that. Um, I passed it back the other way. Yes, >> good morning. Uh, it's 9:00 a.m. and I'll now call this meeting to order. Um, I don't think we have anybody
participating remotely this morning. We are all present and accounted for. I know Mr. Monk is running um few minutes behind this morning. But what we would like to do is go ahead and begin with item A, please. >> Good morning.
>> Good morning, President Cesy, Superintendent Gullixson, and board members. My name is Amanda Nevetrol. I'm the director for the office of advanced learning and I'm pleased to be here this morning to discuss universal screening and its potential impact on students in the commonwealth.
Do you want me to go through these slides? Okay. Sorry. Oh, okay. Maybe our specific slides. Oh, okay. So, while we're waiting, if you all remember, we requested some deeper uh
information here about screener tools used across the state as um identification tools for our gifted learners. And so, um we have this wonderful presentation this morning ready for everyone. >> Thank you.
Please note on the second slide the recommendation from the superintendent of public instruction and how the research from the form institute and nape with regard to advanced learners um referenced in the October meeting continues to be relevant to this
potential prescription. First I would like to review the regulatory requirement related to screening as part of the gifted identification process in Virginia. I believe this will help level set our conversation and create a clear distinction between screening and
universal screening. In Virginia, per the gifted regulations, all school divisions are required to screen students annually for giftedness. This should include a review of all relevant assessment data for ga grades K through
12. As part of this screening, many divisions in the Commonwealth choose to offer a universal screener, which is the practice of assessing a particular grade level using an ability or aptitude assessment. Because a norm referenced ability or aptitude test is a
requirement for the gifted identification process in Virginia, divisions often use the universal screener assessment to fulfill this requirement. If a universal screener isn't offered or in addition to a universal screener, if it is, division
should always use other data points to screen students for potential gifted referrals. I have listed a few commonly used data points on this slide, but this is certainly not a comprehensive list. Universal screening is a targeted way to talent scout and look for students with
high ability. As stated, it is not a requirement in Virginia, but it is widely considered an evidence-based best practice. As someone who came from a school division with a universal screener, I can give a boots on the ground perspective of how school
personnel can use this data to look for talent. After the assessment is given, school staff, including teachers, school counselors, administrators, gifted resource teachers, etc. receive scores often reported in percentiles of
students. Schools should use that data to look for high ability students in the building and start to move students into the talent pipeline, exposing them to additional rigor, accelerated content, and perhaps referring them for the gifted identification process. Without
this measure, schools rely on teacher referrals, parent referrals, or other traditional assessments to grow the advanced learning pipeline in elementary school. These tools are important and should be part of the discussion, but there can be gaps. What if a teacher has
a bias in thinking that gifted means a student that always follows the rules, but the screener shows that a second grade student who is sarcastic and doesn't pay attention is full of potential. or the multilingual student who scores low on vowels due to the
language barrier but has a 98th percentile score in the non-verbal section of the screener. These are real life examples and these are the students that without a universal screener divisions may miss. Currently, we know that about 86 school
divisions in Virginia as of 2024 practice universal screening, most often using the cognitive abilities test or KOAT or the Nagaliary non-verbal ability test, often referred to as the INAT. As stated on the slide, the remaining 45
school divisions are required to screen students, but they are not required to test students using this type of assessment until an official referral has been made. This creates disparity in how we nurture talent in the Commonwealth. Depending on zip code,
some students receive the subjective measure of potential and others do not. The next slide shows where the divisions that do not have universal screeners are located. And as you can see, most are in rural areas. Please note that this data was self-reported in early 2024, which
may create a slight variation in the data for the current school year. To give a bit of the national perspective, I will share that most states do not require universal screening and if it is required, most are unfunded mandates. In my research
and working with colleagues in other states, I do want to note that South Carolina is one of the few states that both mandates and foot funds excuse me to universal screeners to level set. Once more, universal screening is best practice, but it is
ideal when coupled with using local norming practices, which is looking for talent using top scores at the building or division level. Having a statewide screener would really allow my office to dig in and support divisions in using this data effectively and start building
conversations about local norms. To give a real life example, many divisions have a percentile cutoff score they may use for gifted identification. In some school buildings I have personally worked in, there was not a single student that met that cutoff score. That
does not mean there were not advanced learners in that building. So we must change the way we think about advanced learners in growing the pipeline. How can we shift thinking among our educators to look at top talent for their school building? How can we nurture the talent that does exist in
every school building in Virginia? It may mean a gifted identification because Virginia uses multiple criteria and one test score cannot prevent a student from being in or out, but it may not mean a gifted identification. However, it does
create an awareness of advanced students within a school building that need advanced opportunities. This slide indicates the cost estimate for one grade level. For purposes of the calculation, second grade enrollment has been used.
As you can probably tell, this is an area of passion for me and I would like to dig into the why of how I think this can advance education in Virginia. First, this was mentioned at the last board meeting, but having a statewide screener would benefit advanced students
that have to move between divisions for various reasons and provide greater consistency of identification throughout the Commonwealth. To address the second and third bullet, students that score in the high range on a universal screener
should be students who are scoring high on state assessments and advancing into accelerated pathways for middle school and high school. A universal screener provides the first data point to look at this vertical articulation of the advanced learner pipeline. If high
ability students are not moving into those pathways, we can work with divisions to start asking where those gaps are and how additional support can be put into place to ensure that talent is not lost. Virginia has made so many gains in advanced learning and middle
school and high school over the past few years, but we need to continue to grow the pipeline of advanced learners in elementary school and I believe universal screening is an important part of that. To close, I would like to read a statement from the Virginia Advisory Committee for Advanced Learning, VCAL.
This was a point of discussion at the meeting two weeks ago and received strong support. President Cesia, members of the board, the Virginia Advisory Committee for Advanced Learning strongly supports a board prescription on the standards of quality to require and fund
universal screening for GIF giftedness at grade two presented at the October board meeting as proposal three. Universal screening accompanied by the use of local norms is widely considered to be best practice in gifted identification. VCAL believes that early
identification of highability learners is critical to feed the pipeline of advanced learning in the Commonwealth and serve the needs of Virginia's students. The committee also considers it important that a single universal screening tool should be used statewide and that such screener should be an
established nationally aptitude test. No assessment or data source currently employed statewide would be appropriate for this purpose. Repurposing existing data or attempting to establish a novel assessment tool would not appropriately fill the need for universal screening at
grade 2. We encourage the board to support this step in supporting advanced learning in the Commonwealth. Respectfully, Mark Levy, chair of the Virginia Advisory Committee for Advanced Learning. And thank you so much for your time. I'm happy to answer any questions.
Amanda, I have a couple of questions and I'm sure maybe Dr. Northern does too. Um, first of all, thank you so much for this presentation. Um, second of all, I hope you had the opportunity to watch our
discussion from last month and those um, different questions that were brought up. Then um I guess just to start, you know, are there so personally I like the South Carolina
model. I've looked at it, watched it for years. Um I have family who teaches in South Carolina and they have talked to me about this for years. Um so I think I'd like to get to a point where we're doing a screener that is able to identify ability and achievement. I
think that's probably something that's really critical because um I think that's the piece that we're really missing. So in the school divisions that are using um the Kogat or some kind of universal screener like that, but we have many other divisions that are not or using
something totally different. I think it's sort of the wild west if you will as far as how we're identifying uh kids in this particular area. Um we have I guess what the long and short of our
conversation last month was around we want to be able to um compare apples to apples where right now we're comparing apples to oranges to grapes to bananas to whatever. And so I think at the end of the day, this board and I from we
just what we discussed last month really wants to see some real unification as far as how all school divisions are doing both the subjective and objective measures. I think there are perhaps some
more guard rails that we can put up around how teachers are given the tools that they need to understand what gifted identification really looks like as you spoke to earlier. They might just say, you know,
oh well, you know, so and so seems to to be really on it and so maybe that that means they're gifted and while in fact it doesn't. The other piece I think is really crucial is do we have a screener
that we can address multil- language scenarios? Is there an opportunity for that? Is that out there? Yes. So, uh a few things about that. I agree with all of your points. Um I my personal
recommendation if this moves forward would be to advocate for a full battery universal screener which um would include a non-verbal component. Um also for some students when I was in my old school division it also allows them to
test in their native language. >> Perfect. >> So there's really two two pieces that that facilitate that. >> Okay. Um the I guess ultimately whatever guard rails what we put up, I just really want to see how far we can go in
eliminating that bias and identification. Uh because I think that's really a a problem. Um and what else? Oh, how are we able to connect all of this information, gather the information, and
then connect it and use it for your purposes? So would VA connects be a means by which we could determine how many kids are being screened in a school division whether you know they have been identified by
what means all of that is that available data to be received I know we're not collecting it necessarily now but >> so I I think so um currently we do collect a gifted annual report we do receive um how many students are
identified per school division Um I think if with implementation of a universal screener we could really reimag what the vertical articulation of data looks like. Um divisions of course do record what
students are identified. So we could of course request some data seeing you know what that trajectory looks like as well as and I kind of referenced this I think it's also really important to connect that data with if we have high ability students per that universal screener are
they scoring advanced on on the standards of learning assessments and and if not are are they going into you know accelerated math and and other courses in middle school and if not sort of where are the gaps how can we address them because I think there could potentially be a lot of underlying
issues that exist that we don't know about now because we don't have that first data point. >> Yeah, I really like that idea. I'd love to see a list from you guys of just those kinds of data points that you think are really critical to not just,
you know, screening kids, but also because as a gifted teacher myself years ago, I always said to my kids, you should the the expectation is that you will be scoring at least pass. I expect
pass advance um because of the position that you all are in. So I do think that data is really critical to the whole picture as well. So however we want to start pushing on that I think that's great. >> I will also add to that you know
typically most universal screeners have a pretty robust parent rep report that goes home. So I think it also invites parents into that conversation of you know your student is above average in this area and so that can really help division start a conversation about
these are other opportunities. I am a full believer that the younger we start to have these conversations with families and in students about all the great advanced opportunities Virginia has the better. So, one final question, are we gathering any data on once
students are screened and they are identified? Um, we had a a number of school divisions several years ago that were doing holistic gifted programs when some students may be gifted in math, others may be gifted in language arts or
but they're all in the same cohort taking the same level of course. Are do we have data around whether or not school divisions are still doing that all-inclusive program of study versus a more in my opinion a more supportive
means of educating those students where they are gifted rather than you know perhaps hurting them by putting them in a place that they're not. >> I think we'd really have to collect that data. I mean, currently, um, the areas of identification and the service
options that divisions offer are really local decisions, and so they're, of course, in a gifted local plan. Um, but we we could we could certainly work with the gifted coordinators to to talk about what specific services look like and how they are doing that. And, you know,
additionally, there's quite a few divisions in the Commonwealth that don't have gifted resource teachers. So, you know, the entire gifted services are within the classroom. Um, and and you know, that that also creates some disparity, too.
>> Dr. Northern, >> thank you so much. Um, I'm super excited about this. Obviously, um, a couple things that I think bear our consideration. um you know when I I worked on this national advanced working group and and the one thing that I think
kept coming up is that we don't want a single age-based screening. So we actually want to be able to identify have identification opportunities in as many grades as possible at elementary school to widen that pipeline. Um and it's best to have both norm referenced
and criterion reference measures. So the uh the co-at is a norm reference measure as you know. So that's basically saying kids of the same age we can we can compare them nationally and we can have this like we wanted kids performing at a certain percentile right where the
criterion reference test says okay these are predetermined sort of learning standards um and this is a content that all kids need to know and it's a benchmark so um we have the kindergarten readiness program the VKRP that's given
to every single kindergartener and I think it's a wasted opportunity I mentioned this before Um it is it it would be a great compliment because one we're screening kids even earlier and we know that sometimes even grade two or grade three kids are already you know not caught up in in those services. Um
so if we could have both a norm reference with the you know KAT or whatever we choose and we could use a VQRP for that criterion referenced at kindergarten. um that I think would even be a more robust way to continue to um
you know identify these kids because a lot of folks again they they they don't like that there's just one opportunity at second grade and then if you miss it you know that's it. So the the way that we can move ahead is if we have a consistent I mean every time we have a consistent measure at a grade level that
should be an opportunity to identify kids and you can also just do I mean one way that we widen that pipeline is just say it's the top 10% of the kids in a school >> absolutely >> local you have a local local >> as well. So um anyway that would be my suggestion. I know it was you know in a
way it doesn't cost extra right we're already um having the VKRP for kindergarteners. So, um, I I hope that we can move that direction. >> I think that's a great direction and I'm happy to reach out to Jenna's team and and further that conversation.
>> Other questions or comments here? McFerson, >> I also am in favor of the universal screening test at grade two, but equally as concerned about universal screening at later grades, especially at sixth
grade for universal testing because we're talking about the 3E readiness and how we going to start measuring what students are being attracted to. I think clearly at the sixth grade level, we need to make sure that those that were in the second grade that were
identified, whether they're on track, whether they've fallen off track and others are now postured to do certain things. So even if we don't do it every grade or don't have the funding to do it for every grade level, I do think that by the sixth grade, we need to have a
universal screening. >> I >> consistent with what we're doing in terms of moving forward. >> I would agree with that. I would say I think the divisions in Virginia that have the most robust gifted identification programs um have two universal screenings. One typically in
the primary grades and then one, you know, fifth, sixth grade. I think it varies a little bit per school division, but I would agree that is certainly best practice and an area I would like to eventually, you know, get to. So, is there a model out that you all
have on your website or how how you know gifted um coordinators or any other person in a school division that might have this responsibility um given the size of the school division? Sort of a best practices um handbook for them that
could include that at least for now until we hopefully get this in place. you know that says look we re because I know you saw how robust our conversation got last month where we talked about hey look second grade's really not the only time you know a kid could just be advanced in language and score really
well we need to re we need to re-evaluate them maybe in I know some schools you know they change some is middle school seven some middle school six however they however school divisions you know move from elementary to middle but I do think that that's
critical that they have an like Miss Mcfar said, you know, that additional, hey, let's just double check here. Let's just go back and make sure that we're we're identifying them again, putting these students in the right places. Um
and uh so that that I think is just one really important piece is that if we don't get enough of this covered, enough money to do this fully, then I think that we should certainly have some sort of best practices manual that says
please please do the right thing and have another opportunity for screening later on. >> Absolutely. I think we could certainly develop some sort of technical resource document and I think VCAL could really be an integral part of that work. Absolutely. That could be a good thing
to work on. Um and then one one thing I know um hope hope that Jenna can run in here, but I don't because I don't want to speak to this wrongly, but just to address what Dr. Northern was talking about as far as
VKRP. I think the only hiccup there is going to be that in a lot of spaces across the state because we have such extensive public private partnerships in our early childhood programs, not all of our private um early childhood providers
are participating in BKRP. And so that could be a problem. And I saw Jenna load in just now. She could speak to that. Jenna, are you hearing me? You know, I was going to ask this question. >> I'm always hearing you, President Casey. I was hearing you. >> Um, no, I was just speaking about how
isn't it still the case that not all private early childhood providers are participating in VKRP? So, you know, we have a lot of private providers in those rural areas where we don't have enough EPI seats. Um, so, you know, that's just
an extension. It could be a problem. I don't know how kindergarten is addressing it once they go into the public school division if that's a a gap that they're filling. I don't know if you could speak to that for us. >> Yeah, so currently uh we have Virginia kindergarten readiness program has been
developed for three-year-olds and for four-year-olds. It is required for all three and four year olds in the Virginia preschool initiative. Uh 25,000 kids uh across the Commonwealth ballpark. again of much mostly foury olds. So let's call
it 20 22,000 or so four year olds, 3,000 um three year olds. It's also required for the mixed delivery. So a small subset of uh children receiving preschool experiences in in private child care. And then it is all kindergarteners. Um and that's roughly
about 80 to 85,000 kids a year required at the beginning at the end of kindergarten. They've have a middle assessment as well that I believe is still optional. It um covers literacy. The literacy component is vowels. Um and
uh uh as well as EMAS, which is the direct math assessment. And so what's good about that is it's done uh each teacher does it or uh support staff does it with the kids versus like being on a computer or something like that. Um, and
then the teacher does a uh the the the self uh regulation and social skills is a behavioral rating scale. So you could use both the literacy and the math components. Right now we have kind of three buckets for um the preschool. And
so you look at sort of who's sort of emerging, who's strong. you could really, you know, I think they would be very cautious about high stakes attached to it because it's a very fluid developmental stage, but you could start to see which kids are are particularly
emerging. And then I think and you all are familiar with this as our our colleagues in um teaching and learning, but what is so important about vowels as compared to PALS is that it does capture much more about language and language comprehension. Um so right there's a a
more likely that it could be part of a comprehensive package of understanding you know which kids are uh you know potentially have sort of greater content knowledge and uh more sophisticated thinking skills right versus PALS which much more just focused on decoding and
things like you know you I mean you could be advanced at at first letter sounds um but that's not necessarily as meaningful as um a language type assessment. If I come out of a family day home, if my child comes out of a family day home and then we are in public pre public
kindergarten, I will or my child will eventually get to that point just not early on. >> Yeah. And we we track and uh each year there's a report that goes forward in terms of who does not, but the numbers of kids who are in public school who do not participate are very very very small.
>> And we're trying to expand. We do pay for preschool BKRP for anybody who is in BQB5 who wants it. And so we've been really like so for example, we've been working really closely with Head Start because the Head Start program standards already require an assessment. They
there's it's a choice from the from the federal government but encouraging more and more folks to use preschool VARP so we can understand that growth over time. >> Dr. Um, I wonder too, I mean, we could just they're doing it at the beginning, the
end of kindergarten, right? So, we might even just wait and look at the one at the end of kindergarten. You know, maybe the first one shows promise and we're like, well, you know, maybe we want to wait to see the second one is before we make a a firmer decision. Um, and I agree with you. I I I think we ought to concentrate on the literacy and the math
because if I understand it, the other component is, you know, mental well-being, social skills, that type of thing. Obviously, important indicators, but not what we would traditionally think as advanced um capability. >> Yeah, it's things like uh persisting at a task, being curious. My guess is that
they would be somewhat predictive of a child's success or a student's success, but I I think it is harder. It's also um more subjective because of it's a teacher evaluating that based on sort of a a totality of behavior versus the
emass and and vowels are um a little bit more norm norm referenced. Um I I think it we would we've sort of talked a little bit about this with with the goal of VA connects is supporting folks to take in the multiple points um across
the the the spectrum. Um and because we do um connect the state testing identifier over time, you are also able to understand what the results are from the you know from the preschool VKRP
through to VKRP through to VGA through to SOS right all the letters. Um and that's really important. I know that you've seen the slide before connecting even the literacy screener, right, to third grade reading and being incredibly
predictive. It is not published yet, but our professor colleagues at UVA have also looked at math. So even your EMAS or your math score at the beginning of kindergarten is highly predictive of your third grade reading. So there's just there's it's really important data and I think we continue to want to
support the divisions to use that data to kind of understand sort of both you know who which kids are learning at higher rates. I think it also is helpful to understand where there might be gaps right where you sort of a kid comes in very ready and then comes out of that year you know not making the gains that
you would expect it sort of gives you that opportunity to intervene. I think it'd be really cool to see that data if if you all are able to anonymize some of that just for the board's edification on like what does this full picture look like because I think we do
hear a lot of these you know tidbits of what kind of data that we collect here but to be able to see student A and here is what here is just the entire picture of their data from this from the start
to And I don't know what year we've achieved at this point in VA connects >> year one. >> Okay. >> Well, sort of two for for for vows launched on VA connects last year. >> We have to sort of absolutely visualize this right now.
>> Absolutely. We can certainly could invite our colleagues from UDA as well. Other thing I should note is that the budget over the last few years has also required VKRP 1 to3 to sort of begin to develop that um and really with the focus on obviously we already have vows
and have vows through 8th grade. So it's really focusing on a math assessment and then determining kind of what uh type of um uh behavioral uh scale rating scale you would want to use. um you know the our colleagues at UVA surveyed the field
felt like there was not consistency and I can pull out that uh report in terms of even kind of assessment and screening kind of outside of vows across first and second grade third grade is a little bit more crowded um with the the VGA but it
does speak to the points raised earlier about a ton of variation and it makes it really hard apples to apples to understand if we are laser focused sort of what we've been able to do with VLA um to kind of getting kids to third
grade reading. You know, it is harder to do that in the area of math because you have these moments as you noted Dr. Northern where you see all the kids on math at the beginning in kindergarten and then you know there's a lot of tools being used by our divisions but it's hard to then kind of track that
statewide and then they just pop back up again for VGAs. Yeah, I just want to add I mean this could be a very big deal, right? To be able to use um VRP in this way like we know like just so much data says like we
have to catch kids earlier. It's why we care so much about reading, right? Like we're trying to do all these things around early early literacy. We should be doing the same things around kids that showing potential for giftedness. You know, catch them earlier so they don't get lost. Um, so I don't know of
any other state, and I could be wrong, that um that is using data to identify kids this early to intervene quickly because we should be intervening on the on the advanced front just like we're intervening on the kids who are struggling. Um, so I think this is a phenomenal opportunity. So, thank you that.
>> Well, and I know I'm going to go down a rabbit hole and you're going to love this rabbit hole, but I I also sort of along that technical slashb best practices opportunity. I mean, is there not a way for us to say, "Guys, we've got all of
these divisions doing 52 different using 52 different assessments to identify this, that, and the other thing." you know, is there a way that we can really say, here are some good measures that we'd like for everybody to try to come
together and use a little bit better because I I guess my biggest problem is how we continue in this apples to oranges situation just with a plethora of opportunities out there. And I get it. It's about local control, but at the
same time, um, we want good data and information on how we move students from one point to the next to the next to the next and and move them into greater and greater achievement levels. So, um, I don't know what you guys think about
that, but I'm sure Amber loves it. Well, I think outside of, you know, just technical assistance and providing professional development, um, what I'm hearing you say in my mind really goes to a gifted regulation change, which of course, you know, those have not been
updated since 2012. Um, and as they exist now, they do require multiple criteria, but divisions just have to choose at least three. One of them does have to be a norm reference referenced assessment, but we do not specify
specifics of what they must choose. And that is different than in other states. There are other states that that do give divisions a list of, you know, assessments or teacher rating scales or whatever it may be that they have to to use. Right now, that is pretty loose per
the regulations, but I think what I'm hearing you say would really require a regulatory change. >> Yeah. And Amanda, if you would do us this favor, I I think perhaps the board might be interested in this, too. Y'all yell at me if you aren't interested in this, but what I'd like to see is your recommendation on any kind of regulatory
changes that should happen in order to kind of tighten the guard rails a little bit there. Um, and maybe you need to take it to VCAL. I don't know. But, um, you know, the sooner the better. >> Okay. Yes, I think VCAL could certainly review some items. They're a great
stakeholder group. We're fortunate to have them. >> Dr. Northern, >> I'm struck by commonly used assessments already and the KAT just kind of the gold. >> So, I mean, I'd be curious. It says 86
use it the most commonly used. Then we had 45. So, I'm assuming, right, we've already got a pretty broad um spectrum. They're already using what what I think would be the recommendation. So, that's good news. Yeah.
>> Anybody else here? >> Thank you. I think I'm turning it over to Melissa for review of the language. >> Yes. Thank you. If you would refresh your um agenda, you should see I think another
Lisa. Am I right? Okay. Yeah. the standards of quality prescription documents there. I don't think it's a presentation though, right? >> Um it's just the report itself. You may have to refresh your screen because >> um it is an attachment to um today's
item and it's also um item F attachment for tomorrow's item. >> Thank you. >> But you may have >> everybody there. Um so it's the attachment under item A or it's the what's it called? Item A, attachment one.
Yes. Okay. >> Good morning, President Cesy, Vice President Hansen, members of the board, Superintendent Gullixson. You didn't think you would get rid of me so easily, did you? I'm back again. Um today um I
am presenting to you the draft SOQ report that needs to be transmitted to the assembly and the governor and it will also ultimately become part of your board annual report as well once you agree upon the content. Um the first page is just a transmitter letter that
Mrs. Cy will sign on behalf of the board once you agree to the um contents of the report. So in the past few months we've been talking about your prescription items. So, I'm going to jump down to um page three of the report
and we you know we've gone over your constitutional authority many times, so we we don't need to do that. Um jumping down to page three of the report document. Um you wanted to uh include from your previous prescriptions the student weighted funding formula
recognition that that that has seems to have stalled or at least slowed in the assembly. that committee that's supposed to be working on that has not met for a while. So, um that recommendation is included as your primary recommendation prescription one to continue the work on the student weighted for funding
formula. Um and much of the information is included from your 2023 prescriptions. Um and and unless as you as we go along, if there are changes or additional information you want added, please stop me and let me know based on each
prescription. But this is again pretty much a a reiteration of your 2023 recommendation that has not been achieved yet by the general assembly. Um your second prescription again um was to modernize the data collection system. Uh there was initially funding placed in
a previous budget recommendation for that and that through the budget um process and the general assembly process um ended up being uh removed from the budget. Um there were some modifications for instance to the Virginia IEP system
um but the the modern student state um statewide student information system was not achieved through the budgetary process. So that again is a prime a reiteration from your 2023 prescriptions that are um very old, very dated student information system is is um at end of
life and really needs to be um modernized and the funding that needs to be associated with that. Um the original budget amendment was included in a a larger budget amendment to modernize a number of systems in state government um from tax to DMV I
believe as well as the statewide information system. So um while some funding was achieved for the other agencies, our statewide information system was taken out of the budget. So we that advocacy is included in your report again.
Now, moving on to the prescriptions that um we um discussed at length in your previous meetings. Um the universal screener is in the prescription three um that I've laid out there for you. I've I've drafted the legislation to amend
standard one of the standards of quality to add in the language that would mandate the universal screening. Um it's in red underlined language. Um, SOQ1 is rather lengthy, but it's in um, let me find the page for you.
It's in on page 14 of the actual report. It's 16 of the PDF. Um, the red language is there and adding that mandatory language to the um, for the screening of second grade using the universal assessment prescribed by this board. And
if you scroll to the end of the um document or the end of this legislative piece for SOQ1, you're going to see some additional red language that is an enactment clause that requires the board to amend its existing regulations. So you can prescribe that um assessment
there and those regulations that they currently exist. Now there was a question about norm reference and criterion reference testing. the current regulations do provide for the norm reference testing and so you'll be adding this universal screening process to those regulations. Um there's also
the opportunity because it is you know the board has um broad discretionary authority in its regulations to prescribe changes to those regulations um if there are concerns about the refer referral process. But there are a number and Amanda's here um there it there's three criteria that can be used in those
regulations. there's not just one um criteria, but um Amanda will be integral in the development of those regulations so it achieves the you know the the board's desires to include um making sure we're uh testing kids at
other ages. But there's nothing in your regulations currently that pre prevents um recognition and evaluation and referral of um gifted students. So they can test children now at fourth grade and fifth grade, but it's a voluntary
testing. Um, we budgeted out the cost estimate for your universal screening at grade 2 and that came to be $1.74 million. And so I did hear the discussion about um mandating the sixth grade screening. So if that is something you do want to mandate, we'll have to go
back and re do some estimates to determine the fiscal impact of that because you will be putting it in the SOQ. um budget language has already been prepared for the $ 1.74 million um request um because you know the process
is the budget language has to go to the department of planning and budget and the governor's office and your SOQ prescriptions have to go to the assembly and legislation has to be um patroned and and successfully passed the assembly to amend the SOQ. So it's a two-step process. Uh so we want to make sure the
budget language um achieves what you want as well as the statutory language. So, if you want us to go back and cost out um the 1 point in addition to the 1.74 million, we can do that. Or you can possibly put the the recommendations to
test uh at grade six in your regulations. That would not be funded in particular because it wouldn't be in the SOQ. But, um I don't and the superintendent, you know, can tell you if there are any other budgetary concerns I can't speak to. But um you know you do have
rebenchmarking coming up and uh so those are things to consider but I just need to hear from you if you want me to go back and either mandate it at grade six or if you want to consider it in your universal um in your uh the document you want the best practices document or your
regulations to recommend uh additional testing at sixth grade. >> Dr. Northern >> just wondering why we can't use our s I mean our standardized test in in sixth grade >> and I'll leave that to the answer.
