morning. Um, it is 9:02. I will now call this meeting to order. As is customary for the board, we will begin our meeting with a moment of silence followed by the pledge of allegiance. Okay. I pledge allegiance to the flag of the
United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> I will note that I have approved the remote participation of Mr. Bill Hansen
under the board's bylaws and 2.2-3708.3 2-3708.3 B1 of the code of Virginia because the member named has um been uh given the opportunity to let's see uh the principal residence
is more than 60 miles away from the meeting location um and because of a personal matter he is participating uh remotely. Okay. Um, moving on. We'd like to
approve our agenda this morning. So, is there a motion to approve the agenda as presented? >> So, move. >> Second. >> Dr. Arian, >> I. >> Mr. Green, >> I. >> Dr. Northern, >> I. >> M. Uh, Mr. Hansen.
Can you hear me? Okay. Miss McFersonen. >> I. >> Miss Kilgore. >> Hi. >> Miss Ashton. >> I. >> Mr. Monk. >> Hi. and chair votes I. Okay. Um staff has presented the members of the board with the draft minutes before
the meeting. Is there a motion to approve the minutes as presented to the board? >> So move. >> Second. >> Dr. Arian. >> I. >> Mr. Green. >> I. >> Dr. Northern Mr. Hansen. >> I. >> Miss McFersonson.
>> Miss Kilgore. >> Hi. >> Miss Ashton. Hi. >> Mr. Monk. >> Hi. >> And chair votes I. Um, as is customary with all of our board meetings, we um appreciate being able to feature wonderful arts programs from across the Commonwealth by having
students perform at our meetings. And I will now ask Miss Ashton if she will provide us with an introduction of our guests. Miss Ashton, I would be so excited to do that. Thank you, Chair. Um, the Appamatics Regional Governor's School for Arts and Technology, ARGS,
located in Petersburg, Virginia, serves 14 school divisions ranging from Amelia to Southern Hampton counties. ARGS, founded in 1999, is a full-time high school where students are able to
combine their talents in the arts with an education that goes beyond the minimum curriculum. Alumni from ARGS have performed on Broadway, been nominated for Tony Awards, and have been accepted to dance companies around the
world. Under the direction of dance faculty member Taylor Black, students will perform two pieces. Before I sleep by Maisie Star and I Got You Babe by Sunny and Sher, we know that song. The first place, the first piece, a duet
choreographed by Tula Chamel and Trinity Shank will be performed by Tula and Chamele and Brian Hawkins. Is that right, Brienne? Binn, thank you for correcting. Bin Hawkins. Tula, Trinity, and Binn are
current juniors in the ARGS dance department and choreographed this piece at the end of their sophomore year as a part of their weight sharing unit on their on their modern dance course. The second piece is an excerpt from a work in progress in their reparatory and
performance class where dancers learn about rehearsal and performance skills. This piece will be choreographed by ARGS dance department chair Taylor Black and will be performed by three seniors. Go seniors. Lena Robinson. Is it Daniel?
Daniel Walker and Kaia Williams. Wonderful. Should we? Yes. Thank you. and Mother [Music] [Music]
While M [Music] say the [Music] Just my
How do you think? I got you. [Music] I can't I got you. I got you.
