A O A A is billing as a due process which it's not at circuit court that's malfeasants and billing and there is no enforcement and you have to take Chesterfield's grants because your grants are on the line.

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I'm available for questions. Some of you have information. This stuff has got to stop. We have got to stop having special education parents with it's not needs being met. It's compliance. You must comply in order to qualify for your grants. And there's a lot of people

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shoving stuff under the rug trying to bury Aaron Little, bury me. He's going to walk that stage in two months. And somebody needs to make it happen. His doctor already, I won't even say it's out there.

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He knows he's supposed to graduate two years before his little brother. and this non-compliance over and over again, it's got to stop. Thank you. >> Thank you, Miss Little. Is there anyone else who would like to make a comment?

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Okay, that ends our public comment portion of the meeting. We will now move to our consent agenda. Okay. So we have final review to certify a list of qualified persons for the office of division superintendent of

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schools and the final review of the financial report on literacy fund and updates to the first priority waiting list. Is there a motion to wave first review and approve the items on the consent agenda? >> So moved.

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>> Second. Great. Do roll call. Dr. Bridges. I >> Mr. Hansen >> I >> Dr. Northern >> I >> Mr. Robinson >> I >> Mrs. Kilgore >> I >> and Chair Rotes I thank you.

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>> Okay now we move to the action and discussion discussion items on our agenda. Item C, first and final review of the strengthening career and technical education for the 21st century act Perkins revised state plan. Going to

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have Dr. Williams, the director of office of career and technical education. Welcome. >> Good morning everyone. President Ashton, members of the board, and Superintendent Conway. My name is Dr. Anthony Williams, director of the Office of Career and Technical Education.

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Today, I will provide an update on Virginia's Perkins 5 State Plan, where we are, our recommendation for a one-year renewal for FY 2026, and how we will position ourselves for a new four-year plan. I will also share the

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latest state determined performance level updates and the recommended path uh as we move forward. As you look at your presentation, uh, slide two, uh, Virginia's Perkins five-state plan, last approved by the

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board of education for 2020 2024, is currently operating under a second one-year extension. Perkins 5 is the primary federal grant supporting career and technical education in middle and high schools, post-secary institutions,

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and correctional education. The plan functions as our roadmap to strengthen academic and technical skills, align programs with workforce demand, provide flexibility to innovate, improve accountability, and promote equity and access across the

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Commonwealth. Slide three. I will start with where we are currently for FY2025. Virginia's Perkins 5 federal grant totals approximately $32.5 million. From this, we set aside a 3.77%

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state reserve to support future CTE 3E readiness regional coordinator positions. The core of this grant, approximately 26.6 6 million is to support our LEAs, which includes 131 school divisions, our 23 Virginia community colleges, as well

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as leadership activities at approximately $3.2 million, state administration at $1.6 million. With this context, let's take a look at the federal requirements shaping our immediate next steps.

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Slide four. February 4th, 2026, we received a communication from the US Department of Education. It was the requirements and instructions of Perkins 5 for FY2026. And based on this communication, our recommendation is to submit a one-year

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renewal. This approach gives us more time to prepare for a new four-year state plan, including robust public engagement aligned to our listening tour, ensuring broader stakeholder consultation and input into our upcoming uh forthcoming

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four-year state plan. We also want you to be aware that our Perkins 5 state plan is aligned to our workforce innovation and opportunity act combined state plan. The WEOA combined state plan is the statewide four-year strategy that

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coordinates all major workforce education and training programs in the Commonwealth of Virginia. We have submitted the Perkins 5 state plan narrative section with minor technical revisions as indicated in the agenda item. With the one-year state plan renewal, we

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must update our state determined performance levels as identified. This is required by federal law. These performance levels include one core indicator of performance and the state determined levels for each indicator.

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For FY2026, we calculated our state determined performance levels by averaging the two most recently completed program years and then applying the federal minimum increase of 01. This meth method balances rigor with

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stability while we refine measures ahead of our comprehensive new four-year state plan. Slide six. Next steps. So, as mentioned, in the short term, we will submit a one-year renewal for the current Perkins 5-state plan that

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includes updated state determined performance levels as required by the US Department of Education. For the longer term, we must produce a new four-year state plan. To do this, we will develop criteria and clear definitions to

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evaluate current and future industry recognized credentials, which is a significant portion of this new state plan. We will conduct broad stakeholder consultation consistent with our Perkins 5 requirements. We will hold and conduct two public hearings to gather

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recommendations. and we will bring a new 4-year state plan to the board of education for approval in early 2027. The appendix identifies the current state determined performance levels alongside the revised levels we will carry forward in our one-year renewal.