>> Um the regulations currently require um nationally norm reference tests to be used for identification. I mean they certainly can be used for screening. They should be used for screening but for formal gifted
identification. thinking of screening, >> thinking out loud here, which is often dangerous. Um, I mean, we possibly have a better chance of just getting the second grade screener um passed than an
additional screener at sixth grade. I think that if we create some sort of technical assistance manual that strongly encourages the use of, you know, for continued identification and maybe that's how we
would want to um sort of the language we would want to use is continued identification um not necessarily the term identification. So maybe we need to define that somewhere, Amanda. Um
to use so data. That may be the way that we get around that or adding it to the regulation somehow as well. I do think you can add the so data use that's already being done given the tests are already being given. They're already
paid for through the assessment contract and then they can be utilized for another purpose. at least put in the toolbox of the school divisions in those regulations so they're not limited thought and the regulations do kind of have a catchall to use other valid and and procedures. Um and so that that
language essentially is a catchall but um they could rely on that now to do use so testing um they wouldn't have to wait for any regulatory changes. However, it's always best to make things specific in a regulation on its face. So, we could add that language as we go through
the regulatory process >> and perhaps whatever you just spoke of the other >> um is there a way for us to sort of require the division if they're going to use another an other mechanism for them to to let the department know what
they're using or not? >> I mean, if you put it in your regulations, you can put a reporting requirement in there. Um, and I certainly will defer to our OAG if I'm misspeaking. But, um, I do think that because you have the regulatory authority. Um, because right now the
language in the regulation is additional valid and reliable measure measures or procedures. Okay. >> So, it depends. I don't know what the if you have a data collection mechanism currently. Um, but you do have an audit provision in the in the statute. I don't know how if you're auditing all school
divisions every year, but you certainly could have to know. I I think we probably need to have a not necessarily approval, but a mechanism for gathering those additional procedures that that school divisions are using to do that if
we can add that piece to the regulation your your recommendation for us. >> Sure. I mean I'm happy. So currently we we do have a gifted annual report divisions report on services they op they offer um qualifications of their
gifted coordinator and then just raw data about the number of you know students identified students referred etc. Um and we do have a review process with their gifted local plans. It's a technical review process but it's more of a peer review process at this point.
It's not one where we are pulling out specific pieces of data. I think we'd have to kind of reimagine what that would look like. Um, but I think that's really helpful and valuable data to know. >> I can also go back and in the enactment clause and put that in your um a
prescription that in the enactment clause that the board shall include a data collection measure in there so that we can put that in the regulations and it'll be part the enactment clause is is part of the acts of assembly. So that would be in there. >> That'd be great.
Anything else on this one? You good, Dr. Northern? >> No, we're just on this this particular item. Is is that does that express the desire of the board and I can move on to the next um item? Okay. So, again, as you
scroll down to the end of that legislative piece, that is where the um enactment clause is on page uh let me get you there just in case. And then again it simply says that you know the board shall amend its regulations to comply with the the um conditions of
this act. And it's on page uh 24 of the report itself and 26 of the PDF. Um, so I will add into that enactment clause um that the board shall include in its regulations um data collection and I'll work with Amanda to get the correct
language um that will get the kind of data collected that you will need to assess uh the screening process whether the universal screener continues to the one that you pcribe is what works for you because you may have to go in later and change regulations if you find that you're not collecting the data that you
need um or that the assessment is would be unique. So, but yeah, for the purposes of this, I will add that to that red language. So, moving on to the the next item, the student safety item that you talked about with the the need to renew the
background checks of existing employees that that currently is in early childhood, but it's not in the K12 environment. So, um, as we talked about, that piece is not in the SOQ, but you were going to submit as part of your report, um, a a recommendation for a
legislative package for an amendment to that section of the code about background checks. So, on page um, 25 of the report, I draft began amending that section of code 22.196.2 two. And if you scroll down again, you
will find red language um adding a subsection D to at page 27 that will that in order for the folks to remain employed, they have to submit to that um renewal of the background check that the school divisions are required to conduct
it and it will be from the date of employment. So the school divisions aren't having to do you know background check in so many background checks at one time. They'll be a rolling basis where they'll do it from the date of employment. It will apply to all temporary um part-time and full-time
personnel. Um just as the the initial background check does. Um the school divisions will be able to pay for that or they'll be able to apply it to um to the cost of of to the personnel. um it will happen at um and I added it
to subsection D uh and a subsection E so that it applies um as well to searching the database for found and complaint um cases of child abuse and neglect um that is there as well in order to capture
renewal. Hopefully the um social services is notifying school divisions of that, but there could be things that occur uh in other states or or that we make sure we're aware of and um background check and um checking of the database may ensure that something
doesn't get through. Um, so that again, uh, is the legislation I've drafted for you. And if I don't, I'll, um, throw it out there if there are any suggested changes you want to the, um, background check legislation. >> Can I ask you a question? I might be
missing it. On subsection E, >> do we have to say do we have to repeat the every five years like we do in D? Um I I did it as a repetition because D applies to the background check that goes through the central criminal
records exchange and um E applies to the back to the um database search, >> right? >> Um so that's why I set it out in two separate sections. >> So we wouldn't have to repeat that the um child abuse and neglect search needs to happen every five years too.
>> Well, I I felt that you did. Um it may be that we can I can go back and I felt that it needed to be set set out separately. So it's very specific in the statute on its face. >> So in other words, E would would require every five years despite the fact that it doesn't say it explicitly. Is that
right? >> Um I can go back and repeat that in there. >> We probably should. I those two checks need to happen at the same time only because um I mean we see the issues with CPS and
so those child abuse and neglect searches are just as important as the fingerprint check >> and is every five years for that datab because there's a c more of a cost associated with the background check than there is the um >> $10 for the child abuse and neglect. >> Um well it's actually it could be more.
It could be up to $40 depending on whether they maintain a copy of the fingerprints and whether it the type of check that gets run. Um but and we've we've costed that out as a potential cost. But for the back for the um checking of the child um neglect and um
founded complaints database is five years what you want or do you want something more often? >> No, I think I mean unless the board thinks that five years is sufficient think every five years is sufficient. run it and coincide it with the fingerprint. It just makes it easier from an uh administrative standpoint.
>> Okay, I'll go back and make sure that we um repeat that there. >> And the only other thing that I have a question about uh and you you're you will remember this likely um when these
were required to be done through DSS. Remember that when DSS changed to field print, there was like a five or sixyear period that the checks were paid for, not through the school division. Can you
do a little research there? Jenna might know a little bit more about the some of that in intricate details and maybe even Jeff too. >> Okay. Um, but that's worthy of us looking at because this is going to be
potentially, you know, a fiscal hit on the local school division as well. So, I want us to make sure that we're looking at the Do you remember that? >> Um, I don't. >> Yeah. Well, I will say that when we've explored this that is a fiscal, not only
is it fiscal, but the HRIS systems that we have don't always easily track it, >> right? It's oftentimes a necessity of, you know, >> gathering the information, you know, yourself. But I'm not I'm not married to that idea. I
just wanted to know what the impetus was there and how that was handled back then. Um, but potentially the sheer volume might decrease the cost. Dr. Aerman, you good?
I think I think volumewise, you know, there's a means by which that can be handled financially in a different way. Other questions or concerns here, >> Dr. Northern?
>> I have something potentially new for this item or >> the or the or prescription. >> Oh, so not not this. >> Okay. we get through. >> Okay. >> So, I will get with Jen and Jeff to see
if they have any inside on. >> Thanks. >> And I will add in the five-year petition in the paragraph. And then finally, the student safety concerns that you um talked about previously was about the um
appointment or election of a school board member who may have uh some misdemeanor charges that didn't preclude them from uh running for the local school boards and a heightened um scrutiny of individuals who would uh serve on school boards in terms of their
contact with children and some background checks related to that. And the last U discussion we had was that of course the board could not make those changes to the SOQ um to create those heightened protections. And so the idea
was to communicate the board's concerns to the listed members potentially from the governor to the secretary of administration to the chairs of the privileges and elections committee. And so um to authorize the chair the board president to do that, I've included it
in your um report as um a report to the assembly that that's your plan. So unless anything's changed from that or you have additional um items that you would like added to that um letter um and I will once you approve the report,
I will work on the draft letter for the president to sign. >> Is there anything additional, Dr. Northern? just um and I should have said this when you were on this item, just a couple clarifying things. Um on the um
studentbased formula um section, I'd love to signal to them one thing they could be looking at is to embed teacher comprehension, I mean teacher compensation reform in the school finance formula. Um what we're actually seeing is some a couple states that are
because it can be very um dicey to talk about teacher compensation reform. They're embedding in the school finance formula that the poorer a a campus is a school, the more those teachers will get paid. So now how that's I mean Texas is
one that's done this already and they've got all this you know uh documentation about how to do it but I do think that's one thing that they should be planning for and looking into and I'd just like to um kind of flag that for them um because I think it's a really promising
compensation reform and we talk a lot about how teachers who go into high need schools and are teaching struggling kids that they should be paid more. Um, and this is a way actually that's pretty exciting that states have figured out um, you know, a potential way to do that. So, I would just flag that for
them. Um, the other thing is just on page 14, do we need to mention the VKRP since that's not a new that's not a monetary addition. So, I thought maybe maybe it didn't need to be added on page 14 where we have the red line for the
second grade. Do we need to mention potentially the VQRP in kindergarten? I mean, in my opinion, that would be somewhere where you would put the regul in the regulations rather than in here. But if you desire here, I will. >> No, no, it's fine. And my other one, my potentially new addition, just wanted to
talk through this. >> Um, I'd love to signal our belief, this board's belief in high expectations. So I wonder whether it couldn't be something like you know mandate transparent review process going
forward periodically with subject matter experts to ensure continued alignment to nationally benchmark standards. something like that. Is that a place where this should be done could be done in terms of a process that we make
transparent relative to I feel like I'm personally concerned right that there's could be some slippage right and I think if there's going to be a process by which we revisit this that we should make sure it's transparently done and and that it's periodically um you know
done reviewed. Now, just to clarify, do you mean in terms of the SOQ itself or the gifted program or >> I think just similar to the um plan that we've talked about in the finance. So, it's like a plan that this board, right,
would continue to evaluate the uh alignment to nally benchmark standards. So, I'm just asking the board whether that's appropriate to signal that tension or not in a document like this.
>> I think maybe that's suited for the strategic plan perhaps. Um, I think that signals well enough there. Um, and I think our work to enhance that document that will
take place in what, December, I think, a little bit more strongly that that might be a good place for us to do a little bit more narrative around that. Um, and and certainly um would give the the strength to to that statement. >> Okay.
>> And just to support that um this board has that authority to do that all the time, anytime. And um it if the general assembly doesn't know that already um that would be you would be hardressed to communicate it any better than you already do when the work you do. But
this that's lies within your constitutional authority already. And so I mean we certainly can make a statement in your comprehensive plan that that's going forward for the you know that's going to be what you um continue to do. Um but statutoily you don't need that
anywhere in the SOQ. You already have it. >> Thank you. Yeah. I've always struggled with go this particular document and how it works. Thank you. >> Anything else that anyone has to add here?
>> Thank you, Miss Velasquez. >> All right, I we'll make some tweaks and have the new document ready for you tomorrow. What we're going to do at this point is take a five minute break and then um we will go into close session to handle our
lensure matters. Okay. Okay, we are back and um Mr. Hansen, will you please read us into close session? >> Move that the Virginia Board of Education convene in a closed meeting for the following purposes. Discussion or consideration by the board of education of information relating to the
denial, suspension, or revocation of teacher licenses subject to the exclusion subdivision 11 of section 2.2-3705. 2-3705.3 pursuant to section 2.2-3711A40 2-3711A40 of the Code of Virginia and consultation
with council regarding specific legal matters requiring the provision of legal advice pursuant to Virginia Code section 22-3711A88 of the code of Virginia and that legal council to Virginia Board of Education and staff whose presence will aid in the board's consideration of this matter
participate in the close meeting. So moved. >> Okay. Dr. Arian. >> Hi. >> Mr. Green. >> Hi. >> Mr. Hansen. Miss McFersonson. >> Hi. >> Miss Kilgore. >> Hi. >> Ashton. >> Hi. >> Mr. Monk. >> Hi.
>> And chair votes. I. We are now in close session. Thank you. You're back. Mr. Hansen, will you read our certification to return to open session, please? >> We convene today in a closed meeting pursuant to a recorded vote on the motion above and in accordance with the Freedom of Information Act. Section
2.2-3712 2-3712 of the code of Virginia requires that the board certify that to the best of each member's knowledge only public business matters lawfully exempt from open meeting requirements under this chapter and only such public business matters as were identified in
the motion by which the closed meeting was convened were heard, discussed or considered. Any member who believes there was a departure from these requirements shall so state prior to the vote indicating the substance of the departure that in his or her judgment has taken place. The statement of the
departure will be recorded in the minutes. >> Dr. Arian >> I >> Mr. Green >> I >> Dr. Northern >> I >> Mr. Hansen I >> Miss McFersonen I >> Miss Kilgore I >> Miss Ashton I >> Mr. Monk
>> I >> chair votes I. Okay. Um in case 2025-42, the chair will entertain a motion to issue a license. >> So moved.
>> Any discussion? Dr. Arian. >> I. >> Miss Ashton. >> Hi. >> Mr. Green. >> I. >> Miss Kilgore. >> Hi. >> Miss McFersonson. >> Hi. >> Mr. Monk. >> Hi. >> Dr. Northern I
>> Mr. Hansen >> hi >> and chair votes eye. Thank you very much. That concludes our um executive session wrap up there and we will move to item B
which is the K12 student enrollment overview and Miss Verda. Thank you. Good morning, President Cesy, members of the board, Superintendent Gullixson. This morning, we are here to share some information with you on the Virginia K12
enrollment uh and historical view. This is a collaborative presentation between myself and Deputy Superintendent of Budget and Finance Stacy Longest, and Dwayne McCclary, Deputy Superintendent of Innovation, Student Pathways, and Opportunities.
Um, as you look at the agenda for today, we're going to review the enrollment trends and staffing levels across Virginia. Take a look at what the enrollment trends have been statewide. Look at the enrollment highlights by division. Also, look at the highlights by region. Look at the birth rate trends
in Virginia. Taking a look ahead at what our enrollment projections look like for the future. And then some solutions in future planning for our school division partners. Um on slide three as you look at the slide that was shared um from Dr. Rosa's
drive this presentation computer screen is not moving up here. Are you good? You've got it. Awesome. There we go. Slide three. One more slide. Awesome. Um on this slide as Dr.
Rosa shared with the board in July. The enrollment trend in Virginia is on a decline while staffing levels in Virginia have increased over the same time period. There have been record investments in public education and we are working with divisions to ensure
best practice and use of the funds. As this slide shows, declines are in the early ages which indicates falling birth rates. A deeper drop in K12 K2 students suggests a downward enrollment trend that won't change anytime soon. And
there is a brief bubble in the birth rates during 2019 and 2020 which will attribute to kindergarten students in 25 and 26 but then show a sign of declining again. As Dr. Rosa shared in the transition years being kindergarten,
sixth grade, and 9th grade, it could indicate that families are opting for other choices uh whether that be private schools, charter schools, or homeschooling their students. Also, in a recent article that Dr. Rosa published, she noted that nationally we should expect a decline in enrollment each year
of a half of a percent. Uh Stacy Longest will now share some additional en enrollment trend data with you from March 31st of 2015 to March 31st of 2025. You can go to slid. So before the pandemic, statewide enrollment patterns in Virginia closely
aligned with birth trends, offering a relatively stable and predictable outlook. However, the onset of CO 19 disrupted that trajectory, leading to a sharper decline of nearly 40,000 students in public K12 schools and introduced a new era of uncertainty and
complex enrollment dynamics. Today, two opposing forces shape the landscape. a decadel long decline in birth rates and a modest rebound in school enrollment following the 2020 drop. These competing trends have made forecasting and future
enrollment increasingly challenging. As we approach fall 2025, we will be closely monitoring average daily membership, also called ADM, data for emerging shifts and signals in enrollment trends. Slide five, please.
The chart highlights the five school divisions with the most significant changes in average daily membership between 2015 and 2025 based on March 31st actual reporting. Fairfax County
experienced the largest decline in ADM with an increase with a decrease of 6,921 students represented in red. Lowden County saw the greatest increase adding 8,36 students shown in blue from 205 to 2025.
They are currently seeing a decrease where neighboring school divisions have been seeing an increase based on some recent articles regarding Prince William. Slide six, please. So between 2015 and 2025, student
enrollment trends show growth in regions three and four, while regions 1, 2, and 5 through 8 experienced declines. The most significant increases occurred in Northern Virginia and to the east, whereas the Tidewater region saw the
steepest drop in student count. >> Longest, can I stop you? >> Sorry. >> Can we go to the previous slide really quickly? I I would really be interested to know, and this is probably something for the whole team, what the LCI is in these localities
because that's a really important piece to this puzzle. Um, I mean it's it's it wouldn't be the first time in some of these divisions that are showing some increases that there has been a little
bit of uh exaggeration in some cases uh based on that LCI issue. So I'd really, you know, in future presentations maybe like to see you know how that measures up.
Just want to make that comment. Mr. >> Hans, >> this is maybe a little unrelated, but even going back to slide three. Um I would like to have the red line um bifurcated of in terms of the number of
employees and how many teachers versus how many administrative personnel. I just I wanted I think the slide would be more helpful to understand what the growth rate in teachers has been and also the spread is for the administrative
staff. >> Sorry, we might jump in from time to time. >> No worries. This is my first time. So, >> this is definitely longest first time doing a presentation. So, um don't get too much fire, but here we are. >> All right. Are we good to move on?
>> I'm sorry. >> Um Mr. Pearson, >> right? Region two obviously is showing the most significant decline and obviously as you indicated that's the Hampton Rose region. Is it possible for you at some point to give us the data estate by city the Hampton Rose
region so we can see exactly and at some point you know down the road I'd like to compare what our expenditures have been in that area to the decline and to begin to see you know what resources we poured
into the area compared to the decline that we're seeing here in terms of just enrollment. >> Yes ma'am. I I'd also like to add to that and maybe this is a little bit deeper for you Miss McFersonson but if we're seeing such a decline in enrollment I'd like to see what the
decline in employment is then so in other words is are we matching so if we've lost six almost 17,000 students here is that are we also seeing a decline in you know the number of
staff that's also there >> so I I do think and I hear you loud and clear. We're happy to get that data. I do think for sharing one of the things that is attributing to region 2 specifically during the 2015 to 2025 time period is changes in our military
bases because a lot of those school divisions are linked to the transition that happens from our military bases and since that time we've had some closures or downsizing at the federal level by way of military bases, shipyards, etc. So I I don't want to say that's affirm,
but by being a practitioner in the Tidewater region, I saw that myself by working in some of those school divisions over this time period. So I do think there's an additional attributing factor that doesn't exist in the other regions across the state so extensively like it does in Hampton Roads.
>> Is that something that we could um is are those numbers just from a sheer population standpoint available? you know, so for example, you know, does um you know, this does the Secretary of
Wars Department keep that kind of information about population shifts from those military branches? >> I don't know for sure. We certainly could ask, but we also could look at census data in the same time period to see if we could link pieces of data together to come up with a a synopsis.
Okay. >> For you, >> Mr. M. Appreciate it. Also too, uh, looking at the five divisions, I think maybe another way to look at that too by percentage of ADM, what that growth looks like. I think there's some smaller divisions that are probably experiencing
some great percentage growth as well. And and don't want to do another plug here, but I know this is a lot of requests for data and knowing that we pull data only a few times a year and and we've kind of got some different systems. I see edgginomics in here and
and census data that I hear you. I think this is just another reminder that we might be able to to act a little quicker on some of these, not just a couple times a year if we've got actionable data that's good and and we've got a system that collects that because right now we're getting a lot of requests that we've sent your way just in the past
five minutes that I think if we had a unique system and a statewide system, we'd be able to pull that that information, that data set real quick. So, I appreciate the work to to gather the data and the systems that we have do have now, but just want to remind the board that I think this is a great opportunity for us to really provide
future boards and the agency with some real real time data that will allow the board to act quickly. And I also think that I'm particularly interested in the in the drop because it's going to have a
carryover effect in terms of space availability, consolidation of schools, closures of schools, so that we'll be able to see like who's asking for money versus what the enrollment is. So going forward, we'll have some additional data
collected. All right, we'll get that information for you. On slide seven, Virginia birth rate trends from 2015 to 2024 revealed a steady decline with a brief
uptick during the pandemic years of 21 and 22. This uptick provides slightly higher kindergarten enrollments in the 20 2025 and 2026 and next year in the 26 and 27 school years. These birth rates
serve as a critical indicator for school divisions informing enrollment projections that directly influence staffing levels and funding allocations across communities. It is anticipated that birth birth rates will continue to
decline in future years. So if you go to the next slide, taking a look at the future projections, I was able to find a study that was done by our partners at Welden Cooper um through UVA on what the demographic projection
looks like for K12 students over the next several years. And as you can see from that chart um on your slide, there is a significant decline expected um and anticipated by over 30,000 students by 2029. So this is definitely an area
where we will continue to monitor and um closely support because this is the key driver of our state budgets um by way of funding because this is one of the common uh metrics that we use to allocate funding to schools. So, um, that is linked in the slide projection,
too. If you'd like to nerd out on their demographic, uh, table, you can do that. You can see it by region. Um, but did want to provide you what the landscape looks like, um, moving forward. So, moving to the next slide. um as we've talked about significantly today, but
you've also heard the superintendent and many of our pres presentations recently talking about trends and headlines and um just seeing how some of our school divisions across the Commonwealth are um needing some support um and to help them to noodle through some things that they
have not had to experience in recent history. And so we are working um this will take a little bit of time but it is our commitment to work on a toolkit for school divisions to help provide better technical support um policy considerations that they should think
about. Our our span of control is limited but we want to be good partners um to help provide that landscape and support for school divisions. We are also uh as many of you have indicated trying to look for that root cause and figuring out why families don't want to be um in our public schools. Is it an
academic concern? Is it transportation routes? Is it school climate? Are there some other things that we should be um building into our toolkits to help mitigate that student loss for our public school systems? Um and also there are a few school divisions that have gotten creative with the virtual
Virginia system and are trying to persuade homeschool students to be part of their virtual Virginia platforms because then they get the state revenue for the ADM. So, we have seen that shift happening as well as a creative um solution in how to plan for the future.
I'm going to allow uh Dwayne McCclary to share some other solutions and future planning options. Oh, yes. >> Ask a couple questions first. Um number one, >> with homeschool students counting towards ADM through use of virtual Virginia,
>> isn't that only if they are full-time virtual Virginia students? So if they're taking one class here, one class there, that's not applicable. >> Okay. So just clarifying that. Second of all, in the root cause analysis, how are
we able to potentially use the statutory school climate type survey that was required years ago? I remember Senator Mlen actually um patron of that legislation. Is there a means by which we can use
that to help um analyze or at least dig for some of these root causes to try to grab that information? >> Yes, the the DCJS school climate survey still happens. Um that is an area where we can look. I don't think it's going to be one comprehensive answer. I think it's going to be very regionally based.
Got it. >> Um and that's something that we want to look at too to see if we can see themes in certain areas and pockets of the state um to help support the toolkit. And I mean because quite honestly if if we're just looking at migration of military personnel, there's really
nothing that any of us in this room can do anything about. Nor is it, you know, the ability any ability for local school divisions there to do anything about either. Just a a fact. But >> if there are other circumstances that we can address, yes, Dr. Northern
>> I would just say in the toolkit as you think about putting that together and you probably already know this but Margaret Rose's Edunomics has done amazing work around um not necessarily consolidating because that's really politically tough um but how schools can
she calls it learn to be small so in other words you know two schools can share administrative staff like a principal at both schools um and she's got a bunch of other suggestions um but I really do think that um given the politics around this um some of her
suggestions around learning to be small um would be helpful for the toolkit as well. >> Thank you for that. And uh Stacy and I were at a recent professional development and heard from Iowa who actually did job sharing. Um so that is something that I'd like to partner with some of our other states to see how
they've done it well um to bring some of that to Virginia. I think we just go through the motions sometimes and we just have to start thinking more creatively and differently to help our our school districts. Next slide, please. Next slide. So, here are a few solutions that we're
actually uh looking at um promoting to these districts. Um after we look at the kind of the root cause analysis, we're also looking at some best practices and also looking at supporting districts with those who are actually asking for how do we become more marketable to for our students and our parents. So a few
of these solutions are seat time flexibility. So really reimagining and looking at the statutes we have in place for the waiverss that can wave the 140 hours like being able to reimagine what that could look like in a workbased um atmosphere in a competency based
progression. We're also looking at the small learning communities. So this allows a more personalized cohort where larger schools could actually utilize and pull more class grades and bands together to actually consolidate resources to be able to to be able to be
sustainable moving forward. And also looking at the connected pathways and this could be around the future ready skills, project based learning, apprenticeship and military uh participation kind of goes dubs very well for our 3E models. Uh dual
enrollment is definitely something that we're looking to help districts look more at. So helping them understand how are they helping their high school students earn college credit um and make theelves uh more attractive to families and more costefficient u post-secondary
opportunities and ultimately also looking at some options for districts around out of zone and open enrollment for districts uh to be able to help support them in moving forward. So, those are just a few solutions and best practices that we're looking at to be
able to promote and share with districts and individuals uh to help them with their enrollment opportunities. And I'll now turn it back over to Christina. >> Yes, sir. Um I'm sorry, Christina, but um just listening and reviewing the
presentation thus far. Um and we're talking about best practice toolkits in terms of how we can reverse these enrollment trends and actually improve enrollment. Have we considered more um
of how to incorporate education options as a solution to potential solution in terms of reversing these trends very specifically around charter schools. I me you me me me me me me me me me me me me me me me me me me me mentioned home schools that's great but charter schools specifically how school districts or
school divisions can utilize this to invite and become more marketable of um to parents wanting to enroll their children in public schools I think uh with the new division that I'm leading that's the goal the goal is to share all
the options that we have charter schools lab schools all the available options so our our goal is to magnify that and ultimately support districts in what their root causes are and help them identify what those root causes are and understand what are the solutions and actually funding models that we have available to help them move forward.
>> Right. So kind of what I'm hearing that I guess perhaps maybe sometime within the next city 60 days as we work to perfect what these toolkits look like correct >> that it could potentially include what I just kind of recommended in terms of charter schools as a potential option to
get keep kids in the school system. >> Yes sir. that would be an option included in there. Thank you. >> All right, moving to slide 11. Just a couple of other operational solutions and future planning um opportunities is one being transportation modernization
and working with school divisions to reimagine and modernize what student transportation looks like to allow for greater flexibility and to eliminate barriers to student access. Um, I think you've heard Superintendent Gullixson's passion about transportation and so I know we will be working on that over the
next several weeks. Um, additionally, school construction and facilities planning. This ties right into your school construction assistance program and trying to revamp those guidelines to allow for that innovative creative thought partnership um to leverage dollars that are available to them um from the state. So um those are two
additional solutions that we are going to work through in a toolkit to help provide next steps. Um and by way of next steps moving to slide 12. Um we are working to prepare for December's rebenchmarking presentation to the board. Um that will be delivered to you
on December the 11th um and a reflection of what the next bianual budget looks like. Um, we are in the process as we were developing this slide deck still had not had complete closure from school divisions on their fall record collection for their student enrollment.