I got [Music] the supreme. I got my [Music] [Music] [Music]
Do I Hello. Oh my. I got you. 148. I have the distinct honor of presenting the 2025 Presidential Award for Excellence in Mathematics and Science
Teaching State level finalist. The Virginia Board of Education is pleased to recognize five secondary mathematics and science teachers as the 2025 state level finalist for the presidential awards for excellence in mathematics and science teaching. The PAMST program
established in 1983 is administered by the National Science Foundation on behalf of the White House Office of Science and Technology. The Presidential Awards for Excellence in Mathematics and Science Teaching are the highest honors bestowed by the United States government
specifically for K12 science, technology, engineering, mathematics, and/or computer science teaching. The program identifies outstanding teachers from each of the 50 states and the four United States jurisdictions. The award
recognizes those teachers who have deep content knowledge of the subjects they teach and the ability to motivate and enable students to be successful in those areas. The awards alternate each year between elementary teachers in kindergarten through grade 6 and
secondary teachers in grades 7 through 12. The PAE MST awardees serve as models for their colleagues and are leaders in the improvement of STEM education. We are honored to recognize the following teachers as a 2025 PAMST state level
finalist for the Commonwealth of Virginia. Mathematics finalists. Miss Jennifer Feehan. Miss Jennifer Feehan is a mathematics teacher at Faulure High School and Faulure County Public Schools. During her time at Faulure High School, Miss Feehan has taught many
different mathematics classes including algebra 1, geometry, AP, calculus BC, and multivariable calculus. She works hard to incorporate mo uh movement activities and communication into each one of her classes. Students routinely
get up and do problems on whiteboards, go into the hallway for a gallery walk or scavenger hunt, or have group discussions about how to approach math problems. Miss Feehan prides herself on creating an interactive classroom, noting that it's the best part of her
classroom. Miss Fihan has also engages in activities outside the classroom to improve her teaching and support her local community. She has recently finished her master's degree in education with focus on mathematics. Congratulations on that one. She found her classes to be valuable in helping
her to use project-based assessments in the classroom effectively, access mathematical dialogue, and give meaningful summitive assessments to students. Miss Fehan also serves as a mentor for other students, helping them with classroom management and strategies
to engage students. Miss Fihan's peers recognized her outstanding contributions by nominating her for teacher of the year for the 202425 school year. The school's assistant principal, Miss Colleen Robson, states that Miss Vhan played a crucial role
during the transition to virtual learning in the spring and fall of 2020 by helping her colleagues establish their online classrooms, demonstrating her commitment to the entire department. Furthermore, she noted that Miss Fhan employs innovative teaching strategies
to ensure that her students experience success. Miss Feehan's passion for teaching is unparalleled and her dedication to her craft is undenyingly undeniably among the best I have supervised. So on behalf of the board of education,
I recognize Miss Jennifer Fehan from Faulure High School for the 2025 presidential award for excellence in mathematics and science teaching as a mathematics state level finalist. Mr. John Maha. Mr. Mah is not able to
attend the board of education recognition event. However, we would like to recognize and celebrate his achievements. Mr. John Micah is a mathematics teacher at Hayfield Secondary School in Fairfax County Public Schools. He has been in education for more than 45 years and in his
current position for more than 20 years. Mr. Fa uses a combination of storytelling, socratic seminars, and whiteboards to engage his students in learning every day. In fact, he has had students tell him that they remembered a concept because of a story he shared in
class. Mr. Micah is dedicated to supporting students beyond the school day. During the last 10 years, he has had the opportunity to be a reader for the AP Statistics exam, which he notes has been the best professional development opportunity he has experienced. Additionally, Mr. Micah
typically stays after school for several hours each day, allowing time for students to come for help or to hang out. Mr. Micah uses this time to recruit students to enroll mathematics classes. Since teaching in Fairfax County, he has proposed and been approved to add a
non-AP probability and statistics and applied calculus courses at his school. Mr. Brian Oliver, the math department chairperson, states that Mr. Micah possesses an exceptional mastery of calculus and statistics. His deep understanding of the curriculum allows
him to present complex concepts in ways that are accessible and engaging to students. Joseph Karns, a former student and current colleague of Mr. Micah's adds, "Beyond his work inside the classroom, Mr. Micah is deeply committed to helping students outside of school
hours. Whether providing additional support through office hours, sponsoring clubs, or simply offering advice to students who needed who need guidance, he goes above and beyond to ensure that every student has the resources they need to succeed. And he will be
receiving his his uh certificate later. And now for our science finalist, Mr. Russell Kors. Mr. Russell Kors is a science teacher in Masanetan Regional Governor School for the Integrated Environmental Science and Technology, a Virginia academic year governor school.
Mr. Kors teaches dual enrolled environmental science courses and serves as a faculty mentor for student research, fostering a program deeply rooted in collaboration, critical thinking, and real world problem solving. His classroom emphasizes interdisciplinary learning where
students engage in authentic projects such as sustainable building design, field research, and problem based learning experiences that connect science with mathematics, English, and engineering. Beyond his classroom, Mr. Core serves as a master teacher and curriculum designer with the Virginia
Space Grant Consortium consortium, guiding students statewide in programs like the Virginia Aerospace Science and Technology Scholars and the Virginia Earth Science Earth system science scholars including summer academies at NASA Langley. His
professional expertise is also recognized through his adjunct faculty role at Virginia Community College contributions to statewide so test development and extensive professional service with organizations such as the Virginia Association of Science Teachers where he currently serves as president.