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Several indicators are flagged for potential updates when unanticipated circumstances occur, particularly those requiring better measurement methods or enhanced data quality. Our goal is continuous improvement while

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maintaining clear accountability. In summary, the one-year renewal ensures compliance with our April 30th, 2026 federal deadline, preserves program continuity, and most importantly, creates a space of robust public input

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needed for our 4-year state plan to be approved in early 2027. On behalf of the state superintendent, we recommend that you review and approve Virginia's one-year renewal for its Perkins state plan. And at this time, I

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welcome any feedback or questions. >> Thank you, Dr. Williams. Board members, do you have any questions, >> Dr. Nordon? So, right now, under what assumptions

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are our schools working in terms of the career and college ready? what what are they operating under right now in terms of the assumptions of the credit that they're getting for the IRC's in particular? >> Great question. So, currently we're operating under the board approved

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credentiing list that was last approved in 2025. Okay. We have extended the 2526 list of industry credentials and for the 2627 school year. So this was this is our second year of extensions and so

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this provides school divisions with additional flexibility, time to plan, time to engage in our process for the development of the new definition and criteria. And so all credentials that were currently in place for this school year remain in place for next school year.

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>> Okay, just a followup. So I've been pretty clear about this the past few meetings um just in terms of my concern relative to the tiers of the IRC. so that we're not treating Microsoft Word the same as a you know a

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certified nursing assistant credential or something that and I know former member was uh monk was also concerned about that. So, I would just urge you as we do this one-year extension um to solicit input on that from our stakeholders. Um because I really think

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we're unfortunately could go down the path of what other states have already gotten wrong, which is making all IRC's the same, treating them the same. And for instance, as I've mentioned before, Texas did the same thing. um and they had all kids getting IRC's in Microsoft

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Word and OSHA safety instead of all the other more robust IRC's we want to see. So, um, if we can figure out a way, as Texas is doing, to tier different IRC's, uh, relative to not only their demand, but their wage earning potential, uh,

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demand, you can have a demand for a low-wage job. And it's not the same as having demand for for a high wage job that offers um a a young a young uh individual a real path forward. Um, so I'll just continue to beat that drum um, and just say that's um, important uh,

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for us as a Commonwealth to make sure that we're incentivizing the right types of industry recognized credentials across the board. >> Great. Board members, any follow-up questions? Yes, >> Dr. Bridges. >> Thank you, Madam President. I have two,

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if that's okay. They're related. Um, the first is, as y'all will hear more from me as we get to know each other better, I'm not a big fan of first and final reads, um, because it doesn't give the public the opportunity to weigh in at the next meeting before board action. However, I understand that there are

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exceptions in cases when that's required. So, I'm just curious because of the timeline here, you you got the February outreach from from the federal government and this is due in April. Is is the next board meeting too close to

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that April submission so that you we couldn't just do the reg regular first read and then final read at the April board meeting? >> It would not provide enough time uh to make any modifications or changes. Uh the uh publication that is currently

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before you as the attachment is out for public comment currently which ends also on April the 30th. So it is a very aggressive timeline unfortunately. Um but once again to to that point uh this is our secondyear extension. We're

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operating under a board approved plan from 2020 20 to 2024. The only significant changes would be the state determined performance levels uh which ultimately we only increase by the minimum as allowed uh and thus far we

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have not received any uh public comment uh in that regard. So, my related question is, I understand that you want to have more robust um outreach, engagement, and feedback beyond this one-year extension. Do you have any sense that we could let folks know about now of what that could look like beyond

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the two public comment periods? Any additional plans for that feedback? >> So, public comment period would only be for the FY2026 plan. And so all stakeholder consultations and engagement moving forward would be for FY207.

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And so we have between now and before we present to you all in early uh January of 2027 ideally uh to engage with the public that's going to be regional meetings with CTE administrators. There's going to be our uh public hearings. Uh so there will be many many

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opportunities for us to engage uh as an agency uh with our stakeholders. We're also engaged with many of our workforce agency partners uh to gather and solicit feedback to in and to include but not limited to Virginia Works uh the U VOIE

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uh Virginia Office of Education Economics just to name a few and BCCS >> Conway. Yes, thank you uh board president. I would also add that um as Dr. Williams noted, we have heard a lot about this as part of the listening tour

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and and so I think as we we we intend on reflecting back on some of the insights heard from the listening tour uh later this spring and then as part of the listening tour we have heard from the field uh a desire to understand what is

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happening when and along uh the way particularly over the next four years there'll be opportunity for uh deeper feedback and so looking at how we backwards map uh with Dr. Williams and and Mr. McCclary kind of on how we kind

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of get to a place where assuming a similar timeline from the feds next year that we are anticipating that and doing much more extensive feedback uh and engagement than than the the federally required minimum. Uh but we hear your point on the first and final review.