And so, um, in order for us as a team to be able to process what fall enrollment impacts are for the budget, that is an important piece. And so we've been uh shaking down the phones, emails, all of that with several school divisions who needed to get their data locked down um
in order for us to be able to provide final data for policy decision-making process. So um we are unable to continue that until that is done and we will continue to shake the trees on that. So you will know all of this is reflective as of March 31st, 2025. You will know no
later than your January 8th meeting. We're hoping at the December meeting if we can get clearance to share all of that information um what the actual fall enrollment looked like this year to see if it is in line with what Weldon Cooper's projection showed um with that still steep decline happening. So more
to come on that front. We just aren't in a position to share that with you today. But we hope this was helpful and if there are any follow-up questions, we're happy to answer those. >> Question for you. Um on slides 10 and 11. Um I know you guys are talking about solutions here. Is there a means, this
is going to be the theme of the day. I feel it coming through. Um is there a means by which we can hold another technical assistance type document that talks about the best practices in these particular areas because I do think that
divisions need a resource to to shepherd them here. Um, and so, you know, the more, you know, we're not telling them what to do, but the more that we can provide them the resources to be better, do better, and and more, um, then I
think that there's that opportunity, you know, again, technical assistance, uh, document type thing. >> Yeah. How I envision that is the toolkit would have one pagers that folks could really pull very quickly to do they could do to help make them better >> um, as a resource. So that that's how I
kind of envision that toolkit so that it's very it can be broken up and not overwhelming. That's what we want to avoid. >> Thank you. Other questions or comments here? >> Thank you Miss Ba. Thank you team. >> Okay. So before
we move to item C, do we need to take a quick break so that presentations can get set up? Is that right? Hold for a tech moment. I think no. Do you need a pres? Is it locked in up there for your item? They
should have it. Okay. Are we okay? to provide an overview of the Virginia College Partnership Lab Schools and the proposed contract modification for you. Before we delve into the proposed
contract modification, we'll do a high level overview from myself and uh Dr. Karen Szo who will be also joining us and I'll introduce her shortly. Virginia Lab schools are transforming education through innovation and strategic partnership by expanding access to
highquality career aligned learning opportunities across the Commonwealth. Designed and operated by Virginia institutions of higher education, these schools are built in collaboration with business and industry to align academic programming with regional workforce
needs. With a strong focus on career pathways and real world readiness, the Lab School Network currently represents more than 60 school districts statewide and is projected to serve over 5,000 students in the next two years,
positioning Virginia as a national leader in educational innovation and workforce development. Go to slide two, please. Next slide. The lab school initiative has successfully transitioned to full
operation status and continues to rapidly expand across the Commonwealth. All 15 lab approved lab schools are now open and operating, establishing a comprehensive statewide network in partnership with over 60 Virginia schools and 20 colleges and
universities. As of 2025 2026 academic year, the network's enrollment exceeds 3,800 students. This scale underscores the network momentum and projected impact, which is set to affect over 5,000 students over the next four years,
directly supporting the Commonwealth's long-term workforce development goals. I would now like to share a few examples of successful sustainability efforts that the lab schools have accomplished. As lab schools implement their plans to
enroll sustainability to ensure sustainability of their students and programs beyond the startup grant funding, schools have shared multiple strategies they are using to expand their income and also in kind support. For example, code RVA, which is with the
Virginia Commonwealth University, has secured $ 1.5 million in funding from the Scarboro Family Foundation to support teacher residency staffing. This investment is augmented by sustaining corporate collaborations from CarMax and the Hearnden Foundation, which helps
expand access to dual enrollment opportunities. Together, these efforts demonstrate a diverse philanthropic portfolio that supports both operational and institutional components. The Smith Tech School of Computer Science of Innovation and Design at Old
Demin University has established corporate partnerships with SVT Robotics, DOMA's Technologies, and Canon IST and Lifenet Health to co-und bike nights and other family engagement STEM events.
This collaborative between the philanthropic and industry partnership is directly connected to the regional workforce sectors and enhance community visibility and ensuring that the supporting provide by the financial st sustainability and meaningful alignment.
Another example that we have um that is going well is with the data and science computing application lab with George Mason University. This program has documented a $250,000 HVAC investment and transportation
service provided by Frederick County along with tuition subsidies and teacher professional development support from GMU. This inind supports integrates higher education, local government and technical infrastructure serving as a
model for shared capital investment. Those are just a few of the great opportunities that we're seeing and sustainability models that we're seeing from our lab schools. Next slide, please.
Next slide, please. I would now like to introduce Dr. Karen Sanzo, the executive director of the Center of Educational Innovation and Opportunity from Old Dominion University. Odin University serves as a critical and strategic partner managing
the largest lab school system in the nation through its center of educational innovation and opportunity. The ODUled nine school network is designed to create explicit pathways for K12 to higher education and careers in high
demand sectors. This network includes four ODU operated sites focused on aerospace, maritime systems, computer science, and integrated STEM. These programs are supplemented by partner schools at Mountain uh Gateway, Emory
and Henry, Rono College, Paul Damp, and Dumana Community College. I'll now like to turn it over to Dr. Sanzo who will go into more detail. That's why I skipped a slide about a lot of the successes that are happening with the lab schools. Dr.
Szo, >> thanks. Hi, good morning and thank you so much for the opportunity to come and speak to you today. I serve as the executive director for the ODU Center for Educational Innovation and Opportunity and I also come to you as a career educator in Virginia. I started
my career as a middle school math teacher at Sims Middle School in Hampton. And this is my 28th year working in public ed in Virginia. And this really is the most exciting point of my career and being able to work with all the lab schools. Um, at the center, as mentioned, we support the 15 college
partnership lab schools across the state as they help drive educational innovation. We work with divisions and higher ed partners and industry partners and others as we learn about emerging and best practices, engage in research and development, and help build
sustainable partnerships that strengthen the future of public education in Virginia. Our goal is to not only innovate with the lab schools, but to ensure what we learn scales across the Commonwealth. And so the lab schools function as research and development engines, identifying what works,
refining it, and then sharing the models and tools and insights across the state so every student and educator can benefit. Today, as you heard, we have so many different school divisions that are partnering with 20 plus institutes of higher education to design and implement
and innovate career connected learning environments that meet the unique needs of their regions. In addition to all of the K12 and higher ed partnerships, we are also authentically collaborating with industries across the Commonwealth. Lab school students are experiencing
health care firsthand in hospitals, exploring aerospace at NASA Wallups, partnering with Huntington Engles Industries and Newport New Ship to learn about careers in ship building and welding. working with QED systems and marine marine engineering and industrial
services and partnering with bird song peanuts with their youngest learners to study the journey from farm to peanut butter which I am looking forward to sharing this virtual reality interactive project which will not only be for our uh youngest in STEM but we will be able to share across the state with all of
the elementary schools. These collaborations demonstrate how lab schools are aligning education with our industries, giving students a sense of purpose and a glimpse of their own future. Last Friday, we had every single eighth grader on the Eastern Shore come to Eastern Shore Community College. 10
plus partners out there. They got to experience aerospace day. 50 of those students will be able to come into the aerospace academy. However, they've seen there are opportunities for aerospace on the shore and they'll be able to learn about the industries out there and it's just an amazing opportunity. At AT at
UNW, students have participated and partnered with Dogrin for the robotics and data science clubs. Our students at Smithtech are middle schoolers on their own wrote commercials and produced them um showc showcasing creativity and applied technical skills. At the STEM
Academy, our students collaborated with the US Coast Guard. Lab School high schoolers across the state have participated in the Congressional App Challenge, applying logistics and computer science principles to solve real community problems. And we have students who are deeply invested in
education careers. At the end of this year, they will be able to enter college with associates degrees and educator pathways. Each of these examples reflects what makes the initiative so powerful is that students are learning through doing in ways that connect
directly to their communities and careers. The results are clear and encouraging. Students are earning dual enrollment credits. They're engaging in project-based learning tied directly to industry competencies and reporting higher engagements and stronger senses of of belonging. And many of our
students are letting us know that they feel that higher education is accessible and relevant and they now have clear pathways from their current studies to future college and career opportunities. This past April also we hosted an innovation summit where we had over 250
educators across the state. These were not only lab school educators but they were educators from all the from many of the divisions in the state um and higher ed partners. what we did at that space and we're doing it again in March. You're invited March 23rd and 24th where
participants have a common purpose to advance innovation to improve student learning outcomes. Educators were able to learn from one another, co-design new ideas, and build a shared vision for what's possible in education. Through that work, we've launched innovation
communities. So again, lab school educators, non-lab school educators coming together. The first innovation community is around instructional innovation. We have a couple different subgroups that are working around curriculum and other pieces. The other ones that are launching coming up are around educator preparation, design
thinking, re research and development and educator preparation. And again, bringing together our lab school and non-lab school educators together to think deeply and thoughtfully about innovation and how to scale the work that's taking place. We're really focusing on creating this sustained
statewide ecosystem and again bringing in industry partners so that we're ensuring that we're co-designing the curriculum and the work. The innovation summit in March is going to have an attention and a focus on industry collaboration and we're also making sure that when we ideulate again that it
doesn't stay local that we're able to scale. So, we're moving from early pilots to this coordinated statewide um model for educational innovation while also being attuned to what's happening in Virginia and partnering with the other entities so that we're collaborating and not competing with the
initiatives that are already taking place. So, together we're able to keep talent local in Virginia, strengthen communities, and prepare for the next generation of Virginia's workforce. I was also asked to come here and speak to the material change policy and procedures for our college partnership
lab schools which is important. The planning grants that we had gave us an excellent runway for collaboration. We're able >> Dr. Senzo can we pause right here? >> Yeah. >> Is there any are there any questions before we move into the contract mods?
>> Mr. Monk you good? >> Okay. Sorry. >> Sorry. I'm a professor by trade. I can just keep talking. Do you want me to keep going or >> Miss McFersonson? >> I just wanted to say I had the opportunity to attend the opening for the STEM Academy at Booert and the Smith
Tech one at Oscar Smith and both are just excellent programs and consistent with the governor's announcement recently what he says the one size of education does not fit all. So lab schools have a very very important place now in the delivery of education to
students and I see based upon the map that we do need to expand more in the rural areas because a lot of our educational data is speaking to the fact that we've got to open up more programs in the rural area. And obviously everybody knows I'm a big component of H.B.CU BCU and the and the place that
they will play in educating students because a lot of students see students that attend H.B.CU as role models for them and so given our historical past in the area, I just want to make sure that we understand that they will play a
significant part moving forward. Um, but in the rural area, we do need to expand and I've looked at this policy and I think that that policy is also going to help in making sure we have some consistency. Yeah. >> So I'll share with you that we are looking at the rural areas and ensuring
that we have uh saturation in all areas especially our rural areas to ensure that students have this opportunity. I also think this can dovetail into the student enrollment opportunity. Um so we're we're thinking across not just uh vertically. Um but I also uh
superintendent Gillixon and me have she shared with me an H.B.CU DCU opportunity. We're actually looking at supporting opportunities for charter and lab school opportunities. So, uh part of the the the new division is to start reaching out to those individuals and developing some opportunities. So, yes,
that is on our list. And part of what we're doing with the network is we're collecting and curating the practices that we're finding are working or at least to share and then to scale those up. So as new models come on board, they also don't have to learn, right? And and kind of we're able to
help people learn collectively and and you know have the experiences from what we've already done. Um and I do appreciate you coming to those launches and I think that highlights too the partnership piece of it how deeply these partnerships help propel innovation.
>> Okay. Um great. So >> I'm sorry Northern has a question. Mhm. Yes. >> It's um I'm just so pleased with these lab schools who have been able to secure this additional funding. Um and I'm just wondering I mean obviously that's that's
tough work. Is part of your uh assistance at the center? Is it actually helping them to do some fundraising and giving them tools and help you know because this is a big part right given that we were not able to secure that additional funding we wanted for for lab
schools that they they learn how to fund raise on their own and are you providing technical assistance for that type of activity? >> So that is part of what we've been doing. Early on we were working on supporting with grants but as with a lot of things that's come to a pause right
now. So, we've been looking at NSF and other ones. And so, uh, we have been working with some of our partners, especially the ones that were serving as fiscal agents to help think about how we engage with those partnerships. Um, and then we're going to be hosting other opportunities to help with fundraising
because it is a really significant piece of it. And in addition, how do we also work with our partners directly to leverage some of the existing funding that is already taking place? Um we've been very fortunate ODU for example to be able to deeply partner with the school divisions to really think
thoughtfully about how to leverage existing funds already. Yeah. >> Question >> Mr. Green. >> Um the deputy superintendent had mentioned that currently I think around 3,800 students are m schools. U projections in
the future somewhere around 5,000. Um, is there any reason or what is like the biggest barrier because I'm really big on scale why there can't be 10,000 15,000 20,000 kids other than obviously money or resources. What are some of the other limitations or restrictions that's
keeping us from going really big and being able to impact more students? >> Yeah, I mean I I I think it that's a great question. I mean funding is always the biggest piece of it and making sure that we have certified teachers who are able to be in those seats. I I think for us looking at it from a university
standpoint, thinking about how do we um help enable faculty to get that teacher credentiing in order to meet the needs of of the students. And I think that's one of those barriers that could help address some of the issues is helping our two and four-year faculty get that
certification. >> The demand is there is I mean among the parent community who wanting a a different option or another >> their kids. So just a matter of us being able to meet that demand by increasing the supply and available of seats at the
schools for these kids. >> Yeah. >> I will also add we it's a lot going into it. So it's looking at space making sure that universities that have the space to do it having the resources making sure that they're fulfilling the same qualities that our K12 schools are held
to and hiring of teachers. So it's a lot that goes into it. I will say there are there's a lot of momentum and people asking questions. I've gotten a lot of emails around from other universities about can we collaborate with other universities. We're like yes. So there's there's momentum there. We're just trying to help them go through the
technical assistance technical assistance. And I'm so grateful for Dr. Sanzo for stepping up to the plate in ODU for helping not just their nine, they're helping all 15. And uh talking about that scale, I had the opportunity to attend the DSCA
opening and it was really striking to me the parents that participated and and these are PTA parents and traditional K12 public education that were coming and saying we love this, we want more of it. And so think about you and and even saying how can we advocate and tell
other parents about this engagement. So, uh, really want to think about how we can engage parents in being the the voice box for this opportunity for students in their localities as well. >> Yeah, I think, um, for the division, we're we have a team meeting coming up
next week and we're looking at how do we develop uh, kind of a one-stop shop for parents so that they can see um, kind of bring Dr. uh, Superintendent Gillison's uh, vision to life. How can parents see uh their options within their division
within their region um by just clicking on one button to be able to see public private everything in one place? So we're looking at how do we develop that for parents? >> Okay. >> Okay. So on to the next. Okay. Great.
Okay. So I was also asked to uh when I came here today to speak about the material change policy and procedures for Virginia's college partnership lab school. So the planning grants that we received were excellent and they gave us the runway for collaboration as we
developed ideas and built prototypes and refined those prototypes into the full lab school applications. And that process of moving from concept to implementation was itself an act of innovation. And so, as you know, these are living systems of innovation that
change. They engage in iterative cycles of research and development, which is at the heart of our lab schools. So, we're continually testing instructional strategies. We're learning from data. We're collaborating across the network. And we're also adapting to workforce and
community needs. And we're able to share these insights. And change itself is evidence of innovation in motion. The proposed material change policy and procedures reflect that reality. They provide clear expectations and consistent structure for how these
changes can take place and how they should be communicated and reviewed. My notes are stuck. But at the same time, they also give us the flexibility, transparency, and accountability that we need for innovation to thrive.
The the policy helps to ensure clarity, coordination and shared understanding across the schools and the universities, institutions of higher ed and the department of education. The policy supports agility by giving us a predictable pathway for proposing and
documenting changes, allows transparent communication, but it also helps us ensure sustained innovation by allowing us to have that process of continuous improvement without unnecessary barriers. It gives us that balance between structure and flexibility. Um,
so I want to say thank you so much for your ongoing support and the opportunity to be here today to speak about the lab schools and all of you are invited to come to our summit March 23rd and 24th and to visit our schools. Thank you. >> And where's the summit going to be Dr. >> Summit's going to be at Old Dominion
University. The first half of the day is going to be lab schools learning exchange with all of our lab school educators and then the remainder day of a half everybody across the state's invited. Our RFP for proposals for the state's going to come out in the next couple of days. >> Yep.
>> Thank you, Dr. >> 23rd and 24th, right? March 23rd and 24th. >> Thank you, Dr. Senzo, for that support. I um wholeheartedly appreciate you and also the impact that you're having on lab schools, but not just lab schools.
If you heard her, she's also having impact on other teachers outside of lab schools to be able to bring those thoughts and visions and innovation not just to lab school students but all K12 students across the Commonwealth. Next slide, please. Pursuant to uh statuto statute
22.1-349.3 the code of Virginia the board is responsible for reviewing and providing lab school applications and entering into contracts with lab schools. These contracts state that any material change require amendments to the board contract
and for each with each lab school. The material change and procedures for Virginia College partnership laboratory schools provide the mechanism by which approved lab schools may request and obtain authorization for significant change to their approved scope and
operation. Next slide. The proposed uh policy defines a material change as a change of such magnitude as to alter the significant significantly the lab's school mission goals legal status scope
of its offering autonomy sponsorship method of delivery of its program financial stability and or the locus of control over the local over the lab school. This includes the expansion or alteration of school mission. Um,
anything establishing a new location or branch, adding or disontinuing major program components, grade levels or significant change to budget, finance or career technical programs. Next slide, please.
Rationale for action. Approval of this policy. A policy ensures that lab schools operate under clear consistent expectations when proposing change that could result into the modification of their contract. This framework strengthens oversight ensuring
compliance with statutory requirements uh and provides a purpose for determination determination and notice of material change and promotes transparency in m in decision-m across the lab school network. Next slide.
Superintendent of Public Education recommends that the Board of Education approve the material change policy and procedures for Virginia College Partnership Laboratory Schools on a first and final review. I'll take any questions. >> That will be on our agenda tomorrow. So,
we will take action on that tomorrow. However, are there any questions here, >> McFerson? Well, obviously significant is a word that is subject to interpretation, but I understand that this is just a first change that's going to help us along in
building consistency. Yes. And obviously at least as we gain more experience in this area, we'll probably have to modify the policy more. But I kind of congratulate you on the first step for trying to bring consistency and we don't have people like applying for money,
getting money, deciding to do something else and the board never hears about it until somewhere down the road. So I do appreciate the fact that this is a beginning policy. >> You did that comment. Our biggest goal is to ensure the quality of education for our students. So I think that's a
huge mechanism for us. Uh and so we definitely you know whenever we approve this there are definitely opportunities to come back and revisit because as you know things change and rules are only made because they're broken. >> Dr. Northern
>> just to clarify original uh policy did not define material change at all and what we're doing is adding a definition of material change. the definition in the uh approval process. >> Yes.
>> Yeah. I just wasn't sure what that just making sure I was understanding. >> Correct. >> Thank you. >> All right. Thank you. >> Okay. We do need to take a quick break here so that our virtual presenters can
be um looped in and then we'll come back and do item D. So that's um we'll do that item and then after item D, we'll take lunch if that's good with everyone.
>> All right, we'll hold till we get everything technologically hooked up. Thanks. everyone and we are working on we're starting with item D and um I will ask the imagine learning team to introduce themselves if they would before they
begin um with their presentation for Good morning. My name is Christine Bali. I am the regional sales director with Imagine Learning and I'm here with my colleague Kimberlin Rivers and I'm going to go ahead and pass it on to her.
>> Good morning, President Casey and the members of the Virginia Board of Education. Thank you for the opportunity to share this vision rooted in partnership. I'm Dr. Kimberlin Rivers. I'm the senior vice president of school services for Imagine Learning and a proud licensed Virginia educator,
administrator, and actively licensed division superintendent. >> Thank you so much. We're excited to have you all here today. >> If you would like to begin your presentation, we are ready for you. And we do have the slides in front of us
just so that you're aware of that. >> Okay. I believe that apologize, Tim. Did I need to cue that up or? >> No, we have it in front of us. You can just proceed. We have it in front of each of our computers on our computers.
So, if you want to just go through your presentation, we're right there. I'm great. Are you able to see my screen? >> Are you able to see my hear? Can one of you in the back chat with her
that we don't need to see the screen? >> Oh, certainly. Okay. >> Maybe I needed my mic on. >> Okay. >> Thank you so much. I just wanted to start off with an opening story about myself. Um, when I began my teaching
career, my first day of school began with a key, a classroom, and a deep desire to serve. But like many first year teachers, I had great motivation, but limited guidance. And those early days taught me that the talent and heart are essential. But teachers also deserve
the structure, mentorship, and continuous learning to keep growing alongside their students. At Imagine Learning, we believe that when teachers are supported, confident, and connected, learners flourish. That's the foundation
of the model I'll share today. Staffing issues are not temporary, a lot of times they are structural. While we encounter educator shortage, let's maximize our reach, building a system which empowers retention, confidence,
and excitement in every Virginia teacher and teacher leader for the instructional years. ahead our current imagine learning instructional model and staffing. I'd just like to talk to you about that. Allow me an opportunity to share what that is and how we've continued to
improve it year-over-year since we began serving Virginia schools in 2008. Education has evolved and so has the needs of our learners. Our students are navigating new technologies, diverse learning paths, and complex social
social challenges. Teachers need the same continuous development that we expect for our students. A framework of mentorship, collaboration, and reflection that sharpens their skills and keeps structur keeps instruction
relevant. That's what I imagine Learning's digital first hybrid co-eing model provides a way to expand support, ensure quality, and sustain teacher growth across every classroom. We are currently actively serving and
partnering with about 40 school district 40 Virginia school divisions um to be able to serve over 3,800 enrollments um that they would not would have struggled to serve on on their own. We
partner with districts to expand capacity of their existing BIS building personnel. Consistent educators build relationships over time through use of a variety of tech tools and resources. Teachers can give very specific targeted feedback to
inspire mastery of the standards of learning. When we think about teaching potentially ex expanding our ability to upskill our provisionally licensed teachers, we think about how do we maximize capacity? Discovering ways to
maximize capacity, expand and empower a thriving continuous teacher pipeline, we can disrupt education in the most amazing and inspirational way. The opportunity the opportunity before us is both practical and inspiring
to make every classroom a mentorship hub where experience and enthusiasm meet. By pairing provisionally licensed or novice teachers with experienced certified imagined learning educators, we create a
dual teaching partnership that blends digital excellence with human connection using Virginia Department of Educ Education approved courses and curriculum as the anchor. Teachers can co-plan, co-create, and personalize
instruction for every scholar. And by teachers I mean the virtual teacher from imagine learning with the inclassroom provisionally or novice teacher. The outcomes we hope to see or we aim to see are holistic and lasting
student growth personalized consistent instruction increased teacher confidence and retention greater cost efficiency and scalability and stronger family and community trust in education.
This model creates classrooms where teachers feel supported in addition to our learners. Students feel seen and learning feels personal. It's the power of two. Collaboration at
the core. We call it the power of two. One experienced educator, one emerging teacher, and one shared goal. Student success. Together they collaborate to plan lessons, interpret data, and refine strategies. The experienced imagine
learning educator models instructional mastery while the novice teacher connects directly with students, bringing energy, empathy, and growing confidence in the actual physical classroom. This partnership not only benefits learners, it grows the next
generation of skilled Virginia educators. The next slide is the hybrid co-eing model in action. Inside these classrooms, instructions will feel dynamic and connected. The certified
imagine learning teacher provides virtual modeling and coaching through our imagine learning virtual portal. And while the novice teacher facilitates in-person engagement, manages the student relationships, and builds trust directly with the with their student
community. Both educators are actively reflecting, teaching and growing, ensuring that students experience continuity, care and rigor in every way. This model highlights personalization, engagement and competency based
learning. The model on collaborative planning and engage engaging engagement using both in-person and online instruction with the imagine learning Virginia Department of Education approved courses as the
instructional anchor customization. No two stu no two classrooms are look alike and no two learners learn the same way. That's why this model is built on flexibility and personalization. Teachers review data, identify learning
trends, and adjust instruction each week. It allows for intervention where needed, acceleration where possible, and support for every scholar, from those catching up to those ready to leap ahead. Instruction in this model isn't
copied, it's co-created. Imagine a Virginia where every teacher begins their journey with confidence, every classroom has both expertise and enthusiasm guided in learning and where
every scholar receives personalized high quality instruction. This is more than a partnership. It's a movement to elevate the teaching profession and strengthen our educational future. As I reflect on my own journey, the
first classroom that first day, I realize how much potential was waiting to be nurtured. This model represents a promise that no teacher stands alone and no student goes unseen. Together, we can ensure Virginia classrooms are not
defined by shortages, but by strength, by mentorships, by excellence, and by endless possibility. Thank you, President Cesy, and the members of the board for your time and your commitment to Virginia educators
and students. And we hope to partner with you in this model that allows our experienced teachers um and in fact the staff of experienced teachers that we have as an average of 17 years uh teaching experience to support the
novice or provisionally license licensed teachers within the classroom. Are there any questions here? >> Are there any questions? >> Jump into some questions. >> Dr. Northern trying to understand the basic model. Maybe I just haven't have enough
caffeine. Um so in plain language is that you have a novice teacher paired with a experienced teacher who serves as a mentor and the novice teacher meets with this mentor teacher like just like
a cooperating teacher, you know, as as a a student teacher. Um and look at data together, but the novice teacher is the one who has the kids in front of them every day. Um, and is it just for is it for all novice teachers or is it just
teachers who I saw some reference to special education in here? Um, is it is it? >> Yeah, in our current model, we have special education support also built in. Every student that is served by our
teachers in this collaborative model would receive um exceptional ed support um in relation to accommodations and modifications. We would teach the teacher how to make those accommodations and modifications for learners in the
classroom. In addition, if we uh as we need to participate in IEP meetings with a novice teacher, we're happy to do that as well to model participation and additional data that may be needed to support those meetings. Um, in relation
to the digital curriculum, both teachers would plan together what portion of that Virginia approved course would be delivered asynchronously and what portion of that course would be delivered synchron synchronously through
live planning and teaching within that particular class. In addition, it allow for Oh, sorry. >> Clarify that, but finish that sent. Uh in addition they will use data to um to structure dynamic groups where they
can specifically work on personalization and skills development and also helping learners who want to accelerate accelerate and um also working with learners who need additional skills support um to support those through a personalized approach.
>> Teacher is also teaching the kids better teacher isn't just providing novice teacher. Is that correct? >> The veteran teacher will be modeling >> um instruction for the novice teacher >> with the kids. >> Yes.
>> Okay. I just didn't know that teacher was sort of behind the screen behind the curtain or whether they were actually teaching with that uh teacher uh with the kids. Okay, that's helpful. Thank you. I just wanted to wrap my head around what what the model was.
>> Other questions? So maybe one of the two of you can answer this question for me, but how what does the data look like from um the 40 divisions that you're already working in? How what does the data for
provisional licences look like? Um you what is what are some success data that you have to show? If that's something that you could share with us, I know that's not, you know, part of your presentation today, but that would be interesting to see at a later date.
We can provide um information on the data of how our students are achieving in the state of Virginia. I do not have that present in the presentation today, but I do would I would like for you to take a moment to go back to the model. I believe it's on um slide four with the
instructional layers of support. And I'd like to explain that a little bit more. uh in this model, this is a model that is currently currently being supported and delivered in Virginia.
What the teacher of record at the top of the model in this case it could be our imagine learning certified teacher of record who is licensed or it could be someone it it could be our imagined learning teacher a teacher of record who has that certification.
um teacher is in charge of and well I would say in charge of instruction but in this model they'll be collaborating with what we would call the on-site mentor. The on-site mentor mentor in the bottom right hand corner of this slide is the
person who is in the classroom ensuring student safety collaboration and engagement uh through collaborative support. Our teacher of record or our imagined learning certified teacher would be able to help the on-site mentor co-c
collaborate and co-plan and co-design lessons to and decide whether which portions are to be delivered live and which portions are to be um studentled where students are actually in the online curriculum um continuing to do
that on their own. In addition in this model we also have ondemand tutors who are real time tutors and it's akin to let's say the students have access 247 access to the curriculum. The ondemand tutors is akin
to what you would refer to as before school tutoring during school tutoring and afterchool tutoring. Those ondemand tutors while a student is actually working in their course. This additional layer support provides specific support
on concepts that students may be struggling with while they're in school or either while they're outside of school when they're working to get uh they're working in their courses. That live tutor um also provides support through whiteboard and chat and also
through phone. Again, that's an additional layer of support in addition to the imagine learning teacher and also the on-site mentor specifically designed when a student needs support and when they're outside of that school setting.
Uh in addition, we will offer professional learning and ongoing support to that particular teacher as well. >> Dr. Northern >> are you using the same curriculum that the rest of the school is is using? I
see presents engaging rear state standards aligned content. Is that content similar different aligned with the existing curriculum a district may be using? >> We are actively on the Virginia multi-division online provider list. All
of our courses that we offer for the state of Virginia um through that particular program are VDOE approved courses and aligned in terms of pacing. Because certain districts may pace courses differently, we can alter or
customize that specific course to the pacing for that particular district. >> Mr. Monk, you >> talked a lot about building level administrators. how how do they play into this uh layer of support that you've got here?
>> Certainly. Well, I believe um first of all for building administrator principles always set the tone for their school. So often with these um with these setups, we do ask that there is a meeting between that the school community is involved and there is a
meeting that includes a school counseling director, a school testing coordinator, also a principal or the principal's um a principal's one of the um APS on the principal's leadership team to actively ensure that the student
and the teacher are being supported. In addition, we are able to provide additional evaluation tools for walkthroughs. As those administrators are um are looking at the learning occur in the classroom and determining what's what's
effective, we have a tool that we can we can share to support that administration team. In addition, we have an imagine learning virtual portal where the administrators, the counselor um counselor can immediately see student
progress, teacher communication and additional ancillary tools or ancillary um activities that might be used to help the students learn. All of that is visible 247. >> Miss Ashton.