Mr. Accords has been honored with numerous awards including the Donna Sterling Exemplary Science Teacher Award, the National Association of Geoscience Teachers Outstanding Earth Science Teacher of Virginia and the Eastern Section and the Dorothy Stout
Professional Development Award. His colleagues know his creativity, passion, and ability to inspire students whether leading field work, co-eing interdisciplinary projects, or men mentoring students in authentic research. As one colleague described, if
Russ is involved, we can be sure that passion, creativity, and enthusiasm are in the mix. So, Mr. Kors, on behalf of the board of education, I'd like to present you with the mass um the excuse me, the 2025
presidential award for excellence in mathematics and science teaching and your science state level finalist. Congratulations, Next we have Miss Kirsten Salonga. Miss Kirsten Salonga is a science teacher at Justice High School in Fairfax County Public Schools where she
also serves as science department chair and mentor to new educators. In her classroom, she teaches environmental science multilingual learners in grades 9 through 12, designing lessons that emphasize hands-on inquiry, scaffolding, and collaboration. She is committed to
teaching science as a process of drawing conclusions from evidence, creating innovative lab activities that are now used across her department and neighboring schools. Miss Salonga students engage in meaningful investigations of the properties of water, hydroponic systems, and
environmental stewardship projects with supports that ensure language learners can thrive and succeed in rigorous science learning. Miss Salonga extends her impact far beyond her classroom. She has engaged in NSF funded research experiences at Michigan State
University's Kellogg Biological Station where she contributed to genetics research on I have to pronounce this word here. >> A robodidopsis learned a new word today and co-developed uh data nuggets to present authentic research into
classrooms nationwide. She has learned prestigious. She has earned prestigious national recognition from the National Science Teachers Association and the National Geographic Society. Her leadership is evident in her department chair role, her mentoring colleagues, and her presentations at national
conferences on multilingual science education. As her assistant principal describes, Mrs. Salonga. Miss Salonga brings an unparalleled level of energy to everything she does, fostering a culture of collaboration and equity for both students and teachers.
On behalf of the board of education, I present Kirsten Salonga of Justin High School, Fairfax County Public Schools, with the 2025 presidential award for excellence in mathematics and science teaching as a south state level finalist.
And last but not least, we have Mr. Daryl Smith. Mr. Daryl Smith is a seventh grade life science teacher at Alta Vista Combined School in Campbell County Public Schools. With more than 20 years of service, he has dedicated his career to inspiring students to see
themselves as scientists. His classroom is built on inquiry, exploration, and critical thinking. Rather than relying on worksheets, students construct data tab data tables, test hypotheses, and engage in meaningful science- centered
application conversations with their peers through labs, outdoor learning, and real world applications. He engages students to ask questions, solve problems, and take ownership of their ownership of their learning. Many of his students remember him as the best science teacher they ever had. Mr.
Smith's instructional style emphasizes authentic learning and community connections. He creates interactive projects and field-based experiences that foster curiosity and make science relevant to students lives. His collaborations with
the James River Association and the Holiday Lake 4H Center provide students with unique opportunities in an environmental science. He has also secured grants such as the National Park Service Get Outside Grant and the Keystone Grant to enhance outdoor
education given his students immersive experiences in nature. His ability to spark interest reaches even reluctant learners with his principal noting that is not it is not uncommon to see him after school working with tier three students who once had a little interest
in science. Beyond the classroom, Mr. Smith has been science department chair since 2018, leading curriculum development, mentoring colleagues, and facilitating professional learning. He is also a standout track and cross country coach, inducted into the Alta
Vista Hall of Fame for his achievements. His leadership both in academics and athletics reflects his dedication to developing students minds and character. As his principal stated, anyone who spends time in his classroom will see the gift that he uses every day.
So on behalf of the board of education, I would like to present Mr. Daryl Smith from Alta Vista Combined Schools, Camel County Public Schools, the 2025 Presidential Award for Excellence in Mathematics and Science Teaching as a Science State level finalist.