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>> Great. >> Yes, Mr. Robinson. >> Yes, Dr. Williams. Thank you for this presentation on the set aside in the budget that goes to uh the VDOE to decide what to do with those funds. What is the current usage of those funds and

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how much um uh what p what percentage are we setting aside compared to what you're able to set aside for strategic priorities? >> I would need to gather that data. I can tell you currently it's utilized for our regional uh positions uh to support our

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regional uh CTE and uh the the title uh is our CT regional coordinators. That's what we're moving in that direction. Currently those positions are not advertised but we're moving in that direction. Uh in addition to that, we have a number of different things that

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we are considering uh such as support for our career and technical student organizations uh and then how we can continue to support our school division and eleas with additional funding opportunities. So too much to be you know much to be determined in the future uh but there will be some money left

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over after the regional coordinator positions. >> Great. And then a quick followup and then a comment on the uh program quality uh performance levels. You know, it's noted that some were not actually increased 1% due to uh unanticipated

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circumstances such as the if I'm reading correctly such as the participation in workbased learning going from 36.9% um you know down in the revised plan to 33.8%. and just just curious at a high level,

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you know, what are the unanticipated circumstances that are causing us to decrease those metrics? >> That's a great question. And so to clarify, uh, each one of those state determined performance levels includes the 2-year average with a federal

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minimum increase of 01. And so if it was a decrease from the previous year, that means the year significantly lower. Okay? So all of them were impacted by that by that formula. Uh what we have anticipated as

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a uh unanticipated circumstance is that back in December of 2025, we released our highquality work-based learning implementation guide. That was a guide that was previously approved by the board of education back I believe in August of 2025. And so with that

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documentation, we have transitioned from 12 work-based learning experiences to six highquality work-based learning experiences. We have identified definitions and criteria uh for the evaluation of those work-based learning

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experiences and we have uh also included a certification process which uh allows the Virginia Department of Education to approve such experiences uh that are that are for our students throughout the Commonwealth of Virginia. So there's a

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number of of unanticipated circumstances as a result of those changes. Thank you for that. I I would encourage um as we think about the funding and the plan going forward, uh a consideration of how to really strategically use that state set aside formula and least at

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least put a an option before um the superintendent and the board on uh how those funds could be fully maximized to really invest in places that are putting forward strong plans to uh actually move forward innovation and program quality

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and results. uh so that we um both can uh invest in you know not just spread the form funding in a formulaic way uh but invest in the places that can lead Virginia to the future and uh and also think about how to um combine this

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funding with school improvement funding uh in strategic ways so that it's uh so that schools can have a coherent uh way that they're using uh funds across Perkins and other sources. Yeah, >> Superintendent Conway. >> Yeah, thank you, Mr. Robinson. So, I

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think one of the things that's really important to note um as uh Dr. Williams was alluding to there, right, is that we um uh in general, the way in which one a state or entity maximizes federal

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funding is in line with their own strategy. And so, the major shift for Dr. Williams work over the last few years has been in line with the school performance and support framework and the idea of 3E being a a significant

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portion of how we measure uh all of our high schools across the Commonwealth. Uh as part of that, you're now trying to not only uh align with uh the very formulaic federal requirements around the performance indicators, but um as you noted, Dr. Northern that we do have

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now a higher standard for work-based learning than the feds require, right? And so you might see a reduction in participation because we want that use of time and resources to actually provide more value for uh Virginia students. I think the same. I just want

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to note that in addition to all the things that are federally required and then the require the the the request for for deeper engagement. Uh we also have a joint legislative audit review commission study JAR saying that we need

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to sort of take another look at 3E and really ensure that how we're evaluating schools aligns with what parents want for their students in their high schools, what sort of leads to success after high school. um while also sort of ensuring full compliance with the the

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the federal law. So please note that that also will come to you and that that very idea sir of maximization as we think about uh coherence. How do we get 3e right? How do we make sure that we support 3 in the field? those readiness coordinators would in fact focus in on

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those schools uh that uh need the most assistance around improving their 3E pathways um and make sure that we're then uh not only align with uh what the federal requirements are which I often think of as the the floor but really what this body wants as relates to 3E

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and school performance and support framework and also what we know is a top priority for this governor and this general assembly. >> Thank you. >> Thanks board members. Any other questions? Okay. Um, Dr. Wade, Superintendent Conway, again, thank you for the

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presentation and I I just want to echo um there's a a sense of urgency to move forward, but also a sense of just patience to make sure that we have appropriate alignment and I appreciate Mr. Robinson's point around just ma ma making sure we maximize the resources

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that we have. um and look forward to hearing more about the plan for engagement which you all have done well just um initially around the listening tours but I think that will further enhance how we move together urgency but

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bring the field along with us so again want to thank you for that as well just echoing um it's great to hear that we have higher standards um and so aligning it with the feds including Dr. Noram's point around the tiers and making sure that there's differentiation between the

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IRC's. So again, thank you for the presentation. Uh with that, is there a motion to wave first review and approve the 2627 Perkins state plan? >> I'll move. >> Second. >> Second.

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>> Great. I'll do a roll call. Dr. Bridges. >> I. Mr. Hansen. >> I. >> Dr. Northern I. >> Mr. Robinson. I >> Mrs. Kilgore >> I >> and chair votes I. >> Thank you all. >> Thank you very much.