>> Yeah, I don't have a question. I just have a a comment. I have used imagine learning and I um really just applaud the innovation around this. Um we do need to find new ways to bring in uh new teachers who are mentored with those experienced teachers. And my experience
with imagine learning is that it really um is teacher friendly in terms of the tools, the platform and the resources which can really be an obstacle for teachers learning new curriculum, new platform. And so, um, I'm just excited about the the pop the pilot and really
seeing how we can get more teachers into the profession. So, thank you. >> And I know Christine, you and I talked a little bit about your your um particular uh region 7 relationships. Is there is that something that you all want to
highlight there? >> Sure, I'm happy to talk about that. Um, we've been work and Kimberlin's been working with region 7 as well. Region 7 created a consortium, if you will, uh,
as as a way to provide virtual learning for their homebound student, I'm sorry, homeschool students in all the different divisions in region 7. So they wanted a way to be able to
have those students be part of the district but still allow them that uh freedom to take courses virtually on a full-time basis. So we have partnered with region 7 where we provide the
teachers of record with for them and we work very closely with them and they do have um they have they have an administrator that works with all the divisions in in region 7. And we help
fund that administrator by collecting um an additional fee that then is a pass through fee back to region 7 so that they can fund paying for the administrator to oversee the program. And so we have been doing that for the
last three or four years with region seven. Right Kim? >> Yes. That kind of speaks to a little bit of what we you all talked about earlier in how do we get those homeschool students to be part of the divisions so that the
divisions can get that funding. The one thing that is very different about Imagine Learning um is we do not uh we only pay for our teacher services and the dis the division ends up with better
than half of the ADM for the students. >> Thank you. Are there other questions or comments here? >> To both of you, thank you so very much for your presentation today. Um, we're
always looking for um what divisions are doing differently uh in terms of opportunities for us to be able to spotlight these kinds of things for other divisions to learn from. So, we're thankful for your presentation and your participation today. So with that, we
thank you so much. >> Thank you. >> You all have a great afternoon. >> Thank you. Have a great afternoon. Appreciate the opportunity. >> Thank you. >> Okay. And with that, we are going to
take lunch. We will come back at 12:45. Okay. Thank you. We are back um with item E for beginning of our afternoon session.
Superintendent Gixson would like to introduce. >> Okay, great. Uh well, this has been a very um big focal point for the board over the last handful of years on our partnership and collaboration um with VOIE and VEDP to make sure that we're
really aligning our student experiences towards what industries both high demand and emerging industries really need. And we are so thrilled to have a new executive director um at the Virginia Office of Education Economics. I've had
the pleasure of working um with Wendy King in her last hat over at the science uh the Senate Finance and Appropriations Committee. We are so thrilled for her love for data and dollars um to really
help guide and be a thought partner for both the agency and as we staff the board on the work that's underway. um and she is part of the group I've mentioned before where we meet um uh weekly to monthly to bimonthly across
the education and workforce agencies. And so we are so thrilled to have her here. Um and uh Dwayne, if there's anything else you want to add, but I stole the thunder to introduce Wendy and how we're so excited about this agenda item.
>> Thank you, Wendy. She's so eager to talk to you. I would like to introduce um Wendy Kong. She's currently serves as the executive director of Voy prior to working at Voy. Wendy served as the lead legislative analyst for education at the Virginia
Senate Finance and Appropriations Committee. She also led leadership roles at the state council of higher education uh for Virginia and the Virginia Community College System where she focused on higher education finance, workforce programs, and policy
evaluation. Wendy state started her career as an analyst in the joint legislative audit and review commission and serves as a math math teacher in the peace corps. So I'd like to introduce you Wendyville.
>> Well, thank you. I think I got a double introduction there. So appreciate that. And u Madame President, members of the board, thank you for having me today. Uh we do know this is a a very um high important topic and so we're really happy to present this to you and also
get a little bit of your questions and feedback as we've been working through this. So um just to give you a little background regarding the Virginia Office of Education Economics which you've heard of is often called VOIE. This office was established in 2021 through
legislation and it really was trying to look at how can we bridge education and workforce data together and really think about gaps and alignment and could we have an entity that could really look at both of those things. one that wasn't
housed in education or in the labor market because often those two would look at them differently but what could we do to bridge those together and that really was where the VOIE office was established so we are located in the Virginia economic development
partnership so we aren't sitting in education and we're not sitting in labor market and there's a lot of benefit to that we do get to learn a lot about what BEDP because they are our main economic development group that is working on a daily basis with employers to attract
them to Virginia and um they also work with in with companies that are looking to grow in Virginia. But outside of EDP, we're also talking with our Virginia Works partners because they are also working with um employers and learning more about them. So, some of that is for
us to listen to what we're hearing from both and figure out where we can bridge those together. So the um other work that we are doing is we help support the board of workforce development and the development of a high demand occupation
list and that was actually um one was completed back in 2024 and it is done every two years and so we are helping them with the current list that they are working on and um it serves a variety of purposes but it really is supposed to look at what occupations are out there,
what jobs and what's happening moving forward And we're also working with partners to gain feedback as part of that. So we appreciate being able to talk to you today. Um I also want to talk about a a project that we're also working on in parallel
and once we figure out these high demand occupations. There's a lot of interest of what credentials align to that and that is a little bit more complicated process but we are working actively with the department of education with you with the CTE pieces as well as the community college system in terms of
what um credentials they're offering and also looking even the registered apprenticeship programs to really think about where do we see alignment there where can we where do we see gaps and how can we think about that more and so that project is happening kind of in parallel with this process us as we move
forward with it. Um, in terms of the high demand occupation list, so there are a lot of variables that go into this list and it focuses on openings. It also looks at job growth. It looks at wage thresholds
and it's also looking at um, you know, sources of data. And so right now the list that we currently have which is we call it the 2024 list. It was approved by the board of workforce development looks at um these different areas. And
so what you'll see in this presentation that's been provided to you is what the current criteria are. And that's that middle column. And then what it's considering for the future piece. So openings is one. And they want to look at a minimum number of job openings of
100 job openings for the year. And then we're also looking at a second component, growth. The current list is looking at at least a 1% growth that's occurring. And this next proposed one is looking to say, well, we know that the
market's changing, but there's still potential to look at just stable growth. So, right around 0%. Um, but you need both. You have to have at least 100 openings and you need to have um some growth with that. In addition, there is a median earnings
threshold which is 200% of the federal poverty level at the um 2024 level that was about 29,000 knowing that there's some inflation that's moving to 31,000 with the list. Um there's also um some
looking at the sources of data and in the past we are using the Bureau labor statistics projections and that's some national data sources that come to us that look at those projections of ocean openings that's using some historic data and some other pieces to really kind of
look at signals for projections moving forward. We had some feedback that they'd also like to see if um the Virginia Employment Commission, Virginia Works also does some projections still based on BLS data that we should look at both of those and take the the better of
the two. There's not usually a lot of difference, but it's also just recognizing where our state's doing some work in that area. So, those are just a few of the changes in terms of what that list composes of. And before I kind of dig into what we're finding so far, I'll kind of pause there
and see if there's any questions from the members. >> Um, Mr. or I'm sorry, Miss McFerson. >> Thank you. Um when looking at the list of basically are you looking at what is
needed in the Commonwealth or needed nationally? >> Yes, for that we're looking at what is for Virginia. And one thing I'll be able to show you in a minute is we also have the ability to filter that at um different levels across the state. And we even have that for superintendent
regions that are available. Um so the so the statistics are drawn from what our local employers basically are indicating that they need where the high demand is coming from. So has there been any merger or consideration of the data cuz
I'm big on high career payment industrywide. Okay. based upon what new AI and new technology is talking about they need. Okay? Because as I look at the category
that you got on high demand, it doesn't necessarily line up with the information I'm getting and learning about what's going to be needed as we talk about data centers, as we talk about all of the new industry that is coming to our area and
that there's going to be a high demand for that. Okay? Like for instance, I think I didn't necessarily see may Nvidia for instance has predicted that plumbers and electricians are going to be among the next millionaires in the United States. So that's why I'm trying to say there's going to be a new high
demand that's not necessarily related directly now to what Virginia employers may be needing now. and and are we going to have a crosswalk that tells us that those industries are going to be the
next new high demand areas? >> And um so Madame President, the want to make sure I do the formalities, Madam President, board members. Um so the the current list that we have does project for the next five years. It's based on
these these uh bureau labor system occupations. Plumbers is is some of those. I think maybe the list that you might be seeing in the next few slides ahead are ones that are getting added to it, but there's also an existing list and and I will say plumbers are on that
list. Um, and so it does try to do its best to forecast what's happening in the next 5 years, but we've also had a lot of conversations about that. um as what Miss Gullixson was saying in terms of the the discussions, these are based on um historic activities and what we are
hearing from employers and there's modeling that's taking place and these models do their best to try to to to predict the future and and BLS has even noted we know that AI is changing and there's only so much that they can predict. there are some things that
happen um you know either in a region or um that these models may not pick up and the examples I've been giving lately you've seen in the news the announcements of Astroenica and Eli Liy coming you know that's not something that a model knew we just found these
out in the last few months so you can often have um something that happens regionally that is not always picked up perfectly in the models because they are doing their best based on historic data to project that. The other example we gave um just last week was we met with
the Newport News ship building and they had some um layoffs that had occurred and the model was picking up the layoffs layoffs and they were projecting less welders and they said we know we need more welders and this models not picking it up because again it's doing historic
data. One thing I'd like to say is we often think that this data serves as a conversation starter and not an ender because there's things that are always happening out in the economy that a model doesn't predict but it's a way to start the conversation as
>> McFerson that we built in the opportunity to to add to this list because a lot of the students may not want a credential in the some of these areas that you have on the list. And so I don't want us to limit them. I want to make sure
>> I think I think we need to remember that this is not a list that's specific to education. So we're not we're not specifically driving this and that may drive CTE programs to some degree. Um
but that this list is not something that is driven specifically by education. >> Oh yeah, absolutely. I get that. >> Yeah. And I guess the Ashton the the under question I have for this is this this totally makes sense in terms of high demand in the next 5 years and but
what's underneath it is what are the skills even for these jobs that I do think go into AI and innovation and technology that some of these jobs are not your kind of standard like you know career tech jobs they're actually
technology jobs and so that's the part I think that's connected to The education piece is how do we get under what are the skills required for these jobs so that K12 can actually >> be be preparing our our our students for
these opportunities >> is that work that is like a next step. It's a great this is a great start and then the conversation starter is well what are the skills you need for these >> right? Yeah, ma madam president and um member the u pieces yes we actually have
um even a whole dashboard that is looking at trends in job postings and job metalics and what we have seen as the major skills and we are able to divide that up by uh both credentials that are putting showing up in job uh postings as well as um kind of that soft skill durable skill however you want to
call that as well as some um uh the the middle areas kind of the technical pieces that they're looking for and we're able to do that even by career cluster. And again, that's that conversation starter. So, we we've had some discussions. I was just meeting with Virginia Works and even talking
with the the um your your CT director about how can we create those conversations, say this is what we're seeing with that. And then also blend that with being housed at the Virginia Economic Development Partnership and with our partners with Virginia Works. What are we hearing from employers to help build those? Because we know those
conversations are really important. But we're starting that conversation using some data. Mr. Monk, >> I don't want to opine on this too much, but I I appreciate you saying that this is really a conversation starter. Um, because one of the challenges I think
that maybe we can discuss and go through is in the education field, I think historically we've used some of this information as the end- all beall. And when we look at uh credits that folks are receiving um and then the direction that our CT pathways are going in, this
data really drives that. And so students are being placed in a position of okay if we want to get to this section then maybe I need to go towards these high demand careers as labeled by this data. But there as you alluded to there are many factors that are swirling around in
the Commonwealth that um can better inform you know this data is a great piece but there's also some practicality. So appreciate that component. I'll save some other questions for the ends. Thank you. >> Okay. I'll I'll keep moving along in terms of what we're doing, but um one
thing I note and I've got a few screenshots of our dashboard, but you have the ability to filter by um different regions. You can also look at clusters and you can also do a filter by um certain education levels. So, as you're trying to think about what data is available, there's an opportunity to
kind of dig a little further with that. Um this is again just the the this slide here just shows you kind of a visual of what that is. And then as I mentioned there some of these screenshots that we have and I won't go into a demonstration is that you have the ability to filter by career cluster. You can do it
education level and you can even look at um uh just different regions of the state that are available. Um one thing to note as we're updating it I mentioned the different criteria change. It's really not a huge significant change. That is um something
that we're looking to provide. But with the updates to the list, we do find um with that that slight change in the wage threshold combined with the um the job openings as well as the growth factor that we are with the updated list that is under review with the Virginia Board
for Workforce Development is is scheduled for consideration in December. Does have some occupations that are looking to be added to the list as well as some that could be coming off. And I think a few things that were just mentioned are actually a good point when I get to ones that'll be removed because
we just have met with the board, one of our members, and he said we really should rethink that one because of of some of the criteria and that conversation that got started. Um, as a note, I would like to note that the occupations that are being provided that
are being added to the list are um across all education levels. So there are some that you'll see listed here that don't require any formal education because this list is being uh used for a variety of different reasons um including other workforce programs
across many different um departments of of agencies that the interest was to be able to show all the different occupations that are there. So that's why you'll see several here that are on um different areas. I will note when you see there's some green, the green is
what's added it to the list. they've hit a a a percentage growth threshold or their their earnings got higher. So, that's what's triggered them to be on. And this list is what's being added. I know there was a question earlier of saying, well, are there are plumbers on
that? That's because they're already on an existing high demand occupation list. Um, one piece I'll uh they're all listed here. I'm happy to answer any questions about the ones that are listed, but to the point about the removal, one of the
ones, bookkeeping, accounting, and that is is kind of the top one for removal. It's got a 1% decline, but if you look on the left side, there are still a high number of bookkeepers that we're going to need. So, you're starting to see the signal that yes, technology is impacting
it. we're going to be seeing less growth, but in the next 5 years, you know, is the number going to be the 4600 openings or maybe slightly less. This is where they're doing their best to do the production for BLS. Um, but there was a lot of discussion even this morning to
say, well, we are still going to need to train people. So, you know, should we think of an exception for this because we have so many job openings that we need to train. Um, and so again, as the board's considering that, those are feedback we're we're bringing back to
them and and how we can look at that when they look at that for the next month when they meet. So again, conversation starter and this is where we get good questions with those things. Um, in terms of next steps of what we're doing, I've talked a little bit about this is under consideration. It's part
of the board of workforce development's um, annual or bianual review. We have been doing a lot of uh stakeholder outreach and appreciate your feedback today and that's going to be something that we bring back to the board of workforce development in December as they look to look at these um changes. So um again we're looking at the
occupation piece. We're also working on that credential alignment. Perhaps there'll be an opportunity to come back to you as we continue that work um with that and where those conversations can continue. But u with that I'll be happy to answer any additional questions that you might have.
comments. >> Thank you. >> Earlier around kind of can you help me understand how this data is collected. I see you've got job postings. Um but one of the things that I think our agency has utilized is the median salary as
well as the that posting data. Um, and we've already talked a little bit about some of the things that maybe aren't taken into account there. What is taken into account outside of the job posting component? I'm mainly thinking about, you know, many of these industries that are hands-on are really small
businesses. So, they may not be posting a job publicly. It might be via word of mouth or they've got the apprenticeship program that's moving folks through. What goes into that factor to to create a high demand role? Madam President and member of the board
that this is a very good question. We use the job openings data which is slightly different. It's based on employer surveys in terms of what types of of um occupations are hiring in which is a little bit different. Um and so so
those estimates are based on kind of actual employer activities that are occurring and it can include the the small businesses as well. they're part of this um data collection thing and actually there's been some delays on some of those data collections with with the um with the shutdown. But the job
postings is a little bit different and you're 100% right. We don't often see job posting data in certain areas. Skilled trades is the one we hear the most frequently about um where they're they're they're getting people through word of mouth. Um we're often trying to
look at both. what is the projection for openings and then are we also seeing a posting intensity for those different areas too because that's almost a real time signal and so um and that's where those conversations sometimes if we're not seeing the projections showing like
we talked about with the ship building are we seeing them posting it more and that's where those two data points can come together um but to answer your question is are we factoring in those job postings we're often going off the openings because of the conversation starter because that's a historic model that we have the postings can often
fluctuate pretty quickly depending on what's happening and have a lot more nuance to them and that's where those conversations come in in terms of how can we interpret that and think about more what we need to do regionally. >> Mr. Monk
>> follow up then appreciate that. That is very helpful. If you were um kind of an educator thinking about, hey, do I need to teach five years from now, 10 years from now? What does that curriculum or those courses look like? Then it sounds like this data definitely would be
helpful in that. What other pieces of information would help inform that that maybe this data doesn't provide of uh the types of classes? You know, I think we talk about AI, that's an easy one to talk about, but um you know, that may not have shown up right in in this data.
So, what other things should we be thinking about collectively to inform decisions as we go uh down the road? >> And I I think that's a great question. I think I'd like to categorize it into a couple different areas, right? Because if there's people who are looking for
the long-term jobs that are getting the bachelor's degree, we see those degrees that don't always line up, but actually they're very much needed. And I won't I won't survey who on here may have majored in psychology, but we usually have one or two poking up. but yet they're doing valuable jobs across the
area. And that is actually the in most states the one, two, or three top degree awards um in any area and they're very applicable to all of them. And so when we talk about bachelor's degrees, sometimes it's a little broader because
we know people can um go across different u majors and still be very valuable in the workplace. And what we're seeing in those areas is what is AI proof? And we institutions have been talking about this a while. We're always going to still need those communication skills. We're always going to need to
know how to do the human interaction. These are those things that that technology can't replace um people like me coming to talk to you. You know, how do we communicate well? How do we um problem solve? And then how do we manage AI? We've talked we had a lot of
conversation about computer science four, five years ago. We thought that was the biggest area we needed. Um, we had a shortage in that area. So maybe the AI is going to help a little bit, but we're still going to need them is what we hear. We may need less, but they're going to need to not know how to program. But this whole notion of code
vibing where you're managing the AI code. So how do we um teach to a way that people continue to adapt to technology that even when they went into college might have already changed by the time they graduate. So I think a lot of what we hear in that area is how do
you adapt quickly? How do you problem solve? And how do you teach those skills? That's kind of probably a core foundation. In the CTE area, it might be more technical because that's a short-term training turnaround. And so you might be thinking differently about where this data is relevant in terms of do we need
the HVAC and the plumbing and maybe there's not as much technology changes that are happening there. And so I don't mean to say uh it's different for each thing, but you might be good to think about what is it the different parts. Is it your base education or is
it current technical skills based on those CTE people? Um and how you probably need a bit of both, right? Um, and maybe there's also some some certain short-term certifications as we start to think about economy shifts that can help people get a quick job as they continue
to think about other things they want to do in their careers because in K12 you are trying to train them for lifelong careers and and yes, but you also want to prep them for that first job out of college, out of school or college as they get there. >> Miss Ashton, did you have a question?
Okay, superintendent Gixson. >> Great. Thank you so much. Um, one of the elements that you have on the 24 list versus your proposed list that was on slide four was this notion of regionality. When we first produced this
list, uh, I know the field was really nervous if like we're limited only with our students to the high demand industry sectors for say superintendent region five. And so curious, it just says under consideration if you can help the board better understand that. And then I have
one other question for that'll inform our next conversation. >> Yes. Um yeah, I apologize for not covering that. The region compete component pieces and we were just talking with our our board workforce board member this morning about that. There is an interest to have more of
that. One thing is when the 2024 list was developed, the dashboard had not been developed yet and they said, "Oh wow, we can actually see by region." And so they may be okay with that option of being able to see a region and you can sort by that. You can look at it by
different education level and the cluster and understand that more. So the there may be an option for us to be looking at that. There was another consideration is could we do an additive piece if something didn't come on I'll take the bookkeeper one or it's about to come off but there actually is growth in
a certain region could we add that to the list and that's something they want to consider. I think the piece that has come up of is really the conversations like if we've already got that available would it be best for regions to sit down and kind of us help them walk through
that list and say you know even when it's high demand we're not seeing as high demand in yours so you might want to think about that as well. So we're looking at the different regional options. So, one is either doing an additive one based on an extra set of criteria
even if it it has um uh no growth overall but had growth in a region. The other option is just being able to display it like we currently have. So, I have more to be able to report back after the December meeting. But those are two options we're looking at. >> Well, we appreciate the superintendent's
regions being added on there. Dr. Williams, I know you helped with that. Second question informs, as you know, the next agenda item is on our Perkins plan, and so we've been really drawing more attention to apprenticeships, which is also on your list. Can you just speak to that on how that's informing your
high demand list as well? >> Uh, yes. So, the apprenticeship data is actually coming from the Virginia Works and those are apprenticeships that uh they are connecting with based on their uh federal registered apprenticeship program. Um, I don't want to speak to uh
what you're doing in your Perkins plans. I I don't know if those are apprenticeships as well or maybe the pre-apprenticeship, but if uh the board had said if there were 10 or more apprenticeships and they are thinking that's a demand because an employer is actually working with that apprenticeship, if there is something
that you're doing that's um getting that employer piece at a K12 level and we're not picking it up, that's certainly something we could talk about. >> Dr. Northern, did you have a question? And this may be a question for Dr. Williams, but so when I'm looking at the
list, I mean, for instance, environmental engineers came off the list. They're making $102,000 and um but nuclear engineers made it on the list. So, I guess I just want to make sure that we're not so tightly aligning our pathways to the es and
flows of this list, right? Because obviously we still want kids to be environmental engineers even though they're coming off the list. Um, and I assume that we are not going to be uh creating career credentials and pathways for jobs that have no upward trajectory,
right? Like obviously we need dishwashers. Everybody knows we need dishwashers, but there's no upward trajectory. That's sort of a, you know, doesn't have a lot of potential for advancement. So, I just want to make sure that when we're talking about because sometimes I look at these and I'm like, "Oh gosh, don't want to reward
some of these that don't have an upward trajectory." But the point remains that the pathways we're creating don't necessarily directly align with every single one of these occupations on the list. >> Correct.
>> And um maybe Mr. Williams might have more to that. One thing I do want to note, these are occupations at a six-digit level. Sometimes what we've found is you might see nuclear coming off but yet there's still a nuclear that's like one adjacent occupation nearby. And so this is the challenge in
that larger project of credential mapping um where you may have something where it's like we don't need this nuclear but these um occupations and the degree programs I'm thinking in higher ed well uh translate to another area. And so this broader notion of of
sometimes that cluster is a way to look at it and the filtering by cluster can be more helpful in those pieces because um this is we call it a six-digit sock. So a standard occupation code um but yet there are people who have the same major
that can of can fulfill multiple sock codes um across that. So I think that's a really good point and where you want to think broadly and that's where we did add those clusters as well. I believe there's an update to the clusters too. So we might be able to do that. So again
great great question and we want to look broadly on those areas. I just I I wanted to reiterate this AI point as well because I think that it's we're in this great sort of area of unknown right now and what I look at when I see these ones that have added most of them are not desk jobs right you got retail
salesperson a maid a food prep worker a dishwasher a food server I mean these are not desk jobs >> um so I you know whether we're seeing the tip of the iceberg with AI or not yet um but I I do think that we probably need to really be asking those types of questions there certainly people that
have already done projections relative to what classes of occupations they think are quickly going away. I mean, in my industry, it's it's a copy editor. We used to pay for copy editing for every single one of our reports, and now AI does that, and it's it's basically, you
know, position that's no more. So, anyway, to the to the extent that we can continue to push on that, um, that would be great. >> Thank you, Madam President. Just one final note here, too. and and some feedback as well. I know the salary component that you have here is is
important. Um I think about years ago when parents said, "Oh, our kids got to go to a 4-year post-secary component." Um and now we've realized that maybe there's some other options that our learners can go to that are just as great. Um fortunately, I think when we
see this median salary, sometimes parents might say, "Okay, this isn't where I want to push uh my child." So don't know if there's an option to to look at kind of highs and lows of that. You know, I look at some of these roles and know that obviously depending upon
where they reside in the state, maybe this number is more accurate than other areas. And so, um, I know this is data that we collect and and utilize for different reasons across different agencies, but I think in this particular instance in the education field, if
there's a way to see a little bit more info into that salary piece, it may make folks feel more comfortable of, hey, you know, I look at truck driving here, and that's one that maybe um, in my area of the state is probably probably double that in terms of salary, but I I think
in Southwest might not be. So, um, just trying to get a little bit more of a picture of what that might look like. And I know the dashboard only has limited capabilities, but that might be an idea as well. But appreciate the work and had a lot of questions just because I'm interested in it. So, thank you.
>> My contact information is at the end of the slide. Please feel free to reach out to us. Um, we're happy to kind of continue any additional conversations offline. Thank you. >> Thank you so much. We appreciate you being here with us this afternoon. Okay, we're moving to item F.
>> Righty. Item F. Uh, the Perkins State Plan is a document developed by each state under the Carl D. Perkins Career and Technology Education Act. Perkins, also known as Perkins 5, to guide uh its career and technical education, also known as CTE programs. This plan
outlines how the state will use federal funding to improve academic knowledge, technical skills, and employability for secondary and post-secary students. Key components include statewide vision, a commitment to opportunities, a focus on high quality programs, and datadriven
decisions uh to support students in high demand career fields. I would now like to turn it over to Dr. Williams, our director of CTE, to give you an overview of our Perkins state plan. Good afternoon everyone. President Cesy, members of the board, Superintendent
Gullixson, uh Dr. Anthony Williams, director of the office of career and technical education and happy to be with you all again and thank you for the introduction. uh do have few slides that I would like to share with you all today and just to provide a
general overview of our work our current work as we are engaged with uh developing a new four-year state plan. I just want to discuss uh some uh primary components the primary components for the state plan uh which includes uh
section one which is our cover page and I want to discuss the narrative descriptions and so our narrative desript descriptions outline the state's vision and strategic um I'm sorry and strategy for career and technical education programs. These descriptions
identify our plan for implementing CT programs across career clusters and career subclusters by aligning them with workforce needs and ensuring accountability for those results. Key components include the alignment with the academic and
technical skills needed for employers and as identified by the Virginia Board of Workforce Development, the process of approving CTE programs of study that align to the National Career Cluster Framework, an explanation of how career and technical education courses
and programs integrate academic standards with technical and employability skills, a description of the school performance and support framework and how that framework supports student academic and technical skill attainment and a detailed description and of how funds
are distributed. Part three, our assurances, certifications and other forms. The videoe agrees with these asurances, certification and other forms required by the strengthening career and technical education for the 21st century
act and the governor provides joint signatory authority to ensure compliance and accuracy with the submitted information. These insuranceances ensure that funds are used to support and improve career and technical education programs that align with the state's
economic needs. Part four includes the budget which includes a detailed plan of how we will use our grant funds to develop and improve career and technical education programs annually. We include an outline of how the annual grant funds will be
dispersed for secondary and post-secary CTE programs. Finally, our state determined performance levels. Perkins 5 state determined performance levels are state-determined targets for core indicators of performance in career and
technical education programs including graduation rates, academic achievement, and post-graduation success. You will also see references uh in slides three and four. Slide five includes the Perkins 5 program quality
indicators for secondary education and slide six identifies the post-secondary Perkins 5 core indicators administered by the VCCs. It is important to note that when exploring the state determined performance levels
referenced in slides three and four uh these are the recommended percentages for the 2526 school year. uh we are at a point where we are reaching our ceiling as far as the uh percentages that are required across the academic core academic areas language arts,
mathematics uh and reading. In addition to that, uh you will see several um opportunities for students to achieve with our changes to our criteria for high quality work-based learning and then our presentation for industry recognized credentials tomorrow that
prompt us to uh revise our state u state plan and our state determined performance levels. Moving along to our timeline here. This is a very aggressive timeline, but I have a great team of individuals. We have been collaborating with the VCCs,
Virginia Works, uh Virginia uh VDP as well as Voy uh uh to collaborate on consolidated definitions. Okay, so consolidated definitions and programming around industry recognized credentials, workforce needs, what are
the primary needs of the Commonwealth? not only now but within the next four years. And so our next step, what you see in step two on November 21st, we've identified approximately 50 stakeholders from around the state that's going to be assisting with providing feedback uh
regarding our narrative descriptions for our Perkins state plan. uh that group. We don't anticipate all 50 being able to uh uh to join us, but section 122 of the act requires specific representatives from the state that must be at the table
and must provide us with feedback. Our goal following that November meeting is to consolidate that feedback, make the technical revisions necessary for that plan, and then we will discuss during public two two virtual public hearing meetings that will be held in December.