Congratulations. >> Thank you. >> Thank you. Before I move to our next um presentation, I just want to say we are so thankful for all of you who not only serve as role models for your students but more importantly serve as role
models uh for your colleagues, serve as mentors for your colleagues and then also shine a beacon of light for the profession within your communities. So we are so thankful for you all of you and the work that you do that is so
tireless and we recognize that and so please just know how deeply we appreciate you and every single moment that you give to our profession and to the students of the Commonwealth. So thank you so much. Um, at this time I would ask uh Miss
McFersonson if she would present our next award. Good morning everyone. We have amazing staff members at the Virginia Department of Education, but today we want to highlight a few for the
extraordinary work that they did in recognition of the Emmy award-winning series Virginia Roots, a journey into Appalachian music. So today, we are honored to recognize an extraordinary collaboration that celebrates Virginia's
cultural heritage and enriches our classrooms. Virginia roots, a journey into Appalachian music. The Emmy award-winning series is a co-production of Blue Ridge PBS, PBS Appalachia, Virginia, and the Virginia Department of
Education. The series was awarded the Emmy forformational and instructional long form content by the National Academy of Television Arts and Sciences National Capital Chesapeake Bay chapter a prestigious recognition of its
educational value and creative excellence. Virginia roots was created to support music educators in integrating traditional Appalachian music into school curricula. The series includes five short videos that explore
the history and culture behind the music, musicians, instruments, and playing techniques of old time and bluegrass traditions. Accompanying instructional materials available on the website traditional music and arts
YouTube. The Emmy winning videos are shown there. The accompanying instructional materials are also available on the music instrument in instruction page of the Virginia Department of Education website, including the episode
descriptions, discussion, prompts, and alignment to the 2020 music standards of learning. These resources were developed in collaboration with Virginia music educators. We would like to recognize these dedicated Virginia Department of
Education staff members who contributed to this awardwinning and Emmy awardwinning project. First, Calypso Gilstrap, the executive director, Office of Innovation. Mr. Gilstrap, if you come forward
or Miss Gillstrap, my apologies. It looks so people call me. >> On behalf of the Virginia Board of Education, we present you with the certificate of recognition for the Emmy forformational and
instructional long form content by the National Academy of Television Arts and Sciences National Ches Bay chapter adopted enrichment, Virginia this 25th day of September in the year 2025. Thank you so much and congratulations.
>> Thank you. Next, Kelly Bisagno. Oh, and they have their uh certificates and trophies. Oh, how nice. All right, we love it. They're gorgeous. Okay. So, Miss Bisagno, as a fine arts coordinator with the Virginia Department of
Education, we present you with this certificate of recognition for your contribution to the Emmy for informationational and instructional long form content that was awarded by the National Academy of Television Arts and Sciences, the National Chesapeake
Bay chapter, adopted in Virginia this 25th day of September, 2025. Thank you so much and congratulations. Well deserved, Sherry Hatton. Miss Hatton, on behalf of the Virginia Board of Education, we present you with
this certificate of recognition presented to you as a fine arts specialist by the Virginia Department of Education for your contribution collaboration with the Emmy award-winning program, Virginia Roots, awarded by the National Academy of Television Arts and Sciences, National
Ches Peak Bay Chapter, adopted in Richmond, Virginia this 25th day of September, the year 2025. Thank you so much for your contributions as well. Congratulations. >> We would also now like to recognize the creative Blue Ridge PBS staff who
produced this project. Please come forward, Mr. Tom Landon. [Music] >> Oh, Mr. Nana, congratulations. On behalf of the Virginia Board of Education, we present you with this certificate of recognition for your work as a director
of educational innovation, Blue Ridge PBS for the award-winning series Virginia Roots, presented by the National Academy of Television Arts and Sciences, National Chesby Bay Chapter, adopted in Richmond, Virginia, this 25th day of September, 2025. Thank you so
much. They couldn't have done it without you. All right. Mr. J Prader, Mr. Prader. >> On behalf of the Virginia Board of Education, we also present to you this certificate of recognition presented to
you as the producer Blue Ridge PBS for assisting in the awardwinning certificate that was award and trophies and certificates of recognition awarded in the Emmy for information, instructional law form content provided this 25th day of September 2025 in
Richmond, Virginia. Thank you so much for the production and contribution. >> Thank you all. Okay. Um, as stated in the board's bylaws, it's the pleasure of the board to accept public comment on all matters related to
public education in Virginia. Before we begin today, um, I would want to share a few comments with you about the manner in which we will have public comment conducted. I ask that you model professionalism, dignity, and respect for others as you share your thoughts.