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>> Okay, we have um Mr. Ch Mr. Chapman up for first and final review of the petition for rulemaking. >> Thank you very much, President Ashton, Vice President Hansen, members of the board, and Superintendent Conway. Um I'll be up here for a stretch, so I'm

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I'm excited to help help close this part of the meeting. Um, on December 17th, 2025, the board of education received an amended petition for rulemaking from Linda Jones requesting that the board replace the term private school for students with disabilities as used in

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the board's regulations governing the operation of private schools for students with disabilities um in sections 10 and sections 30 with the terms um non-public school for students with disabilities or alternative school for students with disabilities in accordance with uh processes laid out in

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the Virginia Administrative Process Act. Um that petition was published for a 21-day public comment period um on February 16th, 2026. And we are presenting this item for you on first and final review in large part because as part of the petition when it

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was submitted to the register, we had to give them a plan for disposing of the petition and the plan was to do it at this meeting. So um you know, here we are at this. The recommendation from staff is that the board deny this particular request for rulemaking uh for the following reasons. One, um the

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request in the petition is merely a terminological change and it does not alter existing regulatory policy as set forth in the board's regulations. Um second the terms identified in the petition have been used in these this chapter since at least 2015 in its

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current form and in uh its predecessor chapter chapter 670 um which was promulgated first in 2004. The board has not received any similar comments regarding issues with the terms as used nor has the department received similar comments in the process of licensing and

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monitoring entities that are regulated by this chapter. And finally, uh these terms as used in uh in the regulatory chapter, um the regulations are actually required by statute in 22.1-323

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of the code of Virginia. Um section B of that uh that part of the code specifically identifies the subject of the board's regulations to be private schools for students with disabilities. And section C also uses the terms residential school for students with uh

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disabilities and private day uh special education school. So these are statutory terms as they are used. Um we think it would cause more confusion um for the board to change this after such a long time of there being in use in the field and the fact that these are statutory

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terms um that are being used. And so the recommendation from the superintendent of public instruction is that the board of education deny the petition for rulemaking for the reasons identified uh in this item. Great. Thank you, Mr. Chapman. Board

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members, are there any questions? >> Dr. Norom, what would be the particular advantage of going with this recommendation by Miss Jones? Is there something here that we're missing? Yeah, the the statement

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from Miss Jones was that this would help in applying for grants. Um, however, the grants that uh that are in question are for public schools. Um, and changing the term to non-public schools still does not make these particular schools public schools. It just makes them nonp we're

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not using we wouldn't be using the word private. Yeah. >> Board members, any other questions? Okay. Is there a motion to deny the petition for rulemaking for the reasons identified in this item? >> So moved.

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>> Second. >> Great. I'll do a roll call. Dr. Bridges >> I. >> Mr. Hansen. >> I. >> Dr. Northern I. >> Mr. Robinson. >> I. >> Mrs. Kilgore. >> I. >> And chair votes. I. Thank you.

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>> All right. Mr. Chapman, you're up again. Thank you, President Ashen. Um, members of the board, item E is a first and final review for a fasttrack regulatory action in order to amend the regulations for teacher lensure um with respect to the algebra 1 add-on endorsement. And

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essentially what we are doing in this item um chapter 552 of the 2025 acts of the assembly directed the board specifically to amend its regulations um to earn an add-on endorsement for algebra in order to eliminate requirements that candidates must

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complete coursework in calculus uklitian geometry probability and statistics and discrete mathematics. So this proposed regulatory action um eliminates the requirement that candidates take these courses um from that particular section and provides the relevant requirements

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needed to earn the uh add-on endorsement. Additionally, chapter 552 stated that candidates needed uh may receive a passing score on the practis algebra 1 add-on endorsement exam in lie of the requirements that they complete coursework in elementary

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functions, introductory college algebra, trigonometry and linear algebra. So the regulation will be amended to include this directive. Um normally this type of specific directive would have been brought as an exempt action um of which the criteria would have been very specifically that the board is not

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exercising any discretion at all. This has been bumped down to a fasttrack uh for which the statutory criteria is that the item is non-controversial. We think that this item qualifies as non-controversial because we are essentially doing exactly what the legislature said to do with one minor

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difference. Um when the legislature struck these particular requirements from the algebra 1 add-on endorsement, it did not lower the hours requirement from 24 um to another number. And so the board is exercising the minimal amount of discretion in moving this from 24

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hours in order to maintain the the endorsement um to 12 hours. Uh we did run this through internally under department and found out that these particular courseworks uh added up to about 3 hours a piece. um or sorry four hours a piece. Yeah. And so the the the

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numbers are it's a a 6 to3 reduction in the number of requirements and it's a 24 to2 reduction in the number of hours. We didn't think it would be uh appropriate for licences to be saddled with the same number of hours with the fewer number of requirements and we took this to be the legislative intent um in in making this

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change. >> Okay. Thank you, Mr. Chapman. Board members, are there questions? >> Dr. Northern, just making sure I get this. Jim, um given that we are very concerned about our kids and their math

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um scores on the so I mean are we essentially saying to get an endorsement in algebra you no longer have to take calculus uklidian geometry probability statistic and discrete mathematics or are we saying that that goes somewhere else? I mean, I guess I'm just trying to figure out, are we in effect saying that

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our math teachers who teach algebra, and we know algebra 1's a gateway for graduation success, are we lowering the bar on what it takes to teach algebra? >> Um, well, I I I have to be very very narrow in the answer on this one. I think it is the general assembly that has made that that decision. Um, and so