Following those public hearing meetings, we will release the uh state plan for public comment which uh according by by federal requirement uh has to be released for a period of 60 days. Uh our plan then is to present to you in
January the a strong plan. uh this would will be uh a plan that may require some general technical revisions but but ultimately we would like your feedback as to uh the changes and the direction that the Commonwealth is going specifically for a career in technical
education. Uh it's also important to note that our plan uh for secondary education and CTE administration that falls under the department of education. There's also a post-secondary component to the plan that's administered by the
Virginia Community College system. So, we are all engaged in this process uh concurrently uh as we are working with our respective boards uh to obtain approval uh for our state plan. We would like to get uh the governor's signature
uh we have that uh pending technical revisions uh in January and uh by federal requirement this has to be submitted to the US department of education by March. So we are well ahead of our deadline. Um and of of course as
we are trying to uh many many pending initiatives that we're trying to finalize such as industry credentiing. Uh we have some work around our advisory committee that I will also be presenting to you tomorrow. But all of that work is critical for those narrative descriptions uh as identified by our
state determined performance levels. At this time I would ask if any of you have any questions. Mr. Rock. >> Yes, appreciate it, Dr. Williams. Thank you. Uh excited about the new Perkins plan and the opportunities and appreciate the the timeline there.
As we think about kind of the last discussion, I know a lot of the focus has been on high demand and want to maybe better understand how um I think that's a good hanging point, right? We
want to make sure we're we're putting people in the right places at the right times. Um, but as we go through this conversation around the Perkins plan, how is that also driving with some of the other feedback that our previous presenter shared that hey maybe this isn't this is just one piece of the
puzzle as well? Is that being factored in to the Perkins plan proposal there? >> Yes, I think that's very helpful to understand and I appreciate the feedback from the previous presenter. Uh it's important to note that this is a data element that's used as a critical first step in the decision-making process, but
it's also important to utilize this data in order to project future opportunities for students. And so to the point that was made, every opportunity is not going to be directly aligned to a high demand occupation. Uh and that's identified also in our 3E readiness framework. Uh
yes, there are additional incentives for those that are fulfilling the need of those high demand occupations, but we've also provided pathways for students to to uh fulfill the requirements of a CTE sequence and other related industry recognized credentials through career
cluster programs and pathways. And so we do have a variety of options that are available, but this serves as a as a mechanism for uh decision- making. And so that's that is a critical first step. In addition to that, it brings us all together. It consolidates our workforce agencies. It brings us to the table to
determine what are the true needs of the Commonwealth and how can we develop programming and pathways into post-secary education. >> Mr. Monk, >> thank you, Madam President. And I know that many much of this will probably be determined based upon the meetings you talked about and the timeline and and
that feedback, but thinking about the budget uh for Perkins, we obviously know there's some dollars that come in here that can be disseminated uh to localities, etc. Um I know the the department has really worked to provide uh hands-on experiences and and staffing
and support to districts. Is that do we see that being p pervasive throughout the Perkins plan as well of of having the kind of the boots on the ground or the resources provided to localities to in implement some of these programs? >> Oh yes, we see a continued focus on that
and and I think that with the uh new alignment of our career clusters, I think once again with the engagement of this data through the Virginia Office of Education and Economics, it provides a more streamline, a narrow focus that we didn't have before. Uh, I also think
that this allows us to align with our community college partners. When I look back at the previous four-year plan, we were very siloed. Though it was one plan, um, we did things very, very differently. Now, I see a clear alignment with dual enrollment
opportunities, a clear alignment with programs. Uh, what I will present tomorrow is that the alignment of those post-secondary recognized credentiing opportunities and stackable opportunities. So I think what you will find in this this plan is that uh we we truly are united uh to provide uh
opportunities for our students to meet the needs of the commonwealth. >> Dr. Northern. >> So on slide five, I just want to understand what a few of these measures are because some of them are higher than I would expect already. Um so these 256
on slide five, these are real data, correct? These are the 25 26 state determined performance levels. Yes. >> CT concentrators graduating from high school having attained a recognized I notice it's not industry recognized. So I don't know if that is purposeful there. Um we're at 89%. Gosh, we're
we're just starting this. I'm trying to figure out like are because my concern all all the way, you know, through this whole thing is that is it OSHA, you know, because we see in other states it's it's OSHA certification. It's Microsoft Word. So I just want to make sure that I don't know what we're picking up here. We're again we're just
starting and we've already saying we have 89% of kids who are attaining a recognized post-secary credential. What are they getting it in? >> Excellent question if allow me to to break that that data down for you.
>> All right. So this is historical data and 89% is significant. And so when I look at that, let's let's define and and what you see on the left for the indicator description, that's a description from the federal government. Okay? And so
I'm going to define that for you. Uh we say percentage of CTE concentrators here in the description. That's what we call in the state CT completer. Okay? And so these are CTE completers are students who have met the requirements of two sequential CTE courses and the
requirements of graduation and earned an industry recognized credential. And so what that is saying is that 89% of students have done that. Now reading through the data we currently have over 600 individual examinations available
for students across the Commonwealth. Okay. many of those examinations may not be considered true industry recognized credentials. Okay. And so when we look at the number of students that are achieving and meeting this
indicator based on examinations that are available that may not be meeting or satisfying that requirement. That's how we are arriving at that 89%. Okay. I strongly uh foresee that that will be that number will be reduced
based on our work around industry recognized credentials. Okay. Um that will be presented tomorrow. I do foresee that that will be reduced. But in order for us to satisfy our federal requirement to modify that requirement, we have to justify why we are making
that change. >> Okay. Same question just to follow up for the 97% that we have that are achieving any other measure of student success in CT state blah blah blah and it says technical skills attainment so
what is what is that one >> okay so we define technical skills attainment uh with all of our career and technical education programs we have student competencies okay in each course we bring together a panel of business and industry educators post-secary professionals to review and validate
each one of our courses. So, technical attainment is based on a student's ability to uh complete 80% of the required competencies of an individual course. Okay? And so that's how we define technical skills attainment. So
that's telling us that students who are engaged in career and technical education programming are satisfying the required competencies of that course. >> Competency. I'm sorry, Dr. Williams. The competency is measured. How?
>> Each course has a list of task competencies that each student is evaluated on. Okay? And I would use plumbing that came up as a recent example. The plumbing course has required competencies as determined by business and industry. And these are
competencies or tasks that students must demonstrate. Each student is evaluated on these task competencies. How we measure technical skills attainment is a student's ability to meet at least 80% of those required competencies from that
course. So if a student does not complete or satisfy the requirements of that course, they're not figured into that that data element. Uh and so that data element is reported by school divisions for students who have satisfied 80% of those required task
competencies. just say the same comment, you know, to have 7% is >> it's very high. >> It's very high. >> Yes. >> Um so I just want us to always be on the lookout for started this saying these are going to be strong high quality
pathways and I just want to make sure that you know we're not sliding. I get that this is a federal requirement. Um but as long as we're not counting some of these things the same way that we're I think would be my biggest caution is
because I I just don't want us to go in with already exceeding an expectation that clearly is not high enough. >> Further questions or comments here, Mr. Hansen? >> Jason see um are there any gaps
in the current plan or are there any additional areas of new plan as well? Uh when you say gaps, could you explain for me? >> Just gaps in the areas that you're looking at or
evaluating. >> So key areas that or recommendations that we'll be bringing forth at the broad stakeholder uh consultation meeting. U number one uh across many of these areas, our percentages are very very high. Uh Virginia is leading the
way as far as our achievements at the federal level. Uh uh but to that point, the work that we are currently engaged in, uh we're going to have to sit back and re-evaluate where we are and where we're going. uh highquality work-based learning is also an indicator that now
that we have criteria for high quality work-based learning, we'll need to go back and we'll need to uh determine what is going to be an appropriate level for our school to attain. Previously it was 12 experiences, now we have six. Previously there were no requirements.
Now we have specific criteria. Uh we spoke about industry recognized credentials. Uh and then ultimately when we look at uh 5S2 here the second line we talking about post-secary credits and dual enrollment credit attainment uh whether that's something we want to
pursue or not in alignment with the 3U readiness framework. Uh and so uh that's just to name a few things. Uh but but yes to your point is that there are gaps, there are deficiencies uh that we will be addressing because we want we want our actual performance to align
with the performance and success of our students throughout the questions >> very much. Thank you. >> Do you have any questions, comments? Okay. All righty. Our next presentation,
Miss Ba. Oh, all set. All right. Good afternoon, President Cesy, members of the board, and Superintendent Golixson. Today, uh, Deputy Superintendent Booker Dwire and I are here to share information with you regarding the Education Flexibility
Program, also known as Edflex. So, the Edflex program is authorized under the Education Flexibility Partnership Act of 1999 and was reauthorized through the Every Student Succeeds Act, also known as ESSA. The
Edflex program allows the United States Secretary of Education to authorize state education agencies that serve an eligible state to wave statutory and regulatory requirements applicable to one or more of the included programs for
any local education agency, education service agency, or a school within a state. So why does Edflex matter? Edflex empowers schools and the state agency to innovate and redirect funds or flexibility to address specific
challenges like learning loss or improving math and reading outcomes without needing direct federal approval for each change. There are currently 12 states that are approved and participating in the US Department of Education Edlex program including
Georgia, Indiana, Texas, Pennsylvania, North Carolina, and Massachusetts. In your slide deck, there is a link under the why educate edflex matters for you to take a look at the dear colleague letter that was issued by the US Department of Education in September of 2025.
This program permits edflex states to wave requirements of this of the following state administered formula grant programs. Title One Part A, Title One Part C, Title One Part D, Title Two Part A, Title Six Part A, and I mean,
sorry, title four part A, not six, and CTE. Um, for more information, there is a link um that outlines the program significantly. It's also linked in your slide deck. Turn.
So an application is submitted to the US Department of Education for review by the US Secretary of Education. Approval of the applications can be for a period of no more than five years and an extension may be granted by the secretary that she determines the
authority of the LEA of the SEA and the waiverss have been effective to states applying for the LEAs or schools to carry out their state or local reform plans to continue to meet accountability requirements as has improved um proven student performance improvement.
Miss Booker Dwire will now discuss some associated reporting requirements with the program. Thank you and good afternoon board members. Uh waiver does not exempt us from the accountability requirements associated with uh with all the title
and uh CTE programs and so we are still required to report how this waiver has impacted student performance. So we and that would uh go down to the local education agency. They would report to us. We would have to report to the US
Department of Education. Um we have to report the number of waiverss that were granted. Uh which waivers uh this the local education agency used and um the impact of the waiver. And then we also have to look at how
this waiver impacted student performance because the whole point of us looking at these flexibilities is to give school divisions more flexibility um to to truly impact student performance. And so we want to ensure that um that they are actually doing that. And then there's a
series of assurances that we have to um to defi to sign off on. >> Right. So in our drafted application um we have included the following waiver requests for consideration. The first
being title one waiver um of carryover. Right now you are restricted to you must spend down 85% of your title one funds and you can only carry over 15%. We are requesting the waiver of that requirement so that when there are
specific needs in a school or in a school division that they could justify why they needed to carry over 20% for example, they could do so without us ha having to abide by this this requirement and code. Texas and Pennsylvania have successfully implemented this waiver
request which allowed maximum flexibilities for their eleas to utilize their title one carryover funding to meet specific student needs within the allowance for a one-year period above the 15%. The second is related to title 4. Um, if
an LEA receives an allocation of $30,000 or greater in any given year, they must meet the requirements that are defined as minimum for each content area in the code. Um, we will continue to maintain the 15% equipment and device limitation.
However, the waiver that we would request would allow the SEA to wave the mandatory minimums for each content area if an LEA has a comprehensive needs assessment demonstration that they need to use funds in a particular area. Um, this works successfully in Indiana with
the requirement of the allocations still greater than 30,000. They had 20% or greater that were to well-rounded uh student education, 20% or greater to safe and student healthy students and 60% or greater to technology with 15% of
that being on infrastructure. Um and they have indicated that the impact has allowed them to uh award eleas flexibility um without that strict adherence to the splits. It also encourages the innovative programming and crosscategory initiatives which is
part of what we're doing in our innovative work. Um but it also reduced the administrative burden while maintaining accountability through the reporting and stakeholder and consultation that Miss Booker Dwire talked about. And so she's going to walk you through more of the academic side of
the waivers. And so the first waiver I want to discuss is the paraprofessional waiver. Right now if a school division wanted to use title one funds to pay for a paraprofessional that paraprofessional would not only
have to meet the requirements set forth by the Virginia Department of Education but also those set federally and they're not in alignment. And so this limits sometimes because you're you're qualified to be a pair professional across the state of Virginia, but you
can't use the title one dollars to pay for them until you meet these extra requirements. So this waiver puts the power back, give the power back to the states to say these are the qualifications that we believe make our par professionals um excellent and we
can use those title one dollars to pay for um their salaries in those title one schools. And so that is that paraprofessional waiver. And then that second waiver, this ranking order waiver. Um now the name is a bit misleading because school divisions
still would have to rank order their schools. However, what this waiver will allow is that after you have ranked ordered your schools and this waiver gives flexibility with how those schools are ordered. Um if there is if you have additional funds after you have awarded
those funds in that rank order, you can then go to the next level of school to give those title one funds to. So there is a certain percentage range. You can't be um beyond the 10 percentage um 10 percentage points from the lowest uh
school from the last school that you awarded those title one dollars to. So, let's say you have a school that is 60% um with students with low income and you give them dollars and there's dollars left over. You can now go to that school
that's at 59% instead of giving the money back to the state. Um but it's a small window. So, you still can't give the money to those schools that um have a significant portion of students in um that are that comes from families from a higher social economic status. it is
still designated for those students um from low um economic families. And this has worked well in um Massachusetts where they have used this to modify how they're how a a a school division is rankordering their schools uh to better
serve their uh the students in those schools. >> The final waiver request on there is related to providing a tidings amendment. Um, currently VDOE does not have the authority to grant a carryover beyond the 27-month period of a grant.
We have to go specifically back to US ED to request such carryover. This waiver request would authorize us to be able to make that administrative decision at the state level um without having to go to US ED to ask for that permission. Um, I
think this pro would provide us with some additional flexibility to support school divisions that we may know are struggling to spend down money for whatever variety of reasons they may have. Um, but that gives the authority back to the states rather than having to go to the feds. We would also uh
certainly place safeguards in place uh when we approved waiverss to make sure that we were holding their feet to the fire for a lack of a better way of saying it um for their extension knowing that we could not grant any further extensions on those federal dollars. um
tier is gonna cover this one. Sorry, we're bouncing back. We're bouncing back and forth. And so there are certain things that uh cannot be waved. Um and there's a whole list of about 10 items that we cannot wave. That's if when you click on that link in the slide, you'll see that full 10 that full list of 10.
And it's um clear like we cannot wave anything concerning health, civil rights. um we cannot wave anything regarding students with disabilities. So, we're very tight in what we can wave the uh the requests that we can um the items that we can wave.
>> And there's also a link there in the presentation for a full listing if you're interested in exploring what those additional requirements that cannot be waved are. So, an LEA or an individual school may apply for a waiver request based on the guidance from USCD. Um, we would
implement a process with the deputy superintendent of budget and finance in coordination with the director of grant administration to be our program manager for the Edlex in Virginia. They would have the responsibility of overseeing the application approval process and
monitoring of the local education ay's edflex waiverss. Um, it's important to note that this would be done in coordination with other offices. So, this would not be a function of finance alone. This would cross function into Dwayne and Tiarra's worlds too, just to make sure from the academic perspective,
we are looking at all things before we would grant any waivers. Um, a school and or an LEA will be able to ask for the waivers needed during the initial grant process. We would publish this item in a separate form to be filed individually as part of a grant
amendment process. In the initial application or amendment process, the LEA must state the following. the regulation or portion of the statute will in which the LEA wishes to have waved, the purpose of waving the regulation and how it would directly tie
to increased levels of achievement and performance. applicable evidence, if any, which indicates the waiver will improve student performance and achievement, the performance measures the LEA would use to track the effectiven effectiveness of the waiver request, and how that effectiveness will
be measured and reported, and the alignment between the LEA's stated performance measures and the long-term goals and accountability metrics stated within our approved ESSA plan. Included in the presentation is a link to the 2023 24 report to Congress which
provides information on how other states and eleas and schools have successfully implemented ED flex in their states the slide 11. So the VDOE grants team will review the
waiver request for completeness and quality. The grant specialist or coordinator will review to ensure that the provisions that are waved are provisions which we are empowered to wave under the Edflex approved application. If initially approved, the
VDOE grant direct director of federal director of grant administration will conduct a secondary review to ensure that we have coordination between the other divisions and the other offices agree with the waiver request. The director of grant administration will approve the waiver request after a
collaborative review and provide no have provided they have no additional concerns. We would typically review complete those reviews within 30 business days. LEAs will include in an end-of-ear report their progress towards stated outcomes and an annual
performance report or financial end report which would be due no more than 90 days after the award year in which the waiver applies. BDOE will utilize this information to determine eligibility for any future waiver requests. The waiver request process
will occur on an annual basis and will cover one year or a fiscal year depending on the waiver requested whether it's programmatic or fiscal. So by next steps um prior to submitting our waiver application to the US Department of Education, we need to
provide all eleas with notice and reasonable opportunity to comment on this request. This notice will be followed through the following steps. One, a presentation to the board of ed, which we have just delivered on the waiver request and note that we are seeking public comment. The
superintendent will send an email to all of our LEAs via superintendent's email as well as multiple notifications in a weekly superintendent's newsletter with all of the key information in a consolidated format. Public comment and review will be obtained through the town
hall forum and discussion of the waiver requests will happen on a superintendent call with regional superintendent. Tiier and I appreciate the opportunity to present our EDF flex proposed application with you and are happy to answer any questions that you may have.
>> Are there any questions here? Superintendent Gixon. >> Thank you, President Crazy. um team, thank you for that robust overview, especially highlighting the array of states that are already utilizing Edflex. For the board's reminder, this
is not new, but it's new to Virginia. And so since 1999, uh there has been at the federal level the Education Flexibility Partnership Act, and it was reauthorized in the Every Student Succeeds Act. And so for those at home who think this um might be
a big shift, we're just really seeing the great alignment to the board's priorities, the general assembly's priorities, the governor's priorities, and the governor elect's priorities around how do we continue to drive change for student outcomes and give autonomy where principles,
superintendents want to seek it and also making sure from the agency level that we can maximize every dollar to work for students and gives our team more flexibility to drive um strategic decisions on those dollars and uses um
instead of consistently having to go back to the federal government to seek permission for what we know is best for our Virginia students. And so we're very excited about that. If you want to have more examples like the ones that you heard today and are tuning in, on the
bottom of uh slide 10 is a great recap from other states down to individual local education agencies on the types of waiverss they sought with their own departments of education. And we have great thought partnership uh across uh
the political spectrum on how folks have embraced this in their own communities that Virginia is looking to for council and best practices so we can illustrate that and provide those as samples for divisions here locally. So, I'm very excited about what this means, especially under all of our work ahead
with the school performance and support framework to provide even more tools for divisions to leverage on more autonomy over dollars and making sure that they're working for kids. Okay, anybody else have questions before I dive in?
>> Okay, question for you. Don't go anywhere. You're gonna run away. Okay. So, um this is really around how we're supporting divisions to know and understand what all of these provisions
mean um and how to spend down their money. This seems to be particularly in smaller school divisions um those who are responsible for title programs. It's it often is a secondary thought. Um, and
so they are often not very well equipped with how to just even start working on this stuff, right? It's a scary federal program that people are like, oh, or programs that they just don't want to dive into. We also have an an additional
kind of um wrench and that is uh that we have 14 bypass divisions that just came out of federal bypass. So, they have never directly worked with title programs um and had to um really have
anything to do with the exercise of working with their local uh schools and school divisions, how they work in the equitable services um arena. And so I think that's something that I I do really believe that those specifically
those 14 divisions need quite a bit of support in how they work with um with and within these programs. So I just want to highlight that for you all. Uh as it may not be at the top of your list of things, but I personally am very
concerned about ensuring that those particular 14 school divisions do have all the support that they need in order to ensure that their students in their local school divisions are getting the the all of the things that they deserve to get out of this. So
>> yeah, appreciate that. and um our ESA team is actually having calls with those 14 school districts um to share with them things. But I will also say this is the passion point. You've heard Stacy and I both talk about this. We've told a number of we've hosted a number of
technical support trainings and others. So equitable services is on the list. If this application gets approved, we would want to do lunch and learn series around this to make sure that we set everybody up for success. It's new. Um but your your point is well taken. So appreciate that and we will continue to work to
improve communication from the department to school divisions. Okay. >> Thank you so much. Anybody have any additional questions or comments here? >> Thanks Dr. Holland. Welcome President President Casey. board members
and superintendent Gullixson. It's a pleasure to be with you all today um particularly to inform your discussion of students within the accountability framework and the student support um work that you all have been doing. It's my goal today to share with you what it takes to develop and sustain positive
outcomes for students with disabilities in light of our state prioritization of higher expectations for all students. The role of the state education agency is to prioritize key levers to make impact at the student level um alongside collaborative partnership with local
school division and our providers. So today we're really just going to dive into sorry just trying to advance the slides here. Oh look at that it works perfect. So what I'd like to start off with is just talking through levers that are
probably very familiar to all of you here on the dis. But most importantly, these are the things that we know through research and practice work to benefit students with disabilities. You'll see here some information around identification and eligibility of students with disabilities. The most important thing is for us to accurately
and inform and with information identify the students that need support as a result of their disability. Um the Virginia numbers that you see here and some of the data breakouts represents around 15% of our student population which is right in line with the national
average. And so while you see that Virginia is growing, it is not meaningfully out of line with other states including our closest neighbors um that look very similar to us in demographics and population. We also know that once we appropriately identify students and the impact of their
educational disability, it's incredibly important to develop a highquality individualized education program or IEP that is designed to meet their needs and see them to fulfillment and achievement in the areas where they need additional support and assistance. And many of you
will be familiar with the amazing work that this administration has done on implementing um add-ons to the Virginia IEP, the statewide individualized education program system that has helped to support school divisions with increased progress monitoring for students. Um more engagement and
communication with parents and families and increased translation capability for some of our English language learners and their families. We also know that family engagement is incredibly important, particularly the functional application of students
rights. And so making sure that not only are parents and families informed and that information is flowing directly home, but also how can we continue to support parents and you'll see in a later slide some of the specific supports and educational opportunities we have specifically crafted for for family members in order to make sure
that they can access those rights and implement them fully. I want to take a minute and speak a little bit about professional development. I know this is a topic that you all were incredibly interested in during our last conversation and I just want to share that we have had some really successful partnerships with um folks that we hear
from quite frequently here at the state board like our Virginia Association of Elementary School Principles, the Virginia Association of Secondary School Principles to really have a a highlight reel of opportunities that we've had over the last year that are continuing as planned. And so all the way back in
uh summer uh this summer actually June we had our content teachingmies in partnership with our TTAC network and those organizations where we were able to train 578 prek to 12 general education teachers and administrators in specially designed instruction. Um, back
in October, I talked to you briefly about our partnership with VAESP and VAS SSP on training approximately 610 building level administrators and division leaders in instruction for students with disabilities. And coming up in December, we are already fully
booked for our training that we have uh in partnership with James Madison University with a focus on principles and assistant principles. And so I just want you all to know that the call for additional supports directly to teaching staff and administrators in buildings is
happening and we are getting really positive feedback and really constructive feedback on how to continue to make those opportunities more useful for our school staff when they're with us. I also wanted to mention diploma pathways. You know, we are very clear in special education what our goal is. We
do not hide that from anybody. Um, and we definitely want to make sure that that's something that is very clear to all stakeholders. We want our students to graduate with a meaningful diploma, something that creates a transition point for them to education, to employment or enlistment. And as you can
see from the data provided on this screen in Virginia, we measure that success from our meaningful graduation. And so this graph shows you both our target and our result for how we have improved those outcomes for students with disabilities specifically on gaining a standard diploma in Virginia.
And you can see that over the last decade we have set high expectations for ourselves and we have increased that target and have shown that we have jumped from you know in the 50 percentage points up to almost getting close to 90% now of students and those disability groups graduating with a
standard diploma which is really on the the backs and the efforts of our school staff and making sure those outcomes are achievable. That continuous improvement um has been shown statewide and really has unpacked regionally in coordinated efforts to support teacher effectiveness
which has contributed directly to the rising graduation rates you see on the state on the slide. One thing I want to talk about is noting um a pattern from what we were just talking about. Virginia has been thoughtfully increasing the target but also adapting supports to enable student
success. A similar approach will be needed as we ensure that cut scores are aligned with what we know Virginia students should know and should be able to do. Here are just a few examples of how we will support the field to adapt. One, we know that students with disabilities likely require specially
designed instruction in order to address the impact of their disability in the educational setting. We know they will also need assessment accommodations and modifications as part of their IEPs that will carry over from the instructional setting to the assessment setting. And we know that students may require
multiple attempts on required assessments to be successful aligned with appropriate interventions. In addition, the department understands that there needs to be flexibility in how students can demonstrate competency, especially for our students with disabilities. This is not about lowering
expectations, but is a set of agency level policies and procedures that provide flexibility and autonomy to school-based teams who know their students best. Let's talk a little bit about how the department will use data to support the field and using their own data to
individualize supports for schools and students. First, we will prioritize schools with the greatest need and look specifically at what their needs are. As you might imagine, this will look different for elementary schools than it will for our middle and high schools. Let's use an example of it in elementary
school, however, for today. So, let's suppose that we're talking about supporting elementary schools and data around literacy, particularly for students with disabilities. We know that with the changes and the innovations that the Virginia Literacy Act has brought, we have key levers in order to ascertain what those issues might be and
how to developmentally address them. Most importantly, is a school using highquality curriculum for instruction and literacy? And with that curriculum, are we then using appropriate and students with disability specific intervention materials that fit that need or the gap that we're seeing in the
data? Bottom line, there's a lot going on in our schools. We're not telling them to start over. We're telling them to use the tools that both the state and their division have provided in order to make that growth and adjustment and to focus based on data. We know the importance of those early grades and ensuring identification of appropriate
students, but we also know that ongoing support is going to be needed to address those areas. We also know that the IEP is a specific pivot point for students and making sure that it's aligned to their needs and implemented with fidelity at the classroom level. We also
know that this is about support and not just about support that we talk about or put on a one-pager, but really boots on the ground. And I do want to state that in special education, this has been really tried and true for us since the beginning. And we already have an established regional network of our training technical assistance centers
that provide boots on the ground supports handinhand with teachers, pair professionals, and building level administrators. It's all about taking what we know now and improving the practice of what we've done. It's also critical to recognize parents
as our students first and most important educators. We know that we've received a ton of questions and comments from parents who are wondering what this means for their students in particular and how we can all work together to support students with these higher expectations. I'll walk through a few of the resources that the department has
created or has funded um in collaboration with objective providers and parent and family advocacy and resource centers such as our state PTI. You'll see here on this slide, we have some ready to go um ondemand resources that are available to parents in bite-sized chunks that can easily be
accessed on a cell phone. Things like our critical decision points training that can help parents think through their child's educational career either start to finish or where they currently are now. What decision points need to be made? What kind of assessment questions should I ask be asking? Do I know what diploma option might be the most
appropriate for our family? We also have a family guide to special education that has been updated and translated into multiple language that's designed to walk families through the special education process, which can be really overwhelming, but how can we break it down? And we also have one pages
associated with each of the key decision points that can help support teams as they walk and support families. And most importantly, the the critical decision point in identifying students, we've created a video guide to the special education evaluation process for families that walks them through how to
articulate their concerns and also know what's coming up um if their student is currently being assessed or if they have concerns for them being assessed for special education services. We have such an amazing array of parental and family support providers in the Commonwealth and the department is
pleased to partner with them in a way to offer objective and um support for families from other families and parents which is incredibly helpful. So, our partnership with the parent education advocacy training center or pizzy um our state PTI has staff that are boots on
the ground in regions available to meet with parents either over the phone in community centers, in their schools, um next to their grocery stores, whatever it takes. PC does an amazing job of providing folks that can walk parents through and just hear their concerns and talk to them from a perspective of been
there, done that. We have uh a lot of great opportunities to support any kind of disagreements or dispute resolution both from the state level and also amping up our work on things like facilitated IEPs. How can we help teams come together and make decisions um that help provide parental and family input?
And as always, our family on budsman for special education is uh available 24 hours a day uh with less than 24-hour turnaround for any parent calls or emails that come into the department, which is incredibly important for us, especially in this critical time.
Now, let's shift to educators. Before jumping into the resources, I think it's really helpful to frame how we think about this work and most importantly how we collaborate with school divisions who receive the majority of their financial resources to support students with disabilities. At the state level, we've
set guiding principles that we want to see implemented in all 131 of Virginia school divisions. We know that each division is unique, so these are guiding principles, not specific rules. They help to articulate the vision which starts with highquality grade level instruction for every student including
our students with disabilities. We know that it's important to be tight on the things that matter and that is our outcomes, right? What do we want to see? What are our expectations? But we also know it's important to be flexible to the needs of a community and how we can wrap around supports to school divisions. I think you'll see in some of
those um professional development opportunities I talked about, we've tried to articulate that balance. We've one made them available to schools and divisions across the states, but we have prioritized working with our divisions that have identified the subgroup of students with disabilities as an area
that they need help and support with. Those divisions and schools are first in line for those opportunities and we make sure that they can take advantage of them. Virginia is also serving as a national example in this work. The National Center for Systemic Improvement has aligned closely to the work that we're doing here to show how states can
lever expectations into meaningful work boots on the ground for our teachers and administrators. We know that that research is important and most importantly to share with state exemplars that are doing the same work and how we can learn from them and benefit from their experience.
Finally, I just want to note that um I mentioned before our training and technical assistance centers. We have a TTAC in each superintendent region of the state based at an institute of higher education which is one incredibly important for staying close to what we know is effective for students but two
it means that there is a hub for that connection for our educators and administrators. TTAC has done an amazing job in partnering with us on each of these professional development opportunities past current and we hope future as well. We know that instructional resources are key for those guiding principles. School
leadership and staff have to have high expectations for our students, and we have seen firsthand the embrace that they have of inclusion across the Commonwealth. IEPs must be meaningful, reflect collaboration, and also ensure to address all student needs. Students with disabilities must be taught in
settings using curriculum that is aligned with our state learning standards. Special general education teachers and administrators and administrators must collaborate on planning and delivering research-based effective and differentiated instruction. We have to continue to
build our expertise on providing appropriate assisted technology to accommodate our students. Positive behavioral supports are incorporated in schoolwide approaches to discipline. And we know most importantly that school divisions, parents, and children benefit and build relationships when divisions
and parents work together to resolve problems. State education agencies are responsible for monitoring local level implementation of IDA and supporting improvement when needed. It has been my pleasure to walk you through today with what VDOE sees as the opportunity states
now have with more flexibility to determine what to focus on in our efforts in supporting students with disabilities. I'm happy to answer any questions or take any feedback. >> I Dr. Acriman >> um you mentioned flexibility in the assessment. Can you give some maybe
examples or descriptions of what you meant by that? >> Absolutely. Great question. So with flexibility with assessment types, we also talk about accommodating students and modifying assessments when appropriate. So, for example, an accommodation might be a readaloud assessment for a student or um things
that are successful for that student in an instructional setting that can be modified and used in an assessment protocol. We also know that it could be a modification. Some of our students are not um able to be successful with the so test. So, we could use an alternative assessment program in order to verify
their skills and report on their performance. And the key to that is using the IEP, what we know is successful for students instructionally. having that carried over um to assessments and continuing to work handinhand with other offices at the department so that we're all on the same page with what that assisted technology
and augmentative communication can do to support student needs. >> Thank you. And so when I look at slide, what is this with the graph? I love this graph and the improvement over the years and graduation. When I look at that slide and it says 85 standard, is that
including the VAP? And also when you say alternative, are you referring to the VAP? >> Yes. When I was talking about modification of assessment types, I'm absolutely referring to programs like the Virginia alternate assessment program. However, this graph only represents students with disabilities who are being tested within the SOS and
achieving a standard diploma >> with the accommodations on the >> Absolutely. And then do we know um when the parents get the reports on these new assessments about accommodations and that might not be for you. I don't know if we've kind of field tested the
reports with accommodations and students with disabilities and if there's any change to what that report might look like for parents. >> Yeah. Uh thank you. We are currently doing focus groups with families. So we will make sure that at least one of those focus groups are largely from
parents of students with disabilities if not more. >> Okay. Um and obviously uh you know with the new cut scores this is an an an area that is very important and dear to my heart. Um and I don't know I would love at some point if if we can see what the
data what this type of chart's going to look like with new cut scores. I know that might be hard with the accommodations um uh to to be able to know exactly what that would look like, but um I know we've kind of asked that before what the
different subgroups look like um as it relates to this and and I know some of this is tomorrow too. So whether uh a a year is enough lead time to be sure all these things that are already in place in the department of education um with
my heart spec specifically for students uh with disabilities. So because again we don't want to lower the standard. Everybody's heard me say that we want them taking the same assessment everybody else is taking. Uh but we want to see them graduate and employable. So um just kind of laying that out there
for my colleagues. for questions here. Mr. Hansen, >> what's the working relationship or disposition with US department this time? I know we've had a lot of activity the prior years, but just any guidance or partnership or other
priorities coming from the department. >> Yeah, great question. I'll let Superintendent Gullixson weigh in as well. I will say that we are on track with our um program awards and grant functions that are the most important for us, making sure that school divisions have access to funding. We continue to have um questions answered
and get responses from the department. I will say this is a time of year where we're really busy and gathering data that we'll report um not soon after, not too late after the beginning of the year. So, I think that will be a critical time period to make sure that we're still on track with what the expectation is. But as I stated, I think
the most important thing that the the current um climate is giving us is flexibility. And for Virginia, we know that we're coming off of a targeted monitoring visit from the US Department of Education in 2024 that was 100% um endorsing our general supervision and monitoring framework and dispute
resolution, which I think put puts a vote of confidence in our work, but most importantly allows us now to turn our attention to something that we all are very passionate about, and that's student outcomes. And so that's what state education agencies do best. Um any flexibility that's afforded to us to do that work in a way that's meaningful for
Virginia um is a win in my book. Just one other question on slide two where you had some of the student data and are you just seeing any trends of younger students coming in with
different types or are there different populations of disabilities or types of things that we need to be looking for down the road of some of the challenges or just the shifts that might be happening? >> Yeah, great question and so timely with the December one child count right upon us. I will say that we have been um
pretty steady as have some other big state players. So one that gives us an assurance for the rates of identification that we're seeing. Um I will say that if you talk to local school divisions they will tell you one we're getting better at identifying students earlier um particularly for critical intervention but that
behavioral concerns continue to be the priority for them and how to um intervene as early as possible and as um critical as possible with students who have behavioral challenges. And that's that's rampant in everything from fiscal data to programmatic data. And so you
will see a lot of the support that we've been putting out has been in working to support behavior modifications and planning. Um and we have some great new resources. If anybody's a fan of choose your own adventure, you guys remember that? Am I dating myself? We have a great functional behavior um assessment
protocol now that is a choose your own adventure. So, it helps a practitioner walk through a real life concern they may be having with a student and try out different interventions and really get the feel for how to instruct students behaviorally the same way we do academically, which is critically
important. Um, I think that's the the challenge that we need to continue to keep our eyes on in order to support um our teachers that are dealing with those challenges day in and day out. >> Other questions or comments here? Dr. Norther. >> So, if I could recommend one thing to
read for our teachers and educators, um I'm a big fan of Nate Levenson. Um and I believe we had worked with him for a little while here. Um but he was a school superintendent in Massachusetts and had a real heart for special education and did some pretty phenomenal
things um in Arlington, Massachusetts. And the article is called Something Has Got to Change: Rethinking Special Education. It's a little dated, 2011. Um, but it's very uh user friendly. He's also written a book for um school
leaders called Six Shifts to Improve Special Education: A Common Sense Approach for School Leaders. Some of the things that he said over the years have really resonated with me is reading, reading, reading, reading. Um, and it's it's really that that's one of the primary ways that we raise the
achievement of special of kids with special needs. Um, because reading is obviously the gateway to all of their learning. You've got to read to know, you know, social studies and science and math and word problems and math. Um, and the other point he's made quite a bit is that sometimes kids with special needs
just need more time to learn. And so, um, I think in his district he would often give them, um, take the same course. It's like twice a day and maybe the second time you take the course, it's maybe like 12 or 15 like a smaller class size, but just it's sometimes I guess what I'm saying is it's not like
this huge thing, right? It's like you need more time, give them another class or and with the behavior that's the other thing that points he makes. He's like a lot of these kids need a behavioral specialist. They don't necessarily have a learning disability. they need a behavioral specialist. Um,
that can often get them out of that diagnosis if they get that behavioral specialist. Um, and I think um, yeah, I I don't know. I I I just would advise us to a look at some of the work that he did in that state because I really think it resonated with a lot of folks and we
actually did a study um and looked at some of the things he did and found that the uh interventions that he was implementing um in other states because now he owns his own consulting firm goes around talking to us about across the country was that he was actually doing things interventions that were less
expensive and that the kids saw higher gain to kids with special needs. It's kind of like a a win-win here. >> Yeah, absolutely. Dr. Northern One, I really appreciate that feedback, too. We we are big fans. Obviously, Dr. Levenson worked with us directly on the 2024 special education roadmap, but um we
also have copies of his book, Six Shifts, that we bought for our whole staff and for the TAC. And so, you're right, and I hope you see it in this presentation as well, like these first two slides. Nothing here is is earthshattering or different. If you're in special ed, you you know, there's no
mystery to the work that we do. Um, it's hard work, but we know what works for the students we're talking about. So, I agree 100%. And a lot of the work we're doing boots on the ground in those sessions for our professional development, you'll see things like school and class level scheduling to make sure the intervention is timed so kids aren't missing out on direct
instruction, god forbid, right? How can we support behavioral modifications? Working closely with folks like ABA therapists within our school settings. So, absolutely. I think that's um great advice. And I was really excited actually a couple weeks ago to be with other state leaders in special education
including Jamie Kamacho who runs Massachusetts. And we all talk frequently and are benefiting from that online discussion and continuing collaboration to to not recreate the wheel to just get better at this work. >> May I Dr. Arian?
>> Along the behavior though I mean I think our colleagues would be interested to know there's been a lot of changes and funding issues that makes some of that a little bit of a challenge. I mean, they used to have day treatment in a lot of the schools and then that ran into some challenges with funding um and then uh you know there they actually have
separate funding um in Virginia uh that you've heard people talk about as guests on uh community services act. might be worth the board understanding some of those things. But there are things in place that make some of uh the abilities
of thirdparty behavioral specialist interventionalists harder to work with the public schools. Um and so there there are interesting barriers that consist in in how we can since behavior came up from both you and
Dr. Hollands. Um uh there there are interesting however there was a lot of money just recently put into some of the mental health initiatives. Um and I think that's kind of a new avenue. Uh but at some point we might want to park on on behavior as a board and figure out
how to help uh our preschool early childhood kindergarten folks because we often hear from them begging for help. So but anyway just some little tidbits and sidebars. >> No and both piggybacking on Dr. Acriman and Dr. Dr. Northern, you know, literacy
is so important um not only for academic achievement, but also for for helping with behavior. If a if a student is having trouble reading, that that can contribute to a lot of issues. So, it's no mistake that when um Chief Conway and I sat down to do this presentation that we focused on a literacy example. Um and
Dr. Wallace isn't here, but I can feel her presence and she would remind us that Nate Levenson is also continuing to partner with us on our federal literacy grant and many of our divisions are working closely. So, um, it's just great to hear the questions that are really highlighting the work that we're doing and and amplifying that. So, I'm so
appreciative to the board for that. >> Superintendent Gixson. >> Great. Thank you. Um, member Acriman, number one, this is why we thought it was so strategic to realign as part of our reorg at the agency um to move
special education and special populations under this new overarching um branch that's early childhood through the continuum of adult learners. So, I'm so glad you raised that so that um Dr. Holland and Chief Conway can work uh
closely together on that continuum, data sharing, etc. Um the other question that was asked earlier by member Hansen, I just want to echo what Dr. Holland noted. We have a great collaborative partnership with us. Um we are very
pleased with their selection of Diana Diaz um as their deputy assistant secretary for special education and the team that she's building up around her. um and a proud Virginia. So um great for us to have that additional thought partnership and collaboration especially
going into this 50th anniversary of IDA and uh all dollars um continue to flow which I will say again into the microphone. our federal grants, especially for IDA, um are still um
being fully reimbursed and um have not had any uh disruption or changes there. So, we are maximizing dollars to work for students. >> If I can, may I? I just want to echo what you shared about Diana Diaz um in
the uh deputy superintendent. I've gotten to know her a little bit as well and she's a son with autism and um just really has a heart for special education and I really do believe we're in a good place with the USDO. >> As a matter of fact, her son, she shared
with me her son's name is Sam Holland so she never forgets our our um Dr. Holland's name because of that. So anyway, Sam Holland the better. Ask you guys so much here.
So I I do have a couple of well just one question really. We were talking earlier about our gifted um some shifts in our gifted screener and just generally um can you talk to me a little bit about the historical conversations if there
ever have been um around students in Virginia. So, us having more of a student services type approach to special education that's broader than students with disabilities, but also including um gifted students,
particularly in the area of like an IEP for gifted students. >> Yeah, that's a great question, President Casey, and I will say there there have been fluctuations over time within the agency. However, as Superintendent Gullixson mentioned, one of the more recent changes we've made have been to realign the support of student services.
Um, which for us includes everything from behavioral wellness to student safety under the same umbrella. Um, I will say that's been really helpful for school divisions. One, it streams our approach to school-based mental health, which is such a key factor for many of our most vulnerable students. Um, but
two, Virginia has a robust history in offering a lot of guidance and support when it comes to twice exceptional students as well. And we know that that goes handinhand with students. And so I'm really excited to be working with the team on a lot of the advancements we're making to gifted learning as well. And I think our collaboration is incredibly important. And Superintendent
Gullixson has taken it upon herself to help thread that needle across our three columns of work. And and so I think the answer for now is while there's been um a lot of work to date, I think the work now and moving forward is much more strategic and will offer us an opportunity to partner closer together
and and support students that um have a lot of unique needs across multiple of our offices where we provide that direct technical assistance. And I'm certain you would love to work with Miss Nevitrol to um kind of hone in some of her recommendations as far as um the
regulatory changes that we suggested she come back to us with. So maybe that's a way to further thread the needle there. There's >> 100%. That's a wonderful suggestion. We'll be tuned to that and I know she was headed to u meet with some other folks across states um this week. So we're anxious to hear back and we'll definitely keep our ear to the ground.
>> Thank you. My pleasure. >> Any other questions or comments here? Okay, thank you all so much for your time. >> Okay, so now we are moving to unless you all need a break. Do we need
a break really quickly? Who needs a break? Are we okay? >> Keep going. Okay, we'll keep going. We'll keep going. Okay. Good afternoon again board members
and I am here oh wait I need to pull up the memorandum of understanding slide. So while they are doing that um I am here with two of of my team members in the office of school improvement Dr.
Ballard and Dr. Hollowman who will support this presentation today. And we're going to go over the history of the memorandum of understanding school divisions. And the whole purpose of this uh connection with these
divisions is really to help improve student outcomes to strengthen support to those school divisions um so that we so that we can help to support improvement of those students. theou it is this formal agreement between the board of Virginia board of education and
that local school board. Theus they look different for every school division. So when you look at your attachments attachment one is the tool that has historically been used to um initiate a division level review and then you have um the eachou for the current divisions
that are um in inou status. And the way that this has historically worked is that uh when a division is identified for anou, they first must undergo a division level review and then the outcomes of that division level review informs theou.
And so Dr. Ballot is going to walk us through the history ofus starting um in 2004. >> Thank you, Deputy Superintendent Booker Dwire. to President Cesy, members of the board, State
Superintendent Gullixson, um, agency leaders and viewers. My name is Quinton Ballard, as it has been shared, I have the pleasure of serving as the director in the office of school improvement, and it truly is a pleasure to be with you this afternoon. So, as
presented here, since 2004, eight school divisions have entered into a memorandum of understanding agreement with the Virginia Board of Education after the completion of a division level academic review. The division level re the
division level academic review a process used to conduct an analysis of a division systems and practices in a variety of areas was actually first approved by the board in 2004. Shortly thereafter, uh, in 2004 to 2005,
division level reviews were conducted in Lee County, Sussex County, Petersburg City, and anou agreement were developed and implemented. In 2005, a division level academic review was also conducted
in Richmond City public schools and anou was subsequently developed and implemented. Two school divisions exitedou status two years after entering into an agreement with the board which were Lee County Public Schools in 2006
and Richmond City Public Schools in 2007. And so in 2009, two years later, the board revised theus for Sussex County and Petersburg City and later revised the division level academic review
criteria in 2012. Uh two years later, Franklin City Public Schools had a division level academic review conducted and actually entered into anou with the board while Sussex County Public Schools
was revised. And it was in 2015 and 16 that Petersburg City Public Schools was revised again. One year later in 2017, Sussex County Public Schools exited and
Richmond City Public Schools requested a division level review. The review was conducted and resulted in a newou for Richmond. In 2018, Franklin City Public Schools exitedou status and Greensville County Public School was identified for
a division level review and subsequently had an MOU developed and implemented as well. Finally, it was in 2019 2020 that Danville City Public Schools and Prince Elbert County Public School Board requested division level reviews uh that
led to the existing agreements both divisions are operating uh within today. To date, we have five divisions operating within a a memorandum of understanding agreement with the board. These divisions have uh been operating
within these agreements with the board ranging from 5 years up to 21 years. I'd like to note that for two of the total years that you see at this time these divisions that these divisions have been inou status they could not exit because
uh school accredititation ratings were waved due to the impact of co for accreditation years 2020 2021 and then 2021 2022. Now, out of the five, three of those out of the five uh existing divisions, three
of the five wrote to the state superintendent andor the Virginia board president to request the division level uh academic review. One volunteered in 2004, which was Petersburg, to undergo the division level review back in 2020 2004. And then there was one division,
Greensville County Public Schools, which was identified by the board uh to actually undergo a division level academic review uh in uh 2000 and I believe it was 2018. And so theou the division level review
was conducted and the division is currently operating under the existing that it has. While there are commonalities among theou agreements, for instance, many of them are actually grounded in four to five division level
review categories or priorities that you see before you. And those categories are academic and student success, leadership and governance, operations and and support services, human resource leadership, uh community relations, uh
and communication. In addition, there are many of these divisions that have actually had a change in leadership at the division superintendent level upon entering into these agreements uh and uh the state superintendent board chair um have
supported them through the process of uh identifying uh a new superintendent in the event that there is a vacancy. And so while there are commonalities, there are differences in theseus as well, which one of them, one of the major differences you'll find would be
the exit criteria here that is presented before you. Several of these divisions certainly have shown improvement in the numbers of schools. Guess in the old system, you know, uh the number of schools that are accredited or fully accredited without conditions. Um however the exit criteria
for these divisions uh the exit criteria actually differ and it ranges as you can see between one year of all schools being accredited or fully accredited or having to obtain uh a status where two for two consecutive years that all
schools are accredited without any uh condition. >> Yes ma'am. >> Hold for just a second. Sure. We have a couple of questions here. >> Absolutely. >> Um >> I know uh Mr. Green has some questions and so do I.
>> Go right ahead, Mr. Green. >> Uh I guess so. My question the slide before where it talks about the total number of years that each of these uh specific school divisions has been underou. And I'm sure I'm looking at the same list my colleagues here are looking at
and I see where for example Petersburg City Public Schools has been unanimous right is about two decades plus one year and over the course of 21 years I'm sure the state has worked very closely uh with the city of Petersburg and their
school board and their leadership uh to address uh certain academic deficiencies to get them on uh a path where they could exit from theirou. Um I'm sure a lot of money's been invested, a lot of supports have been identified to help
them work um with their student body uh to get them on to a path of academic success. Based on what you know and based on what your team has been able um I guess to learn,
do you see in the foreseeable future where there's a path to exit for Petersburg City from thisou that has been under for over two decades? Uh the the answer to that question would
certainly be that there there certainly is a path forward and I think the revised standards of accreditation kind of outline a a different exit criteria if you will uh for these divisions uh to be subject to have to undergo a division
level academic review uh and or subsequently enter into anou. Um what I will say to you is uh and you know President Casi has been an active participant in uh more recently my my tenure here at the agency has been for about you know I'll be approaching about
four years and so I can certainly speak to that. One of the the challenges uh that I would say that we've certainly have been working more recently over the the last four years that I have experienced would be that the division has had turnover what I would say at the division superintendent level. uh uh as
I approach about my fourth year here at the agency, they've had, if you count the interim number of interim superintendent and current superintendent, they've had about five. Um and so um uh we have been leaning in and are really excited about the new
superintendent that is there who appears to certainly have a commitment. Uh has worked to um put uh student academic performance and outcomes I think at the forefront. uh has worked to
um hire and recruit, if you will, um division and school leaders nationally uh to bring them in to to be of service to Petersburg and get some stability not only at the division leadership level but also into their schools because when
she came about 15 months ago, um there was one there was one assistant superintendent that was on the division on the division team and she had to also hire about four four principles. So I what I would say to you sir is you know
as an agency we continue to leverage uh working with our uh our department uh offices to provide prioritize uh professional development uh to uh our divisions and that includes Petersburg. We prioritize seats for
professional learning and technical assistance. Um, and have been intentional in trying to walk alongside them shoulder-to-shoulder. I can speak to this current administration and say that, you know, I I I can say from my from what I'm seeing, things are going
in the right direction, but this type of system change to be candid with you certainly does take does take time. You need people and it takes time. People that are committed and it takes time. >> Got you right. So with so much turnover in a relatively short period of time
with respect to division leadership um specifically superintendent because they are on theou do we meaning DOE participate or um I guess participate for lack of a better word for right now in the
selection of superintendent or division leader. >> Great great question. Uh yes sir. Uh what we can say with the the the recent hire, uh uh President Cesy certainly uh was a part of that process and works alongside the state superintendent. Um
uh in a division having to uh submit um uh applicant criteria to the state superintendent and to the board president for uh the information to actually be reviewed. uh and again working alongside uh a division uh
school board chair and leadership uh to to uh select uh leaders in that division and that applies to all five of them. Uh we have uh certainly uh worked alongside Prince Edward County Public Schools as well. Uh they're in year one of their
new superintendent. Uh uh Dr. Jones is in year one there. uh who has uh transitioned from Cumberland to Prince Edward. Um and uh in the and right now Greensville County Public Schools, we're supporting them. They have an acting superintendent that is in place uh right
now and uh uh supporting them. I would also like to just simply highlight uh in leveraging external partnerships uh that we've also been working with VSBA who has been a great partner in not only providing board governance training for these boards but also helping them with
uh uh their superintendent search process and so I do want to take an opportunity to say that it's not a all on the agency we leverage these uh external partnerships uh in working with them and I would say also VAS has been uh instrumental and helpful as well when
we may have an unexpected transition uh and if it is such that we need to recruit or or help the division with identifying an interim qualified candidates but assist them and support them uh they have been also helpful in that regard and so I would want to take an opportunity to to lift that up
>> and can I just jump in as well uh Dr. Ballot so and this just speaks to we have to do some things differently and that's what Dr. Ballard is talking about and I'm just very excited. For instance, with Petersburg on Monday, we're taking a whole team of people from the state department. We're all going to go down
and sit and meet with the superintendent, her uh titles team. We have our you just heard um uh Chief Bura present. We're taking members of her team and we're all coming around the table to strategize how can we move this and make sure that you know the finances, the the school improvement,
the AC, everything's in alignment. So when we're talking about walking working cross-divisionally, uh Dr. Ballard set that whole meeting up for us so that we can all come to the table and start working because 21 years is too long. >> Dr. Ballard, can I ask a question then?