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the the board has been directed by the general assembly and by this law to do this particular action. So, I know I I don't think it's the board that is doing this. Um, but it is the policy now of the state as codified in in law that this has to be done in the board's regulations. >> So, just a followup, they'll still need

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to pass the algebra practice and get a certain cut score. >> Correct. >> So, in other words, by lowering this bar for what algebra teachers need to take to get on this ad endorsement, they can still not pass the practice, but a district is still can still hire them

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without passing the practice. Am I correct? I believe that they still will need to to um to pass the practice that that that requirement is not being changed. >> Yeah, Rob, that'd be great if you could I just want to make sure what we're doing here because this is in my mind it's kind of consequential for our our

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math teachers. >> No problem. >> Yes. >> Uh good when is it? Good morning everybody. >> Good morning. To answer your question, yes, there is still a practice requirement, but the practice can be substituted just for this add-on endorsement with either that coursework

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or that practice exam. But this is only for an add-on endorsement. And it's geared just pretty much for middle school teachers because we with the add addition of all the math requirements that have uh elevated into the high school level, there's a shortage of algebra 1 and geometry teachers in the

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middle school. So the expectation primarily is that there will be science teachers that are already in uh middle school that will probably take this route so that they can also teach some of the very low-level math, but they will not be able to teach the higher level math. But to answer your question,

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it it does say either in here. They can either take those courses or they can substitute them with the algebra one assessment. >> Anything else, Dr. Northern? Okay. board members and oh yep Dr. for bridges. >> You might not want to go far because I want to make sure I am further

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understanding the the either or. So the the reduction from 12 to 20 24 to 12 credits is a given and then if they pass the practice they don't even have to take the uh elementary functions introductory algebra trigonometry linear algebra. So essentially those folks who

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pass the practice h haven't had to take the other 12 credit hours that formally were required and they're they don't have to take uh an additional the the other 12 they're only coming in with mathematical modeling and methods of teaching algebra. Am I understanding that correctly?

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>> You are understanding that correctly. One of the documents in here is just a one-page document and that would show you the courses that were removed, also the courses that would remain or and you could see at the bottom says a candidate may use a passing score to replace those courses there at the bottom.

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>> Um, and and your question at root is asking, can you take an assessment and never have taken some of the coursework? And you can add an endorsement in many cases through just taking assessment, not just this pathway. that that is in many high school level coursework.

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>> Yeah. And and so I'm I'm assuming the legisl Oh, Madam Chair, follow up that that legislative intent was to address our significant teacher shortage in these areas. What I have found in my work is that when folks with uh less uh content requirements come into the

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classroom, they ultimately need more support um once they're in the classroom. And I'm guessing that the acts of assembly didn't address that part of the equation. Correct. And so that would be something for this board to consider uh not with this uh

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particular issue but going forward is you know what is the support that these folks get once they're in the classroom u having a significant reduction in in content requirement. >> Not only this board but also all school divisions. >> Okay. Thank you. >> Thanks Dr. Bridges. Any other board

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members questions? Superintendent Conway any comments? Okay. Is there a motion to wave first review and approve the opening periodic reviews on the regulatory chapters identified in the item presented? >> So move.

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>> Is there a second? >> Second. >> Great. Roll call. Dr. Bridges. >> I. >> Mr. Hansen. >> I. >> Dr. Northern. >> Hi. >> Mr. Robinson. >> I. >> Mrs. Kilgore. >> I.

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>> And chair votes I. Thank you. All right. Mr. Champion, you're you're up again. >> Thank you. Um the second part of chapter 552 of the 2025 acts of the assembly directed the board um in part to develop and approve a geometry add-on endorsement for teachers licensed by the

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board to provide instruction in geometry for students in kindergarten through grade 8. So this would be a brand new build on an endorsement. Um, we are asking this for first and final review because this will be the notice of intended regulatory action of a three-stage process of regulatory

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review. So, this Nora would go out for a 30-day public comment period. Of course, there's no text attending this. So, then we would go into a development for text uh with the advisory board on teacher education and lensure um where members of the public would be able to you know

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provide input. Then that item would come back to the board on two successive reviews um hopefully for first and final at the proposed stage with the actual text that's being um being requested for this add-on endorsement, the specific requirements that would then go out for a 60-day public comment period and then

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that would return to the board again for final review um with the compilation of all public comment received. So, at this stage, because this is just um announcing to the public that there will be a regulatory action um on for this add-on endorsement, we are we are

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requesting a first and final review just so the process can get started. >> Thank you, Mr. Chapman. Board members, any questions? >> Okay. Is there a motion to wave first review and approve the regulatory change as recommended by Abtel?

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>> So, moved. >> Is there a second? >> Second. >> Great. Roll call. Dr. Bridges. >> I. >> Mr. Hansen. >> Hi. >> Dr. Northern I. >> Mr. Robinson. >> I. >> Mrs. Kilgore. >> I. >> And Chair Rotes. I. Great. >> You're up again.

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>> Thank you so much. Um, this last item is a or this item is a a final review uh or first review of the final stage of a regulatory action that has been in the works since about 2022. Um when in the budget uh for the 2022 uh bienium uh the

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Virginia Board of Education was directed to develop and promulgate regulations for private special education day schools on restraint seclusion that established the same requirements for restraint seclusion as for as those in public schools. In March of 2024 after

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some delays in that action um the board opened a three-stage regulatory process a full regulatory development cycle. They issued a NORA notice of intended regulatory action along with the draft regulatory text um which then went through for publication and public

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comment uh and then came back for the proposed stage uh in March of 2025 and the public comment on the proposed stage closed in February uh of 2026 with two comments received. So this action is now coming back to the board um at the

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final stage for first review um and for final review we anticipate in April. Um the text that has been developed uh and the comments were largely outside of the the scope of of the regulatory action um enact the legislative requirement that we make requirements the same between u

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public schools and private special education day schools on restraint seclusion. Okay board members, are there any questions? Great. Okay. Thank you, Mr. Chapman. We will accept this item for first review and see you at the next board meeting. >> Thank you.

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>> One more for you. >> One more. >> Okay. Let's go. >> Yeah. Um >> item H. I'm sorry. >> That's correct. >> We We just went through item H. We're now transitioning to I >> No, G. This is H. Yes, >> Mr. G. We're on H. >> I'm sorry. Yes, we are on H. My lines

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are blurred here. We are on H. their first review of the action to amend that one, right, Jim? >> That's correct. Yeah. Thank you so much. >> Thank you. Um yes, this action is the first review of another um another regulatory action that's required by legislation by chapter 186 of the 2025

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acts of the assembly which directed the board to amend its regulations relating to the accreditation requirements for professional education programs to require um the DOE to provide an alternative to the requirement to obtain and maintain national accreditation from

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CAPE or the Council for Accreditation of Educator Preparation um for any professional education program that leads to an endorsement as a school counselor or a school psychologist if that um program has secured a specialty accreditation from a specialized

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accrediting agency recognized by the US Secretary of Education or the Council for Higher Education Accreditation. Um the proposed regulatory action amends um 8VAC 20-543-20 and provides which provides regulations

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um governing the accreditation of professional education programs in order to enact this legislative mandate. Um again we think that this this particular piece of legislation uh direct gave the board exactly the language it needed in order to fulfill the legislative mandate. Um and so we have we have that

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text presented for you here for first review. >> Great. Thanks Jim. U Mr. Chapman. Any questions from the board? This is item H. Okay. Thank you. We will accept this item for first review and see you in April.

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>> Thank you, >> Mr. Chapman. Thank you for your presentations. Um, we have Do we have Mr. Williams up next? >> Oh, two Williams. >> Think it was the other one. All right. Good morning,

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>> Madame President, superintendent, board members. Thank you for this opportunity. My name is Jeff Williams. I oversee the childcare licensing team. Uh so, a group of about 130 uh licensing specialists and inspectors across the state. Uh I

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was going to uh question um Mr. Chapman and this superintendent's decision to put me last. I'm like, I thought I was their friend, but uh and saying good morning versus good afternoon, uh I don't feel quite as bad.

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So, I'm here to share an overview um regarding a guidance document that we're going to be issuing to child care providers in the Commonwealth of Virginia. So the guidance document is needed to clarify a process that we have been doing for the past 20 years

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regarding when child care providers need to let parents know that a child has been exposed to a communicable disease. So the regulations for licensed child day centers incorporates by references several different documents and code

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reference related to communicable diseases that's put out by the health department. So standard 8VAC 279 780490C requires parents to be in notified when a child has been exposed to a

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communicable disease listed in the department of health's communicable disease chart. So in long story short, we're working really really closely with the health department to make sure sure children are safe and we need this guidance document to help operationalize

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that for childcare providers so there's no assumptions. The requirement is that parents are notified within 24 hours of when their child may be exposed to a communicable disease listed in the chart and report an outbreak to the Department of Health.

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Again, trying to be proactive here when it comes to communicable diseases. The guidance document provides an explanation in clear terms regarding which diseases are reportable and when and also includes how to respond when

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exposure has occurred prior to the knowledge of a communicable disease. So, most of us know that there's an incubation period. So it really kind of gets down in the weeds of helping to providers understand that incubation period is different for different diseases.