So, um, so I guess one of the things that I want us to talk about, too, besides just what's kind of been going on for a really long time in Petersburg, um, is
the exit, the entry and exit and then re-entry um, of Richmond City Public Schools. Do you have um a little bit more historical information about that 2005 to 2007 uhou um and why it was such a brief period of
time and what were the um what were the criterion used for exit um as well as what was the environment at the time that allowed for that exit? if you if you know that historical
information that you could provide for us, please. >> Um question. Um and if you don't mind, I'm going to actually I think throw the alley hoop up to my colleague here, Dr. Ivonne Hollowman, uh who is our special projects coordinator. She is actually the former interim director and
associate director uh uh in the office of school uh improvement. Um and so she would uh be able to certainly share with the board not only this uh more details about the division level academic review process and subsequently uh the processes associated with the
development and implementation of theseUS um but she also is our subject matter expert uh Miss Crey uh in this arena and she led our office efforts in the last uh division level review and uhou developments for Danville and
Prince Edward. she was also here in the agency uh at the time that you uh just asked a question about. And so I think if it's okay with you, I'm going to turn it over to her to maybe be able to answer that. That predate that predates me. Good afternoon everyone. I'm Harlem, the
special projects coordinator with the Office of School Improvement. I've actually been with the agency since 2007. And so, um, President Casy, I actually joined the agency the year, the month
that Richmond exited. Um, what I can share, um, from my experience in the agency at the time with Richmond City, they link they had a different superintendent of course at the time, but they leaned into the work. And so
you will notice that they exited in 2007 and then a decade later they came back. So it's not just exiting. You have to sustain those practices. And when they exited a few years later they had a new
superintendent and then an interim superintendent and then another superintendent. And so, um, we see the same thing with, um, Greensville and also with Petersburg, as Dr. Ballard stated a moment ago, that the
transitions from superintendent to superintendent. It's not just the superintendent that changes. Their central office leadership changes. So many of the people, for example, in Richmond that were there in 2007 when they exited, a few years later, they
were no longer there. And so, um, that's one of the issues, um, that we see, um, that continues across school divisions, um, that people have to lean into the work and you have to have a superintendent, a school board, and
everyone along that vertical spine. The school board, superintendent, principles, teachers, community, students, everyone has to believe that this is all of our work. And if we don't see that or if we see that it is not
consistent because often with umus people will be very active in the first year the superintendent will be active the schoolboard members will be active and then throughout the process we don't see a lot of consistency and then in our
agency we have change also. So every four years we get a new governor and a new state superintendent and people's philosophies change and so it's change abounds. And so we have to figure out a
system where it can actually work regardless of who's sitting in the superintendent seat. And that's why culture is so important that you and there's this saying that if one person can make something happen or not happen
then you really don't have a system. You should that's that's actually a risk for an agency. It's a risk for a school division if one person or two people can upset the whole apple cart. And so that's why I talked about that vertical
spine. Everyone needs to be involved in the process, including our agency, so that if the superintendent leaves, he or she still has a great deputy superintendent um chief academic officers that can fill in. So, I hope that answered your
question. Yeah, I think it's just frustrating um for those of us native Richmonders um because all we want is to see our city be successful. >> Um and so I know so many of us are
willing to put forth whatever we have to put forth from our perspective to help make that happen. Um and like you said, it's change that that makes things and and it is fragile. the whole system is very >> absolutely >> and so many components to that
fragility. >> So um >> thank you for that answer. >> Oh, you're welcome. And so um my time today I'm going to spend giving you some background the history of the division level review process. It actually
originated in um 20 2004 with the passing of House Bill um 1294 by the General Assembly and then it was subsequently signed into law on April 15th, 2004. And this legislation amended
the code of Virginia to give the Virginia Board of Education the authority to require division level academic reviews. Prior to there that time there was no such thing as a division level review and this was based
on the findings of school level academic reviews because at that time schools had ratings of either accredited accredited with warning or accreditation denied. And so the findings of the review were used to determine whether well one of the criteria used to determine whether
or not a division would be required to enter into anou as a result of a division level review. Um this action was critical at the time because the division and we talked about this a moment ago. The division is the point of
entry for school improvement since it is the entity which influences key resources that are essential to a school's success such as school leadership um instructional quality personnel policies budget assessment
practices and curriculum. And so when you think about Richmond City, Petersburg, they've been um with us for a while. When you look at some of and even Greensville, some of the divisions that have been under anou for a while, you have to have all those pieces
working together. So after the legislation was passed that governed the board's authority to require a division level academic review, the board selected developed um selection criteria for which divisions
would be selected for the review. And so on this particular slide, you will see that there are three there were three selection criteria that were originally adopted by the board on June 23rd, 2004. And it's important to note that during
this time, Virginia operated under two accountability systems. We had our state system which focused on the standards of learning results and then we had our federal system and at that time it was the no child left behind act. The state system focused on how the whole school
performed. But the federal legislation introduced the practice of disagregating data. Prior to that time in Virginia, we did not disagregate data. We looked at the school as a whole. And to be considered for a division level academic
review, three criteria were required that emphasize both the state and the federal accountability systems. And so, let's review them quickly. First, the school division did not meet adequate yearly progress or at that time it was
referred to as AYP. And with AYP, you looked at how student groups performed such as your white students, black economically disadvantaged students with disabilities, English learners. And so if a school division did not meet adequate yearly progress on the interim
benchmarks in the same content area being either reading or math for two consecutive years, that's the first criteria. And in that same division had the percent of students attending schools that are not fully accredited
that exceeded the statewide average. And in that same division, the school level academic review findings showed that the reason that schools are not accredited in the division is due to the division's non-compliance with the standards of
quality. And so just a moment about the school level academic review process because that was a huge part of this. Um with schools that were accredited with warning at the time, they would be required to undergo a school level academic review. We looked at curriculum
alignment, use of data, professional development, instructional practices, um, school culture and we would send a team into the school for approximately two days and the team would conduct interviews with everyone who worked in the school. We would observe in
classrooms and then we would review a number of pertinent documents to determine the instructional but also the organizational factors that are impacting student achievement. And so findings for the school level academic review informed whether or not we felt
we needed to take a look at what's happening in a division. And I'll give you a quick example. In one division that where we conducted a division level review, they had several schools that were accredited with warning due to science. And as a result of the academic
reviews across all of the schools, we found something rather interesting. Teachers opted to spend more time with reading at the expense of science. And so when we reviewed their use of time, their master schedules, we found that it
was consistent across those schools that were accredited with warning that they were not actually teaching science. And that's a school issue, but it's also up here a division issue because there's someone from the division that oversees the work that the principal, the
principal's assistance, um what happens in that building. someone at the division should have been aware that this was happening not just in one school but it was across multiple schools. And so in that particular example, we use that as one of the criteria when we were determining
whether or not the division should be recommended for a review. That was the original criteria. But in 2012, the board at that time had to update the criteria because federal legislation changed and we transitioned from the
Every Student Succeeds Act to the Elementary and Secondary Education Act flexibility waiver. So, Virginia joined other states in requesting and receiving flexibility from certain provisions of the No Child Left Behind Act. And as a
result, the board needed to revise their division level review selection criteria. And so, in the second column of this slide, you'll see the updated at the time criteria. And so you'll notice that the first criterion changed that
the school division had not met federal benchmarks for any proficiency gap groups. So that was new terminology that was added and meaning that there were groups of students. There were three different gap groups. You had a gap group one which was your students with
disabilities, your English language learners and your economically economically disadvantaged students. You had your gap group two which were your black students that were also students with disabilities, black students that were also students um that um were
economically disadvantaged and then finally black students that were English learners. And then with gap group three were your Hispanic students that were students with disabilities, English language learners, and economically disadvantaged. So if a division had had
not met the proficiency the benchmarks for proficiency gap groups they were considered or in that same division if they had priority which were the bottom performing 5% of title one schools or any focus schools which were the lowest
performing 10% of any school for proficiency gap group performance. They met the first criteria. The second criteria remained the same that the percent of students attending schools that were warned on the state side exceeded the statewide average and the
school level academic review findings showed that the reason that these schools were struggling was because the division was not in compliance with the standards of quality. And so the Virginia Board of Education makes the decision about whether or not a division
will undergo a division level review. But we have had some instances since 2004 where the LEA actually requested the review. And so, for example, in October of 2016, the Richmond City
School Board voted to request that the um Virginia Department of Education conduct a division level review. And so that was brought to the board on November 17th, 2016. and the board approved that and we conducted the
review of Richmond. And in 2019, both Prince Edward County and Danville City requested a division level review. And so, as you can see, the academic review selection criteria at the time in 2004
and also in 2012 focused not on not only on our state side, but also on the federal side. And so, Now, we're going to talk about moving forward. Um, if you recall from the
previous slides, Virginia schools were governed by our accountability um, system requirements related to the standards of learning and also the No Child Left Behind Act and the ESA or Elementary and Secondary Education Act
flexibility waiverss. So in 20 December 2015, we transitioned from the No Child Left Behind Act to the current Every Student Succeeds Act. So things changed once again. And in addition, there were changes at the state level. Um for
example, we added the graduation and completion index and there were several revisions to our content area standards. And so as a result, the department determined a need to revisit the division level review process that had
been in place for over a decade. And so we contracted with Strong and Associates to take a a look at what the research said about what is it and Miss Cesy is kind of to your question. What are some
things that high performing school divisions do and do well? And so there was a research brief that Strong and Associates developed for us. And what was great about the brief, they
identified some focus areas, for example, academics and student success, um leadership and governance, operations and support services, human resource leadership, and community relations and communications. And what we asked the
team from Strong and Associates to do, we wanted them to look at the research, but we also wanted them to tie this to the standards of quality, what our laws say at a minimum that a school division is expected to provide. And so on this
slide, you will see a crosswalk of the five areas of division level review. And so the first category is academics and student success. This category is aligned with our SOQ component related
to so aligned instruction or standards of learning aligned instruction, our targeted programs for gifted students, remediation programs, effective classroom instructional practices and professional development. Because in order for a school division, any school
division to make progress, you have to make sure that people are teaching from our aligned curriculum. And of course now using our high quality instructional materials, but also what's the process for professional development in a school
division? Is it you go in, you receive the professional development and then no one talks about it again or is there a cycle where you go, you participate in the professional development, you know why you're attending the professional development, there are some actions for
you as the participant when the professional development concludes. Is my principal going to come into my classroom and observe me implementing the new strategies and providing me with feedback? And then at the end of the day, what's the nexus between my
participating in this professional development, practicing it and improvement at the student level in my classroom? So that was the first area. The second area is leadership and governance. And this category emphasizes
the SOQ components that are related to all of the people that are involved in in supporting students including the teachers, the administrators, the guidance counselors and pair of professionals because before you can ensure that students have high quality
instruction, you have to make sure you have the right people at the table. It also examines the role and the relationship between the superintendent and the local school board. Um, you would be surprised in in some of our divisions that are that have been under
a division level review and are currently under a division level review. Some of the contributing factors are is the relationship between the superintendent and the boomwork. But we also look at or or look at how decisions
are made in the school division. Is it a top- down approach? Is it bottom up? You know, how do you involve all of the stakeholders in that process, including parents and community members under operations and support services? This
particular category emphasizes the SOQ components related to processes executed in the division related to the fiscal um and other resources to support student achievement. So if we're working backwards, you have to have those
resources to provide support to the leadership in the school and also to support academics and student success. So as you can see these different pieces should fit together. And then with our next category, human resource
leadership. I think personally this is what I consider the most important category. Um because school divisions have to have a robust process for recruiting, supporting and retaining personnel and not just in the divisions
that are under a division level um review process andou. That's something that's constant across the country. And additionally in this particular category again we focus on how job embedded professional development and the
evaluation processes are correlated with student performance outcomes. And so we look at how is a teacher's evaluation connected to student outcomes. So if you have all teachers that are excellent,
exceed standards, but the school has been consistently underperforming, there is misalignment there. And so something that I hope you all notice across these um categories that there is a common thread that is woven between all of
these among all these categories and that's the SOQ component standard seven regarding schoolboard policies. That's really where the rubber meets the road. The school board has to have policies regarding human resources, regarding
operations and support services, regarding leadership, regarding academics and student success because effective and current and current policies ensure coherence across the system and it clarifies lines of
responsibilities because sometimes when we conduct division level reviews, it's not always clear who's responsible for what. And so through this process, we look at it like systems thinking that all of these categories are like pieces
of a puzzle and they should be interconnected. And once you do that, you should have students that are college, career, and life ready. And so we want to look at the relationship among all of these different categories.
And so we as strong and associate and associates to help us marry the research which are the categories to our standards of quality. And what they did they produced a tool for us and you all
have that as your attachment one in your board packet and what they have done and this is a snapshot of the of one of the tools. There is a tool for each of the categories that I just um reviewed with
everyone, but we're just going to talk about this first one as an example. So, under academics and student success, there are subcategories. Um you have student achievement components, professional development and support, research and innovation. Um, some of our
divisions that have been un that undergo a division level review have a special education corrective action plan. And so we follow up with them about that. And then finally the targeted compon targeted programs component.
And so um, with the division level review tools for all of the different areas, we don't use all of them. I'm sure you all flipped through the document and we don't have any divisions where we would use all of these. What we
do, we look at the data over a three-year period of time and we look at what are some trends and then if you recall I talked about the academic review earlier. We used the academic review findings to help us determine over a number of years what were some of
the recurring themes and those are the areas that we're going to focus on. And so if you look at the parts of the tool and all of the tools are are designed the same. It starts out with the tool name and then it shows that is
evidence for a particular area for example academics and student success. Then you'll see some sample artifacts. These are samples that a division may submit to us. They are it's not an allexhaustive list and in some instances
we tell the division what it is that we want to see during the division level review. Um then it is it is organized as a rubric. So we look at gradations of performance across the area starting with the functional implementation. We
always start there. And so in this particular example, there are two components here under student achievement expectations. For example, communicates clear division, vision, mission, and goals for student achievement to all stakeholders. So say
for example, we looked at the strategic plan. We're looking for evidence in that particular artifact that shows that there's clear division um vision, mission, and goals and achievement for all stakeholders. So we take a look at that. um you get points, you get two
points if it's functional. If we see everything is functional, then we move up to full. If it's not functional, we move down to limited or no implementation. And then in the bottom where it says evidence, that's where the team enters their notes because that's
going to help us develop what are called essential actions. And so I'm going to quickly um before I finish I'm going to quickly discuss what happens before, during, and after a division level review before I turn it
back over to Dr. Ballard. Before the review, the office of school improvement director selects and trains the team members. And so people in our office from the office of school improvement, we would serve as the team leads and we
would have representatives from other offices in the agency such as special education instruction, federal program support services, business and risk management, um CTE technology. They serve on the team based on the tools
that are selected for the division. Um then we look at the um academic review findings and and and and our analysis of the three-year data trends to determine exactly which tools we want to use. And
then we assign teams for each tool. So there is a team for academics and student success if that's a tool. There's a team for leadership and governance. There's a team for operations and support services. And then we meet with the superintendent. So
back in 2019 when I led the last two reviews, I met separately with the superintendent of Prince Edward and also with Danville to share the tool and Danville actually invited me to come to their board meeting to present the
entire tool during their board meeting because there was lots of um interest in this process that was about to occur in their division. Um during the review, the team members conduct the activities. So we start out with the desk audit. So
we ask the division to send us artifacts that are aligned with the areas that we're going to focus on. So we review those documents because they help us to focus on our activities once we are on site. When we're on site, we conduct interviews with the schoolboard chair,
the superintendent, division staff, parents, community members, and students. We've already talked with teachers because remember, we've already conducted division level reviews. I mean, um, school level academic reviews. We also on some occasions go into
classrooms if we want to observe instruction in the schools that are accredited with warning but also in the schools that are not because sometimes we will see the same practices and just by happen stance. A school that's fully
accredited made it but they are using some of the same practices that led to us um determining that a division level review was necessary. And then we review documents. Then finally after the review, all of our teams get together with with
um with their groups and they debrief based on their notes using the tool and they identify essential actions. In the last two reviews we did, both divisions had over 40 essential actions. But we don't we won't have 40 essential
actions in the end. So all of the team leads got together. They met with me in a in a conference room. We put up chart paper around the room and each team listed all of their essential actions and we looked for themes across the
different areas. So for example, if I was on the team that focused on academics and student success, did I see something that you saw in human resources? Did you see something that someone saw with operations and support services? And then some themes emerged
across all of the groups. And then we developed the report of findings. And that was written and presented to the superintendent of public instruction for review and feedback. And then it was presented individually to the division
superintendent to share with their local school boards. And then it was presented to the Virginia board. and they use this information to begin development of the memorandum of understanding. And yes, >> and so we just want to pause here
because we know it's a lot of information that you just received. So, um, if there's any questions, we can pause here quickly. I just kind of want to go over what's on I guess slide 13. um we're
you're deep diving on the actual process of the review. Let me step back. So what we've talked about is essentially self selecting the need for a division level review in many cases, right? Mhm. >> So
it's not done based on continued or is it or is it not done on continued lack of accreditation or any of the So let's >> add that component. >> Okay. I I'll I'll give you some more
context. Often when a division and I'll just speak from my experience since 2007. Often when a division elects to request a division level review, they've been meeting with the director and staff in the office over a period of time. And
remember, divisions, they have their data over the summer. So they know that it's coming that we may >> So they'reing that. >> Yeah. We tell them, yes, we tell them that there is a high likelihood because normally, and if you remember some of
the dates that I shared with you, they were before the public release of data. So, you really don't know that you're actually act, you know, accredited with warning until the public release. Many of them are proactive and they know that when the actual public release happens
that the next conversation is the recommendation for a division level review. We can't request it until we know for certain, for example, that you're you're going to have schools that are going to be accredited with warning.
And remember, you have to meet number one, number two, and number three, >> right? >> We won't know that until the public release for sure. >> So, I guess, sorry, this is totally flipping me out today. Uh cuz the ones in the library you have to really scream
into. Um, okay. So what as I'm looking at slide 13 I guess my bigger question is why is DOE conducting these reviews? Why are we not using third party? >> We have >> but is that consistent?
>> Are third parties consistently reviewing? >> It depends on the board and the director in the office of school improvement, the state superintendent. Those are the people that make the decision. And so as
we transition from one administration to another administration, we've had different entities um predating me and I believe the review with Franklin City, we used a third party. >> Okay. I just say that because those of
us who live in this world of doing accreditation reviews and those of those like Dr. Arian down there who receives accreditation reviews. We have teams that come from all over the country that come in to do those reviews from
different places. And so the it's really it's really a value ad more than a gotcha, right? It's a it's a value ad to be able to hear what others >> their experiences are. And so I really think it would behoove us to set up a
system where because when we talk about continuous improvement, we want to hear from more than what's going on in Virginia. You know, we want to see the best practices that are being instituted all over the country to better our practices and to improve student
outcomes. So, I I only raise this issue because I do think that it it really will make us a better system if we focus on the opportunity to use um to source outside experts come in and not just
experts in Virginia, >> you know, um to do this work. And I know it's not necessarily the cheapest thing in the world to to um >> to actually do this whole process, but I mean, if you remember, you've been here long enough, you remember accredititation reviews and and we
didn't do it all the way all the time here in Virginia as Virginia. We had other >> we had other accredititors that did this work that went in and did reviews and our schools did have to pay for it then. >> Yes. It's not it's not something that is
foreign to our school divisions. >> So, um I do just think that it's really critical that we talk about that third party review process. >> Yes. Um that's a great point for Franklin City. We actually used Advanced Ed conducted the reviews for Franklin
City. >> And may I mad president? >> I I guess I mean you you may be pro I think you did already answer this but just for clarification. So we stopped using sachs and other people just shifts in administration and
>> yes and so and and that's one of the things that um as we were looking to do a new process that was the first thing actually that Dr. Ballad and his team talked with me about they actually developed an RFP and like just have it waiting ready to go until we meet with the board. Um and so we so that is
something that has been on our um on our radar but we just have not we because with that we need to know how many schools are going to be identified how many but we so third party is something that we have thought about um and then we're also prepared to keep it in house as well.
If I may again, I I have to say I mean one of my favorites is and I'm pretty sure it hasn't changed but Cape and Higher Ed that do kind of a combination. Um so they have they have some DOE partners that are trained in those these DOE standards, right? Because now we've
created all these amazing standards. It may not match. I'm sure you it's in your RFP. But um anyway, I just a combined approach is a nice way to kind of keep the Virginia identity and maybe that's why we keep going back and forth so much. Um so just something to think
about and so just I'm going to um take us through I think you all have a pretty good understanding of the history now. And so with um just some lessons learned from the these from the divisions that have successfully exited um there were a
couple of key things that we noticed. It was that number one uh there was a uh a staff member was in someone from the state department serving as an a board member um coming to their board meetings regularly. Um you had the strong
accountability from the board of ed um and the state superintendent as well as with their local board and the local superintendent. So it was this team approach. Everyone was working together. Um there was monthly meetings with finance um with the finance teams uh to make sure that the funding was was going
well and that um these external partnerships. And so the all of these pieces all those bullet points are what we're looking uh towards incorporating in the new in the in this revised approach. And then just understanding that it's not going to happen in one
year. It shouldn't take 21 years. Um but three to five years we should uh we plan to that they should exit. And there has been success stories that we have celebrated um such as with Sussex County. And so with the next steps um so we have
aligned so you talk heard Dr. Hollowerman talk about how there was this um the two different systems for accountability and accreditation and federal accountability and state accountability. So because these systems we've worked so hard in Virginia to strengthen that alignment. Um so if you
have a certain number of comprehensive support and improvement schools or an additional targeted support and improvement schools, you will be anou school division and that will trigger the division level reviews. And so we want to make sure that we are tightly aligning the entry and the exit
criteria. So as we look to do newus uh we we really want to focus on what got you in can that is what get gets you out and our timeline. So uh this is the proposed timeline if we're keeping it in house um this is the proposed timeline
um that's presented on the screen where um whereou divisions are identified and then we start that whole uh division level review process with the idea that um you know that there will be anou come March April after that process is
complete while recognizing that you're going through this division level review you have comprehensive support and improvement schools they have requirements that need to be completed in addition to all the other requirements that may be completed um may be required from the state. And so
we really working to align all of that so it doesn't feel like you're filling out uh a bunch of paperwork that we're all aligned to um to to push forward systemic improvement. And um and so with the next steps, we are revising the approach and we're
still keeping the office of school improvement at the lead coordinating the teams. Um and there's three different the three last bullet points. So as we're preparing for the accountability outcomes to be released if a new divisions um if they are identified to
enterou status uh then we will uh start that division level review process. We currently have divisions who are inus. If we see that um from these accountability outcomes that they will still be in anou, what we're going to do is um undergo a division level review
process to revise theou and then if this accountability if the outcomes of the accountability will exit the thoseou divisions then we'll work with the board to to look at how we can exit them fromou status. >> I got a couple things real quick. Thank
you. Um, so I I I don't know. I'd like to hear everybody else's comments here, but I'm really stuck on the fact that I I feel strongly about a third party review situation here. Um
uh I feel strongly that the the Department of Education can benefit from the recommendations from a third party in how it supports the schools. And I
feel strongly that schools and school divisions themselves are going to get so much out of a third so much more out of a third party than they are out of simply the department coming in and evaluating. So, um I guess my
recommendation may be that we direct Emily Anne to um Superintendent Gullixson to to talk to Miss Velasquez about an additional SOQ that would say we you know if we are committed to
school improvement and we want to get us and we want to get every school division out of anou status. It is our goal to ensure that every no school in the Commonwealth reaches the criteria for anou, right?
That we move towards this third party review process and get schools to where they need to be. I' I'd love to hear some feedback on that. Madam President, >> Miss McFersonson,
>> a concern I have is that the schools that are already under an existing, I have a feeling that maybe they should be reviewed according to internally because they already have a set of expectations and they were operating under that and then once if they get
reidentified under the new category and they get thrown to a third party, I'm thinking that the crisscross for them could be difficult. So, it could very well be that maybe with the existing ones that we might want to do those inhouse. I don't know
how anybody else feels about it, but >> I guess I feel like they need the most evaluation from a third party view, Miss Ashton. >> Um, I've been going through this accreditation process myself right now.
The benefit is it's most rigorous self-reflection process where the team is fully engaged in it and can look at the data set priorities and so it it it is a lot of work but it is um I think um actionable
for the people who are doing it and so I do recommend having a third-party um evaluator I think you know ha having schools schools or school divisions have options in terms of who they can work with is important. But if you're if
you're really talking about um improvement and it coming from the people who are doing the work then I don't know any other way to actually do it. We can have a top- down approach which I think will have you know maybe immediate impact
but for the long term the way I experience accreditation is that the people who are front and center on the ground go through it and they're able to inform their practices and they come up with real action steps. So I am fully
supportive of third party third party accreditation partners to help our schools get better. that impressive. >> Dr. I I guess something that I mean just obviously everybody knows I love that idea but but the timeline would be interesting. Um and so I think I have
some questions around that. I mean usually to gear up for accreditation they'll tell you six months to 18 months for your first visit. >> So I think we need to remember that this is around particular criteria. Yes. Um and so it would really be a what you
recognize as a self-study type opportunity would be really a self-study in those CR the criteria where the the schools are not meeting >> um the benchmark. Uh and so I think that
it's it's a means by which to build this kind of system that's sort of based on what what what you're talking about as that process of peer review. >> Okay. All right. So >> So it's not the full process of you know that that long process you're you're
referring to. It's more around >> and and then my next point would be is there a way we can keep this from being a yo-yo? I don't know what kind of power we have. It's legislative. if it starts involving something else, but that it we, you know, we're not doing sachs and doing
then doing a peer review and then doing the OE reviews and um for our schools to have some consistency around it, I would just make me so happy. But those are my two kind of concerns. Superintendent Gallson, >> President Cesy, um, member Acriman,
that, as I will remind you to one of our prior presentations from our deputy superintendent, is why we're really leaning in on a multi-year infusion of school improvement dollars. This team has been very gracious in these 9-month
hustle grants and then three three months review and onboarding the new grant cycle. And as I said previously, but want to reiterate now that it's timely, um they that was one of the top recommendations when we first met on what needed to be improved so that as
schools do improve, they have some of that continuity even as they level up um so that it's not as jolting also on some of the dollars tools and we can really embed the systems change that the board is seeking.
>> Mr. So I don't know if this is a question directly for you Dr. Booker Dwire or Dr. Hollerman um given her institutional knowledge and I certainly appreciate it and giving us some uh historical context
with respect tous and some of those very specific uh school divisions that was referenced earlier. But my question is specifically pertaining uh to the city of Richmond uh to the Richmond uh public uh school board. One of those bullet
points, one of those um slides that you had Dr. Booker Dwire was uh was how some of these school divisions have successfully exited uh from the umou. Um do we know as of today if the city of
Richmond have fulfilled any of those um actions where other school divisions have been successful in their exit? So, we're we're waiting to see what the data says or account the current accountability year. But as we let me
orient myself here to the slide that you're referencing here, right, those items right there, the consultant that's at the school board, presented at state board of education uh meetings, etc., etc. >> We we we currently do not have uh uh an
education consultant that serves as an ex official member for their board. Uh I believe you can take a look at the MOU. I I believe the theou speaks >> uh to um it kind of outlines um uh the requirements there. Uh and then
you know the the the monthly meetings uh piece uh has not uh occurred but we we continue to you know maintain a cadence of of meeting with division level leaders conducting and monitoring their federal schools etc. not only Richmond but the other four as well
>> um as it so as it is related to those corrective action plan meetings. >> Gotcha. So I guess my other follow-up question um again based on what Dr. Hollowment was able to reference you know uh RPS unilaterally uh entered into
aou with DOE what 2016 um recently there's been I guess some conversation dialogue etc around the city of Richmond vaccine from theou um based on any of your dialogue or
meetings or contact with RPS have they been a and I think in that original they agreed signed off the school board uh the superintendent to 100% of their schools being fully 100% excuse me so accredited
um in dialogue in your recent dialogue if there's been any have they been able to give any substantial rationale as to why they should be exit from theou and why they shouldn't be held to that 100% goal >> right so we are in the process of uh
releasing the new accountability data which is going to um identify school divisions. Um and so if we look at so so Richmond currently has anou if it is identified under our new accountability system when we release those results
then we will um re revisit theirou to revise it. And so that's kind of where we are right now with so we're just waiting on that accountability data to come out because what we don't want to have happen is to say okay you you exit and now the data comes out tomorrow and you're I'm not saying it's coming out
tomorrow I'm just saying the data comes out and then you're reidentified and so um we really want to see that accountability data to see where the school divisions falls to see how many uh comprehensive support and improvement schools have been identified in Richmond because that will determine whether or
not they stay inou status. Gotcha. Okay, thank you. >> Any other questions before they exit? Okay, we're going to take a quick break and then reset for ESSA. for everyone in um
watching from the public. We are going to move item J, the performance task overview and next steps. That presentation will take place during our business meeting tomorrow. We are moving to item K, um the ESSA update.
So, Mr. Jennings, take it away. >> President Casey, Superintendent Gullixson, board members, thank you for having me today. We will be discussing amendment nine to Virginia's consolidated state plan or ESSA plan. Uh today, I'll be speaking specifically to changes in under the title one section accountability. Uh there will be other
changes that will come before the board in future meetings. And today in this work session, we're just talking through some of the proposed changes as we move into the public comment phase. Again, we did discuss this in June. I was with you in October. And so we've discussed these items, but we want to bring more details
to you and so the public has transparency and knows uh just what's for consideration. So the outline for today's presentation is to share with you the purpose for seeking the amendment uh the stakeholder engagement we've done thus far and will continue to do the overview of the
proposed revisions and the process and timeline for amendment 9 that will include other areas as I mentioned. So when we talk about the purpose when the board adopted the framework, the school performance support framework, uh the board identified areas for future consideration. They said we're going to
look at things after the first year for year two uh and beyond. They noted at that time areas they wanted to talk about uh during the adoption initially and so we're bringing those before you now. Secondly, in our amendment seven, uh we noted to USD that we would return
with data uh to answer some of the questions around uh pieces that were adopted in the framework. And so that's another reason for this amendment. And then thirdly, from public comment, stakeholder engagement, there have been, you know, questions, feedback about, you know, maybe making some tweaks in some
of the areas. So uh it's an opportunity to look at the first year of implementation, full implementation, and to see about making revisions in that area as well. So stakeholder engagement, we've been ongoing with stakeholder engagement again throughout the year. Uh there's regular meetings with school division
leaders getting feedback. Uh the superintendent has superintendent's uh council. Uh we met with the Virginia Association of Secondary Principles around some of these changes. Uh we met went to the VAS conference a few weeks ago. Uh ESA coordinators academy, title 3 consortium, CTE conference just to
name a few. So there's been ongoing public engagement with some of these proposals. uh really since uh June and we've continued and we will continue uh with presentations, listening sessions and public comment moving forward. So I'm going to go through each of the
components to sort of seek them uh sequence for you and then pause and take questions as they develop. Uh and so the first one we'll look at is a mastery index. When we adopted this a year ago, uh we looked at you know some tests have four performance levels. You know that from all your conversation with the
proficiency cut scores and some assessments have three. And so to bring balance to the the system, uh the proposal is that for assessments with three performance levels and you see those listed here, our EOC test, history, social science, uh Virginia
alternate assessment program, the VAP test, that we would use three weights. So we would keep the one point the 1.25. The change is that we would go from a 0 75 to a 0.5 uh to bring some more variability and some balance to the system. So that's one of the proposed
changes. Next we want to talk about science. So with the changes to the performance levels, grade five and grade 8 science only had three performance levels and we got feedback on you know reading and math have four performance levels. Why doesn't science in the elementary and
middle schools? And so we work with our psychometricians and we use some methodology. You see it listed there. a chance cut, standard error of measurement. We look to see students who are not successful. Where do we know they're guessing versus they have content knowledge? Where do you draw that line between below basic and basic?
And so our psychometricians met and they analyzed the data and you see their proposals there that with their methodology 95% probability of knowing about grade level science than would be expected by chance. And that was using this methodology. And so you see the tables below. Grade 5 science would be
below basic 0 to 355. Basic 351 to 399. Grade 8 science below basic 0 to 370 and basic 371399. What this will allow is that for students who are not successful on the science test, uh they can earn the 75
because as I shared with you the slide before, you know, three performance levels is a 0.5. So now we're increasing opportunities for these students, but also the four performance levels really helps you differentiate data to really see where students are. Uh and so this is a uh proposal revision uh that the
field uh has given us positive feedback on uh to sort of really see where students are in science and bring alignment between our reading, math, science grades uh really 3 through eight. Now this slide looks a little overwhelming. You've got quite a bit of
uh language from USCD uh ESSA, the Every Student Succeeds Act. And what this is stating that uh under federal law, schools are required and student groups have 95% participation. Uh that that was uh in ESSA that was signed in 2015 uh
implemented in 2017. And so you have non-participants and participants. Either a student takes the test or doesn't take the test. And if they do not take the test, they're a nonparticipant and they're a score of zero. Now we have Virginia statute. you see listed there around parent refusals.