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So when it comes to determining exposure, it's based on notification of the center that a staff person or a child has been diagnosed with a communicable disease. But because of those incubation periods, it might be

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different in terms of how far back that parent, that staff person or child was exposing others to a possible communicable disease. So the best way to talk through this is talking about examples. And one of the things we love doing in child care, we like talking

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about icky things. So I'm going to start with example number two in your slide presentation regarding conjunctive I conjunctivitis or pink eye. So when a person or a child is exposed uh

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to uh conjunctive itis infections upon contact with eye discharge or contaminated particles and there's an incubation period of 3 days. So I might be diagnosed today with conjunctivitis but I might have been communicating that

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possibly one to three days prior to that. So in this example parents of any child that may have been exposed within the last three days must be notified. So if I on a Wednesday I'm diagnosed with conjunctivitis

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and I am a teacher then all the children I have come in contact with Monday and Tuesday those are the children and whose parents need to be notified um that um I've been you know that their child might have been exposed. So this is the

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um first review that we're offering up to the board. Um are there any questions? >> Thank you for the icky example. board members or superintendent where did did you want to add? >> Thank you Mr. Williams. I think that

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just the to emphasize one point of clarity this is about notification not exclusion. So again uh the goal here is just around making sure that parents are informed. uh in our longer set of of of of uh standards, we talk about you know

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when when uh children are not allowed to return to care if they are in fact ill. Um but in this case it is only about notification. >> Thank you superintendent. Board members, any questions? Mr. Robinson, >> thank you for this thoughtful work. Um,

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if I'm a runner of a childare facility, what what support do I receive in helping uh understand these uh requirements and and have scaffolding with figuring out how to get out a message to the parents as soon as possible given the you know when it's

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time given the uh timeliness importance of this communication? >> Sure. Great good question. So um this has been a process that we've been doing for the last 20 years. So what we'll do in this instance is what we have we call what's called readiness connection. So every single week uh we'll send out an

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email to child care providers uh head start teachers you know a plethora of people. Once this is approved uh it'll be a 30-day public comment period. So whenever we as the department have information we want to get out. We usually do it at least two ways. Um,

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one, we'll put out the readiness connection every Tuesday, but we'll also send out a memo to every child care provider. Um, because this is for licensed centers, all of these centers would have a relationship with their inspector. So, what we do a lot of times is at the next inspection, we'll have

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the inspectors go over this information with the providers, like, hey, just want to make sure you saw this. Um, do you have any questions along those lines? One of the things that we're doing a lot more also is trying to encourage the health department to be proactive and actually when we do certain inspections,

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we'll actually try to have the health department give some input or give some advice on that as part of the development of this guidance document. We've been working a lot closer with the health department. So, one of the things we're trying to do is build a closer relationship with them and say, "Hey,

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can you do this on your part? This is kind of your areas of expertise." because we just want to be careful of not stepping into their their lane when it comes to some of this stuff. Did that answer your question there? >> It does. I love the coordination with the health department and the inspectors and I'm sure this is already in place,

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but just really encourage a lot of that's about the guidance up front. >> Yes, sir. >> And uh in terms of like the hotline when it's uh it's time to move fast for the safety of our children, right? I just hope that that I assume and hope that we continue to enhance that process as well.

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>> Yeah. No, appreciate that. You know, we've talked so much about how CO there were so many bad things, but one of the good things that happened over over COVID was being able to the licensing inspectors who are so often seen as like the childcare police seeing more as the licensing inspector as a teacher. Um, so

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I think we've done a great job, not we, the inspectors building those relationship with childcare providers so the providers aren't scared to ask questions like, "Hey, I'm unsure about this. Can you help me?" Um, so definitely hear you and definitely working even more so to build those

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relationships. >> Dr. Nordon, >> will there be an example of a notification letter for instance or communications examples for you know folks when they have a case like this in in the in what you guys are developing? >> Yeah, it we haven't done that yet. We

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have examples of others that we have used. We're a lot of times we lean towards the health department giving that guidance because it's kind of theirs. But I think that's definitely something we take back to the health department to say, "Hey, do you have any guidance for for using that?" Um, we've

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done a good job of having model forms, but having model letters would probably a great next step. I think that's a great uh input there. >> Thanks, Dr. Norman. For members, Dr. Brides, >> thank you. Um a quick question and then a technical question that so what this

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isn't um updating guidance so what what guidance were childcare providers previously operating under for this >> so one of the difficulties that we had found in working with the health department um not so much working with the health department but there seemed to be some ambiguity on the guidance

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that the health department had provided >> um so this is really trying to bridge that gap um you know one of the things that you'll here there's the reportable diseases and there's communicable diseases chart and there's this chart and there's that chart and there's this and um so the department of uh health

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department has done a great job of kind of getting things a little bit more succinct for childcare providers because there's ambiguity of child care providers versus schools um so we are doing a much better job of kind of bridging that gap uh and this guidance

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documents is really kind of the foundation for the next steps >> and then my technical question is about the potential or or expected action to repeal the rag and replace with a new rag and and the need for possible technical amendments. >> Yes, ma'am. So, um right now uh at next

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uh I think in the June board meeting, we're going to be bringing um some proposed CDC regulations for final review. Um so what that will do is that will change the regulation from 780 to 781. Um, and so we might need we'll

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probably need to tweak the document. Um, one of the things we always struggle with is how much information to put in the regulation versus the guidance document. Um, so we're not really sure how that's going to play out until we bring those regs to you and you approve them and then we can have then we'll

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know what we might need to tweak based on that. >> Did I answer your question? >> Yes. >> Okay, great. >> Yes, Superintendent Conway. >> Yes. Thank you. So I think in in in fact uh Mr. Robinson this is an example of scaffolding. So just to just to take a

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step back we have a and this body will receive the opportunity to to go through those in depth. We have a very lengthy set of child care regulations center regulations uh that specify specifically what childcare centers must

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must do. And as part of that, they say that you must notify families, you know, based on the the VDH chart. What we found the gaps were and why uh uh Jeff and team worked on this guidance was

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that if you just looked at the VDH chart, there were broad time frames from like 3 to 21 days, right? There's was a lack of clarity. We didn't want to uh add all of this to um the regulations. For some folks, it was very clear,

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right? Um and and and a sort of an assumption of I'll just take the longest term and this is clear to me. For others, it was less clear. And so, we saw this guidance as a complement to those broader set of regulations. But those regulations are the must and this is the scaffold to lay out specifically

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how do you interpret the VDH chart uh then to be followed as as Jeff noted with uh extensive communication to the field. I also think you know this will be uh particularly guidance documents are particularly useful with new directors or directors who were being elevated um from being center teachers

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and so we use that resource in that way. >> Thanks Mr. Williams. Did you want to add? >> No ma'am. >> Okay. You're giving me the agree. >> Yes ma'am. Gotcha. Okay. Um, if there are no other questions, we uh want to say Oh, Dr. Norom, I >> I just wanted to add a quick clarification. So, I just anecdote. I

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have a friend who teaches in South Carolina >> and they've had 85 she was on an email chain and they've have 85 new measles cases in the last 10 days >> and she is it's created just pandemonium there. And I was read I just went back to my email to read what she was talking

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about and she says she's a head of the of a local school board there and she's like she's been kind of taken in to try to communicate with the department of public health. So the more that we can get these processes really clearcut in and front of this before and I mean you

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know it happens here um I just know that that state has been going quite in through pandemonium through these mas breakouts. >> Yes ma'am. No absolutely absolutely. >> All right Mr. Williams thank you. Um, we will accept this item for first review and see you in April. >> Great. Thank you.

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>> All right. Okay. I think that concludes our discussion items. Um, board members, are there any other current issues or Superintendent Conway, any additional closing comments or remarks you want to share? >> Not for me. Thank you.

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>> Okay, >> Mr. Hansen. I just wanted to um follow on Madame President's comments at the beginning of the meeting and just to recognize and congratulate Superintendent Conway and just appreciate getting to work with you

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these last couple of years, but just grateful for your leadership and your vision and I know the students and parents and teachers and leadership will be uh very much blessed by your um your tenure here and also just wanted to

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welcome Dr. Bridges and Mr. Robinson to the board and look forward to meeting uh Miss Reinhardt and Dr. Wilson, I hope in our next meeting. And um and also just would be remiss if I didn't say a thank

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you to um our four outgoing board members with Brandon Monk and Antoine Green and Beth Arian and Mark Carowway and just again all uh practitioners uh in the field and uh leaders uh in their

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respective fields and just uh I learned a lot from them and just grateful to have had the chance to uh serve uh in a brief stent with one of them but with the other three as well. So but just wanted to thank them for their service to the Commonwealth.

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>> Thank you Mr. Hansen. I did owe your comments other board members. Mr. Robinson, >> I want to add my thanks as well to the former board members and just uh also my thanks to Secretary Smith and Superintendent Conway and both their teams for the listening tour. Um, I had

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a chance to engage in one earlier this week and it was uh I I I validate Superintendent Conway's comments about how energizing it was to hear and just wanted to put that shout out in part because there's still some tor there's

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still some opportunities uh ahead uh both in person and virtually for um one for teachers, one for parents and just encourage the public to participate in that um and look forward to a summary of what we learned from the great input

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Thanks, Mr. Robinson. Miss Kilgore, >> I want to, as you said, say did ditto or echo what's been said. We we welcome our new members. Look forward to working with the ones who weren't here. And I've told Superintendent Conway in private a couple times, but I want to say it publicly that when I learned that she

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was was going to be in this position, I took a deep breath of relief and was so thankful that it's her. And I know that um our Department of Education is in great hands. So looking forward to continuing to work with her as we have in the past and in different levels now.

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Great. >> Dr. Bridges want to echo everything that's been said. I wonder if you could um mention the two upcoming opportunities so that folks know um when they might join. >> Absolutely. So we do have a web page um

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on our on on the VOE website that lists all the listening uh session opportunities. We will be going to Colonial Heights. Uh so if you were in the vicinity, we would love to have you come out and you can register there as well as going to Northern Virginia um in

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in later in April. So our web page is the best site to find out about that. And for those of you uh uh who might prefer to do a virtual session, those are also advertised um in in midappril. So, multiple additional opportunities to

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register and to join uh and to share your feedback about public education in the Commonwealth. >> Great. If there are no other comments, I want to also thank uh Superintendent Conway and her team for um our first meeting together. Thank you. It was

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efficient and we got good work done and look forward to future board member board meetings. And with that, I will take a motion to adjurnn. >> So moved. >> Do I have to do a roll call for that, too? >> Okay, I don't have to. We all agree. Uh

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motion adjourned. Thank you all. Have a great rest of your day.