These are parents who select uh to we don't call it opt out. They're refusing for their child to take the assessment. And you have the language there that the board shall not include in its calculation and the passage rate uh uh student calculations of parents who refused. But you see uh unless it would
result in the school not meeting any required state or federal participation rate. So we can remove zeros from parent refusals if the school is over 95%. And when our meetings, our consultations with USCD, they've been very consistent across the nation about this 95%. There
is no waiver. Uh there's many dear colleague letters very much. They say there's a 5% allowance. That is what you get. There are there's no exceptions. Uh whether it's parent refusals, absences, medical emergencies, you have 5%. Uh the incentive is to test the students and see where they are. Uh and so they're
very firm on that. So we have to obviously abide by that. And so we want to be clear about students who are score scoring zero Y. you know where that's coming from. So we are honoring state law as we're allowed uh under the federal and so we're meeting both but we want to be clear about the 95%
participation and I want to be also share with you that Virginia's committed to developing developing ready for life graduates. Uh we have a profile of Virginia graduate uh that was developed long ago uh in partnership with the board of education general assembly working with the
department and stakeholders. And so you see here, the board of education determined that a life ready Virginia graduate achieves and applies appropriate academic and technical knowledge demonstrates productive workplace skills, qualities, and behaviors. Builds connections and values
interactions with others as a responsible and responsive citizen. We think of community engagement and civic responsibility and aligns knowledge, skills, and personal interest with career opportunities, career exploration. We do this in multiple ways throughout the department uh throughout the child's school. you know, even
before we talk about uh Jenna Conway talks about, you know, preK, the work that they do in early childhood. We think about all the experiences, our academic career plan, uh the way through our 3E framework to encourage community engagement and civic responsibility. Uh and so this is built in. We talk about
the five C's across the board and the importance of that collaboration, citizenship, uh communication, uh and all those areas crit critical thinking as well. So, I want to share that because we get to our next slide about uh a proposal that we have. And I also want to share about House Bill 1957,
which I know you've heard of and we brought some information before you in that legislation that was signed that's effective July 1st, 2026. Uh the board will develop guidelines around local alternative assessments and performance assessments. And the through there, we're standardizing these local
alternative assessments, performance-based assessments. uh and that's what the legislation requires that the the department will do work, the board will adopt it, it'll be sent back to local school divisions. And so that's going to be important for the next slide I share with you and sort of moving forward.
This is work that's been done and ongoing with subject matter experts in the area of history. Uh you can see that they have participated been consultant consulted uh in the work around the 2023 history, social science, standards of learning. uh the instructional guide
work uh the re-release of instructional guides is upcoming and those stakeholders being involved in that process. And then our last bullet bullet there talks about Virginia educators including subject matter experts in these several content areas. We have new assessments in the area in these areas
uh using the 2023 standards. So this spring, students will take a new test in history uh in the areas of Virginia studies, civics and economics, world geography, world history, world history too, uh and then Virginia and US
history. So these are new assessment items. They're not just multiple choice. They have technology enhanced. They were developed in partnership with our educators and they will go live. They've been field tested, but they will be operational this spring. And so I share with you all that background because now
I move to uh the idea of the indicator in history and social science. And so our proposal is that next year beginning in 2026 2027, Virginia will calculate a mastery index to measure student performance. We will use the Virginia
studies so test in elementary school. Middle school would use the civics and economics so test. High school would use the Virginia US history so test. Now, these tests do use the three performance levels. As I mentioned before, the department would continue work uh to develop a new VAP, a Virginia alternate
assessment program tests for students who qualify. Uh there's a criteria set for those students. Now, I want to jump back. I know I've just given you so much information, but I want to lay the foundation for you as we talk about House Bill 1957 because part of our conversation is these so tests are
standardized. Uh this is you know how we can look statewide at reliable consistent data which is required both by federal law every student succeeds act and it's also in our regulations. Our regulations talk about the board having authority to include new indicators if it meets certain criteria
and this does meet that criteria. For us to use a performance-based assessment or local alternative assessment we would need data consistent statewide data and through House Bill 1957 we can begin that process. the board can adopt guidelines. We can have consistent
scoring rubrics. We can collect data and make sure it's consistent statewide and reliable. Uh we need some years of data for that and then we can take it to USCD and uh ask for permission to use that as our assessment. So I want to share with you the pathway for that. Uh but to begin we need to begin with our
assessments that we do have that meet the criteria set forth by both federal and our our regulations. Mark, is there a means by which we can create some kind of document that shows be pre House Bill
1957 and what House Bill 1957 cha changed? Yes, >> I think that I think that would clarify some things um for a lot of the communication that has been received um because I think it's either misinformed or not fully informed um communication
that we've received and I don't know if you've seen any of and if you would agree that at that I >> I think would be an excellent idea and we're certainly can because I do think the the misunderstandings the misinformation around what House Bill 1957 does the authority of the board there about developing guidelines the
consistenc Y that's embedded there around these local alternative assessments and performance based assessments the scoring rubrics is to bring what we would need to then move forward to make an the performance based assessments used statewide that we could bring into the accountability system. So it's it's lined up very very well. But I
think the misunderstanding of those terms and not reading the legislation carefully, I think people uh have there's misunderstanding. And so we would be happy to show sort of what's there and then what's to come and it's in alignment with this. So I do want to show you the proposed
weights with this model. Again, this would be for 2627. You see in red there uh the changes in the weights. Uh reading and math mastery. You see, and I'll explain those as I go to some other items, but you see Virginia studies there in elementary school with 5%. Uh
you see in middle school 7.5% for civics economics and I'll explain that. You see in high school Virginia US history 5%. So now I'm going to I haven't talked about it yet, but since you're looking at the screen, if you're sort of looking at points, readiness is 5% for integrated reading and writing, which I
will speak to later. Uh and then you see the same for middle school. So where's the points, you know, where are the points coming from? So, elementary school science is a cumulative assessment. It's three years of material. Third, fourth and fifth grade. And so, it is weighted 10%. Virginia studies would be one year of content,
it's 5%. Middle school, we know the importance, you know, if you watch the news, I read to you about the five C's profile of graduate. I think we can all agree the importance of civics and I think economic literacy as well. And so, the proposal is 7.5% there. You'll see some points from reading were mo uh
moved to uh integrated reading of writing which I'll speak to later and I'll share with you um some thoughts around chronic absenteeism. High school uh biology is a one-year assessment. It's one year of content. It had been 10%. Our proposal is to give 5% to
Virginia US history which is also one year of content. And so hopefully as you look at that you see the balance of why aren't they all the same? Why is science weighted more? Um, and so that was the the thinking behind the the point distribution. I'm going to pause there because I realize there's quite a bit of content.
Um, we're going to leave mastery in a moment to go to growth, but I'm going to pause there for any questions or comments you might have. >> Mr. Jennings, one of the questions that's come up from email correspondents from constituents is around if we
include civics and economics, is that going to force folks to change their master schedule and calendar into either seventh grade only, eighth grade only? Can you address that briefly? >> Absolutely. So, state statute talks about the flexibility local school divisions have for their master
schedule. And this is not requiring school divisions to give the assessment of seventh grade or eighth grade. they would maintain that flexibility. Uh and so we're not stating there has to be a move in your master schedule. We're just saying during the time of middle school that this assessment is administered.
>> May May I >> Dr. Ari and maybe this is later in the slide, but is there a timeline on um is this is this been I feel like this is the first time it's being presented. Correct. No, this has
been I brought this to the board back in June >> and so I present it to the secondary principles. I present it to the superintendents and so I'm bringing it again. So we've had conversations. They're ongoing and even today as a work session it's ongoing conversation and so as we've talked with stakeholder groups and gotten feedback how many points and
where does it fit things like that this again is to continue that conversation. So from here one of my last slides is next steps. there will be future stakeholder engagement and we'll bring more people to the table especially in these areas and hear from them about this. >> But the the items in redish or were
those in June as well? >> And they were in June as well. >> Okay. Thank you. >> Um how many other states include history in their state accountability? >> Excellent question. We've been researching that and sort of which state scan you look at and when they last looked at state plans, you get different numbers. Um so I don't want to give you
a precise number but there are definitely we saw uh definitely over 10 sometimes we saw up to 24 and it it varied when they did it some did it uh during high school they used it in the high school as far as uh readiness especially even with the civics or the US history or government uh and so we
saw it in different places u but that is something we're continuing to provide for the board to say how many states do this and when do they do it but like I said we looked at different state scans and the numbers based on when they did it the numbers varied question. I noticed before about the mastery index
um for the three subjects. Can you talk a little bit more about what that? >> So yes, so we have our reading and math tests have four performance levels. So as you know, you just did the cut scores. You have below basic, basic, proficient, and advanced. Our end of course test, uh currently our science
test, uh the history test, VAP only had three performance levels. So it was students who fail, students who pass, students who pass advanced. And so the proposal here is that to uh help with the weight distribution. Currently it was if students failed, they got a 0 75. And so there was no differentiation of
how you failed. Did you get a 399 or did you get a 200? And so you're they're all getting 75. So to balance the calculations, the proposal is to do a 050, half a point. >> Right? So going back it's for the areas of uh it would be end of course your
high school test or alternate alternate assessments and then history those would be this test which really is not the only change is changing the 75 to 050 we're not changing how the tests have had performance levels that well the next
slide talk about science that would be a change making fifth and eighth grade go to four performance levels >> still have the the non- test takers history. >> Yes. Yes. >> My other question is you talked about
we've already got new test redesign. >> Yes. >> Um so did we just break the trend line or how how much did we change that test? >> Yeah. So we we can provide data on that. It was a whole new right rewrite of the standards of 2023. So it's been a while since they've had new assessments and so
that committee had not met for a while reading a math every year they meet. So this committee had not met for a while. So they did meet, they looked at it. You'll see in my presentation tomorrow with the performance task. I'm going to talk about some of the new items in that uh I know little preview. They uh created cluster sets very much like the
new science test to really get kids to think more critically and think more deeply. So these are new assessments. They were field tested, but I I'm just bringing that to the board's attention, even the public around, you know, it's not your the old multiple choice sort of rope memorization that I've heard. It's
a new redesign of the assessment and and the practice items are out there. so they can be seen by the public uh to what that looks like. >> Scar tac can still compare the last to this test. Sometimes when you change so many items you've broken the
>> right >> just not comparable do this interrator reliability stuff that equates the last test to this. >> Um so anyway it just would be good. I mean we have the same conversation uh on different about different tests. Um and it's like even on the Nate like if we
change so many items we break the trend line. So we're always talking about okay how many change third of the items we can change I mean so it's it's always a dance terms of how to keep the trend line. So I'll be just curious what what they say about that. So, just to remind everyone in our June board meeting
packet in the public comment section, although we had talked about it along for two years about adding history, it never got accomplished under the request that had been going on because
of a someone else who was here. And um so there was a letter that was issued to the board um by Senator Van Vulenberg specifically requesting this addition. Um and that was part of our public
comment packet in June. Um, and it's just I think it's it's something that holistically um is is a an important piece that needs to be a part of our system as we move forward just simply based on the fact
that we are Virginia and we love our history. All right. You're welcome. >> Are there any questions on the master? because if not I'll move to growth and you can always go back if you want. I'm going to move to growth. Uh as we talk about growth in reading and
mathematics uh and so again you see the headline there transparently measuring growth. Our proposal is to you is to uh use the word return to the progress value tables. uh these measures where students are in the performance levels based on their test scores and you can denote when they move from one level or
one range year-over-year. Uh this again as you see in the second bullet uh we shared this at our last meeting with you in October but the value tables were recommended by our TAC our technical advisory council uh and as they looked at the data they had our conversations with us uh the transparency consistency
the familiarity of Virginia the statistical reliability um they evaluated those measures again this would allow us to use value tables both for so test and VAP uh our current vendor or previous vendor using the value added was unable with their formula to you uh come up with a formula
to use VAP and so we use progress tables for VAP and we use value added for the so test. So this would allow us to use one consistent metric across. When we have talked with educators again the stakeholder engagement ongoing uh their thoughts around the better communication with families and the public. They can
plan ahead and know where the targets are. Uh they can calculate their data more quickly. Uh that again that word transparency uh and I should share with you too the department had the actually the general assembly had uh requested a study back in 2016 for the department to
investigate growth models. And so they funded a study and looked at value added uh they looked at student growth percentile they looked at progress tables and at that time the conclusion was very similar to where we are today that progress tables or value tables were the best fit for Virginia.
uh and so the appendix the very end of the uh presentation does show you the current progress or value tables and I'm using those terms because the literature calls them value tables but if you go out you know to any school or principle they they know them as progress tables so I'm trying to I want to honor that uh and so the reading and mathematics that
are on a vertical scale which you'll see in the demonstration so these are our proposed calculations what I'll say to you is when we used these in the past the way it worked a number of pieces that are important for you to know is it was only being calcul calcated for students who had failed.
So when this was used in the past in Virginia was only students who failed and and the the rule the calculation was if you moved up one range then you received a point. That was it. I mean it was simple simple to know but as I show you this you might go this is very complicated and we showed this to the
superintendents a few weeks ago but in complexity we're honoring more where students are. uh and I think as the the superintendent saw it that we've received very positive feedback about this and so we open it to the public for additional feedback as well. So when you see this if we begin uh we've got it
highlighted here and animated for you that in our first range a student who regresses or moves back on this vertical scale from year over year then they're they're receiving no points. It's very clear the student did not grow, they regressed. And so I think you would understand why the student would not receive any points. And that's something
that we definitely need to draw attention to. In our next example here, a student is not passing. So if you look at the way it's set up, below basic, basic, proficient, advanced, the eight ranges, each performance level is divided into two subsections. And so
ranges one through four, these students did not pass. They were not proficient. And so this student in range four did not pass year-over-year. Uh and so we're getting some partial growth. They didn't pass, but they maintained. Uh and so the next assessment, it's vertically aligned.
It's a little more challenging. And so there's half a point there. In our next example, this student is proficient, but you notice the proficiency went down. And so maybe they scored 489 in one year and the next year they score closer to the 400. And so in
that example, the student again, you see regression. And so it's not a onepoint value because yes, the student did pass, but could you really say they grew when we we have clear regression? They went down on the vertical scale. And so this student has a 75. And in this example, a
student is scoring advanced. They're not all the way advanced. There's two subsections in advanced. They're in range seven, not in range eight. And so year-over-year, they're receiving a point. Again, they passed the test uh and they're advanced in both years, but there still was room to grow. They did
not grow. And so they receive a point. I'll take you to the next slide. Now, in this example, you'll see a student moves from one range to another range. And when they do that, they're receiving a point. So this student still did not pass, but they moved from one range to
another. So we are seeing some growth on the vertical scale. So they receive a point. In the next example, we have a student moving from basic. And this is true of any of the ranges one through four. My example is just, you know, showing you the line, but this student did not pass the test. And in the spring
of the next year, they did pass the test. And so you see it's a 1.25. The student moved from failing in one year to the next year passing. And so we've given an additional quarter of a point to show that recognition of failure to proficient. Our old system when we used this didn't even you wasn't even used
for students who uh had passed. It was only used for students who failed. So this is a change uh that we've received positive feedback on. And then you see in this example similarly a student who scores proficient in one year and then scores advanced in the next year again 1.25. When we think about the guiding
principles of the board and the accountability system was to motivate move students to advance uh mastery over growth. We emphasize growth but we really want to in incentivize proficiency and advance. And so you see that here with the one.25
value. And then finally you see advanced the highest end. This is the students at the top of the range for that year. The next year they take the assessment, they're still in the top of the range. Uh there's nowhere else to grow. They might still grow within that range, but they're at the high end. And so they would receive a 1.25. And so, as you
see, I know it looks very complicated, many animations, much movement, but in that complexity, we're trying to honor the the where the students are in the different movement uh and the to honor the growth that they've made. So what this looks like as you see in the next slide I'm going to show you one
more example and that is uh this student who moves two ranges and so again not just moving one range but moves two ranges this student uh earns a 1.25 they moved in this example that from range two to range four still did not pass but that's that's tremendous growth uh
within a year and so they received 1.25 25. And so you'll see with the weights, there's no proposal to change the weights for growth. What we're changing is how we calculate growth. It's very individualized. You can see it's very predictable. Uh as schools know where
the students are, they would have access to the vertical scales. And as the results come in, they could see exactly where students are, set goals, smart goals with the students and families uh for that ease of communication. So I'll pause here on growth uh and take any questions you might have.
Dr. Northern I >> guess phil philosophically I'm trying to wrap my head around you stay in the same range get 0.5 7 haven't grown haven't lost but
you haven't grown so I guess I could make the case that that should be zero too so I guess talk to me a little bit about thinking there because in my mind if we call it growth it didn't row, but
you still get talk through that. I philosophically I get that we need to be careful with >> Excellent. Excellent questions here. So the the vertical scale is important and I can put a demonstration for you next time we meet. Um very much picture a trend line. And so again with that
vertical scale you're starting at for in our example we go from 900 to 2,000. And so with that the next year you're expected to grow as you know. Um but also you're getting a more challenging assessment. At the end of our so test there are six additional items and those
items are either above grade level, below grade level or on grade level. They do not count in the students scaled score. So the cut score conversation all the work the 0 to600 they do not factor into that. They are used strictly for this. And so with those our vertical scale becomes more precise. And so we're
able to use that to see with this partial growth a student staying in that range. Again, it's a range. There's some calculations to say there was minimal growth. So, not as much as we would want to move into a new range, but there was some minimal growth. With a new assessment and these six items, we can see sort of with the off-grade level
questions, how below grade level, how much on grade level, how much above grade level. And so, for those factors because some this we're calling it again a progress table or value table with the vertical scale, it's a little different because of those factors. And so that that's our rationale for adding the 0.5
maintaining that range >> saying with these six additional items are actually I mean that's informing >> yes.5 you actually do have some data that says within that range they were closer to growing than not growing
>> right and that's a part of that computer adaptive test. So it uses the data from the the test you took and then the last six questions the students know the everyone knows the last six questions do not count but it's informed by the previous from the scaled score the previous items you were assessed on and then it sees you know if we're going to
go below grade level how far below grade level and if we're going to be on or above how far can we go so those six items inform this vertical scale. So when you see it in the appendix, I know it'll be confusing like wait, we've been talking about 0 to600 and now we see 900 to 2,000. That's why it's again going all the way through. It's a through
line, but it's also using those six items to see more precisely where should you fit. >> If the kids should know they don't count, that's probably probably >> it depends on the school, the division. We provide that transparently. It's in our test blueprint. It talks about it. But yes, I I mean for better data, yeah,
we would like the students to stay the do the best they can throughout Any other questions? >> Hey Mark, I think we're going to go up to 3E and then halt and finish the presentation tomorrow if you don't mind.
So we'll we'll get through the integrated reading and writing and then halt there if you don't mind. >> So we'll talk about readiness. We're going through our major components. We've done uh mastery, we've done uh growth, we'll do readiness. And so we'll talk about advanced coursework. Uh
you'll see here in science and I want to be clear, it's in bold for you there. uh the proposal that in 2627 so this would be two years from now that we be talking about students in grade 8 who are ready to take high school earth science uh would take that assessment in grade 8 uh
need to be clear that both under federal and state law students would be required to take the grade 8 assessment first uh they would be required for the grade six science content life science and physical science you're not going to >> wait in 27 28 or 26 >> oh my apologies thank you >> so two years from now
>> two years from Now so 2728 thank you yes want to be very yes I need to be very clear about that so in 2728 school year two years from now uh to prepare students give time for master scheduling preparation acceleration uh so yes thank you and so you see there again that that
very important first bullet uh around the sequencing that could be done to accomplish this uh so that earth science could be assessed during uh middle school with students have already taken the uh grade eight science because the grade eight science is accumulative over those three areas and then students would be able to take the earth science.
The indicator here is important. It's twofold. Uh first is performance. Well, how did the students do? If they took the earth science assessment, how did they do? The second is access. How many students had access to the course? And so we're looking at that uh as far as um you know looking across the board at
fairness uh looking to see that it meets the requirements under uh ESSA as far as the indicator being available to all students. So also in 2728 school year 2728 let me uh be clear about that uh we also have uh the proposal for world geography. So
again this is not given to a specific grade level it says students who are ready for world geography uh they could do at different times at the uh middle school level. Uh and so again also during middle school they take the civics economics test. You see the similarity there. performance will be
measured by their proficiency on the assessment and then also students who have access. Uh and so we're looking to see how many students are enrolled. I'll say to you with both of these, we have school divisions doing this. This is not such a surprise. We have school divisions who do this uh in some of
their schools who do it divisionwide uh do it in different ways. And so we have data on that. More students are taking world geography than world history. That was a question we'd received before we talked about this back in June. Uh and we brought this forward. you know why world geography and not world history. I share with you some of the instructional
concerns around world history. Uh but more students at the middle school are taking world geography right now than in world history one. Uh and so that is the proposal again in two years to provide schools sufficient time to plan accordingly. And then we talk about the integrated
reading and writing which I know we talked about last board meeting uh in this uh proposal. Yes. Um, so just talking about this advanced course work in the world geography, I know that's been somewhat of a sticking point for some school divisions or not school
divisions, but we've heard from some social studies teachers that that there are issues here. I would say that I think we have that that's kind of fizzled out a bit, but I know you've seen some of those um communications,
too. So um I'd like for you to comment here on that partic those particular issues that have been raised. Um but also you know I feel strongly that this course particularly world geography and
I mean I also feel strongly about my civics and economics course but um both of them are crucial to the underpinning of a strong foundation in social in the
social sciences. These students are going into high school taking world history 1, world history 2, and if they don't have a strong understanding of world geography, um, or even the opportunity to take that course, uh, it
it hurts it hurts the future of their success in world history 1 and world history 2. So, and Dr. Northern might have some further comments on that. I don't know. But um uh so I just like to hear your comments on that too. >> I would echo what you shared and even as
we talk with school divisions who do this that is their rationale as well. Um that we have students who are ready for this and some divisions you know that they do this divisionwide and the thinking is this helps prepare students for the world today. We live in a global society. We know you turn any news and you're seeing what's happening other
countries at lightning speed. And so our students need to know how the world has changed. country lines have changed and so to prepare them for that when they go into high school and start connecting even more in the content areas especially world history they have some background knowledge to these lines and cultures and understanding we talk about the diversity of Virginia the diversity
of the world that geography is going to help you with that to understand you know just through time countries and cultures and sort of you know respecting others through that so we've received again uh with that curriculum it also has a new assessment as well that they've worked very hard on uh to really
understand sort of the content uh and assess you know the content of it but it's it's everything you shared really preparing kids you know you think about our students today we want more pathways for students uh 3e has been very very much embraced I think soon when you see
the data you'll see very strongly and and we were at the super tense association they they had a whole session on 3e uh they offered ideas but you to see how that's implemented as pathways for students and where they are exploring not putting them on track but exploring and so What we're offering here through advanced coursework are
more pathways. There are students who are ready. And so what we're saying is do not hold them back. This is a pathway for students to offer it for them if they're ready to help them be successful in high school to explore other other areas. >> Well, and not only that, let's double down on the fact that this is advanced
coursework. This is not standard course. Um, and so I think there's a really big difference there. If this was a requirement for standard coursework, that would be very a very different conversation. Um, Dr. Northern, >> is this AP? >> No.
>> Okay. That's my biggest concern is because we have a gold standard for advanced placement at high school. Like, so I'm worried that this is going to water down because that's what happens,
right? Um, advanced and I think that's a real danger, especially if we're not using AP. And I don't see a reason why we couldn't be using AP. I'm sure, you know, there's probably reason, but um I guess I I just feel like what are we
going to start just kind of, you know, putting advanced, you know, things on courses without them actually being vetted by the college board and being advanced? >> Okay. >> This is this course is not taught in high. This is a course that's being
taught in eighth grade. >> All right. >> Yes. No. No, no, >> it Yes, >> it's a high school course offered to middle school students. We're calling it advanced coursework in the accountability system because it's advanced because it's not in the middle school sequencing. It's the high school course coming down to middle school. So,
that's the advanced piece. It's the high school class for that middle schoolers are taking just like your algebra 1. It's your algebra 1, algebra 2, geometry that middle school students take. Earth science is a high school class that middle school students take. That world geography is a high school class that middle school students take.
>> Weak weak week. Yeah. >> But to your point, it might keep them from taking the Sorry, excuse me, math. Okay. >> Um, it wouldn't Okay. Like they would then later choose not to take AP geography because they took it. Great. >> I don't even know that there are any
offers of AP World Geography. I would have to look and see. But with students having if students are able to complete more high school coursework during middle school, it frees up credits in high school to have more time to explore other areas which could be AP. >> And they could do dual enrollment. I mean, you realize there's only so much
time in a schedule. And so again, as students are being asked, I want to do AP dual enrollment, even CTE. By doing more in middle school, you free up your schedule. So students could take more AP dual enrollment. Let's just keep an eye on whether we're changing the syllabus, >> right?
>> Because it should be the same. I guess that's, you know what I mean? Like you can have something be called something. >> Absolutely. And I really appreciate your lens there. I mean, advanced course works the indicator because it's a middle school. Uh if a student is enrolling it, it's called world geography. We don't call it advanced world geography, anything like that. We
don't want to send a message to parents that it is an it's advanced because it's a high school class, but we don't call it like there's a special advanced world geography. It's just world geography. Great question. So, integrated reading and writing, uh, this is an assessment that's been
operational since, uh, 2024. Uh, their proposal is it, you know, students have been, uh, using it, the schools, looking at the data. Uh, we've not, we we've had different conversations on how it might fit, would it fit in reading? You know, again, you brought up concerns around the longitudinal data and how we would
maybe for those two grade levels, fifth and eighth grade, provide that information. Uh, and so the proposal is next year. here want to be clear about 2627 that this would be in readiness. Uh it is a cumulative assessment. It's it's looking at really K through five reading
uh writing uh the integration of those areas. Uh this assessment again the way it works is students read they uh something passage on history or science content. They have some questions technology enhanced items and then they respond to a prompt. And so we're
looking to see are they ready for the next level. Uh and so it would happen at fifth and eighth grade uh as as a way to make sure they're ready for uh the next level which would be either middle school or high school. And so you see the weights once again
again to be clear about the dates here uh these weights for 2728. And what you're seeing in this change is uh as we move now talking about advanced coursework is you're seeing math would be 6% currently it's 10%. You would see science is 2% 1% access 1% performance
and then the history the world geography would be 2% broken down again performance and access integrated reading and writing again would have been offered in 26 27 uh the year prior we we we had talked around you know it's a readiness factor should the the 5%
come from chronic absenteeism and come from reading and I'll say to you you know as we talked about this and you probably recall uh the past couple years talking about the weights in the framework. You know, people had great concerns around chronic absenteeism. Great concerns. Uh and in the old system, I think because post pandemic,
if you had a level three, you were conditioning accredited, you know, just the way that the old system did not differentiate uh performance. The feedback we've received is we have more control over chronic absenteeism. We can offer recovery. We're seeing gains. And so, the feedback we received was do not
make chronic absenteeism 5% in elementary and middle school. Keep it 10%. Now, we're going to put this out for public comment. We'll hear from more. Uh, but that was some surprising feedback we received was, you know, we really think chronic absenteeism is a schoolwide effort. And so we'd like to see that continue to be weighted more
significantly. And so, you know, initially we had thought it was going to be 5% across the board for all the models. You know, high schools 5%, elementary and middle. But the feedback we received was no, make it keep it 10. You know, it's a whole school effort. We're putting all this initiative into it. We've had the all-in uh let's
continue that and keep it 10%. And so 5% came from the reading as there's a partnership between the integrated reading writing and the uh reading assessment. And so again to be clear about dates this is the proposal to begin in 2728 so schools have time prepare for this
scheduling communication parents all the necessary steps. So we're going to go to 3E or did you want to pause at that time? Are we do we have any questions before we pause for the day? >> Yeah, just go ahead.
>> Is the the advanced and history is it similar to what we're doing in math where the denominator is just the kids who have already taken XY course. >> No, this this one is a 1% it's an access. It's basically students who just enrolled. Math is students who take the
course, the advanced course, but also we said if a student scored advanced in seventh grade math, the expectation is they're ready to move into algebra. This there there is no sort of uh enrollment factor. It's just students who elect to enroll in it. >> And do they have to pass >> it? The calculation does use the percent
of students who do pass. So there is there. So if you put students that are not successful, that percentage would be in your calculation. So it is it's meant to be for students who are ready. Um but there's no sort of you know we're directing who's ready. That would be a local school decision or local well school or school board.
>> There's no disincentive kids in the class. >> Well, it could be if the students aren't ready and they're not successful in the assessment then they would see the percentage with the decrease in mastery. So it would affect you there. I mean it's intended for students who are ready. Um so it's sort of you just want
to make sure students are ready for it. >> Small. Yeah. Yeah, I was just trying to figure out how because we always got to think about incentives, right? Like >> incentives now just to put all the kids in there of participation and they do have to
pass. They do get negatively, >> right? And I I'll I'll add this as well. We do have divisions like I shared using this and currently we if moving forward we would ask for a waiver from USCD. We do not count the Earth Science EOC assessment. So if we move in this direction, we would apply for a waiver
from USCD to calculate earth science, which you're seeing it how it works in advanced coursework. It would also help those students in science mastery because there are schools right now who will give the grade eight science test in seventh grade. Their students take earth science in eighth grade. We cannot use that assessment. If we move forward
on this, it helps those divisions, those schools who do it again, whether it's all students, some students. So it would help in advance coursework, but also it help them in mastery. Other questions here before we pause for the day. >> Okay, thank you Mr. Jennings. We will
pause and pick up with three readiness tomorrow. Um once we get to that point in our agenda, um I will inform everyone at that time when we'll move into that particular presentation. So, thank you all. We will pick up tomorrow. Good
night.