As adults, it's important that we model respectful civil public discourse with our for our students and children who are either in attendance today or could be watching online now or in the future. When you begin, please provide your name, your role or affiliation, and
where you live in Virginia. All remarks must be directed to the chair and not to any other individual. Speakers will have three minutes to share their remarks. You'll notice there is a timer on the computer screen over here on the table. Um, at 3 minutes it is green. At one
minute it is yellow. The screen will turn red when your time is up. And we ask that you promptly close your remarks at that time. Speakers may provide any copies of their remarks to Mr. Joe Crook. Joe's raising his hand now. All written comments received during the
public comment period will be collected and provided to the board as soon as possible. You may also email a copy of your remarks to the board at be do.vergirginia birg i n i.gov.
Um and with that we will begin with Scott Braybrand followed by Candace Lucas. >> Superintendent Gullixson, President Cesy, and members of the board of education. My name is Scott Braybrand. I'm executive director for the Virginia Association of School Superintendent and I live in Lynchburg, Virginia. On behalf
of Virginia School Superintendent, we wish to express with the Virginia Board of Education our shared commitment to maintaining exceptionally high expectations for all students. We support rigorous academic standards that ensure young people are prepared for college, careers, and life by the time
they graduate high school. At the same time, the process through which new standards of running cut scores are determined must be fair, transparent, and data driven. Both the board of ed and the public were assured that the department of ed would provide impact modeling of these proposed higher cut scores and that modeling is essential
both for the board members making these critical decisions and our school divisions and families who are seeking to understand how students will be affected. We ask the board complete respectfully ask the board to complete this impact analysis and share it publicly before approving any final cut score decisions. Additionally, results
of the analysis should guide the development of a comprehensive system of supports for students and school divisions. Although higher expectations are welcome, they must be paired with the resources, strategies, and tools to allow educators to meet the needs of all
students. Divisions need time and clarity to plan targeted interventions and build supports that students can meet new benchmarks. To that end, we recommend a phased in approach to implementing the proposed higher cut scores. An 8-year stairstep increase would provide a feasible
pathway for students, teachers, and school divisions to adjust while maintaining the state's high academic standards. This measured approach would enable schools to adapt their instruction, align resources, and ensure the success of students as the new standards are established. This type of
approach will offer more time to provide additional office of school quality supports, maximize funding streams, develop develop communication plans, and incorporate a new growth model to replace Vivos. Finally, it's worth noting the dynamics of state level
accountability and personalize student growth. The state's role is to set expectations, measure performance, and ensure public accountability. The role of school divisions is to meet students where they are, use data strategically, and provide targeted instruction to maximize each student's growth. By
phasing in higher cut scores with the appropriate levels of transparency and support, we can both we can meet both goals, providing accountability to the public while keeping the individual growth of every student at the center of our collective work. Thank you for your
consideration of these perspectives and for your continued dedication to advancing educational excellence here in the Commonwealth of Virginia for all children. Thank you. >> Candace Lucas, followed by Cheryl Sims.
>> It's always too tall for me. >> Good morning, board members. My name is Dr. Candace Lucas. I'm an activist as well as an individual who is coming before you, has come before you repeatedly to address the issues of inequity as it pertains to students with
disabilities as well as students of color. Um, Emily and Grace, I sent you guys an email yesterday because I was appalled at the fact that Emily would go and make a public comment about Charlie Kirk, stating anyone who would suggest
the heinous murder of the father of two young children is acceptable should be disqualified from teaching and working with children again. And Emily, my question is, how can you stand up for Charlie Kirk and you're not standing up for black children with disabilities in
Virginia? No one's standing up for them. In my mind, I would say that anyone who commits violence against black children and children with disabilities, denying them access to a free and appropriate
education should be disqualified from teaching. In fact, that is what the code says. The code does not say, and I'm gonna go back to that code. The code does not state that if you criticize Charlie Kirk, you lose your license. What the code states
is if you falsify records, which they do, giving you like over 300 examples of that. If you misallocate funds, which Lowden County did, 29 million wasn't a clerical error. They all still have their licenses, but they didn't criticize Charlie Kirk, so they're cool,
right? And also, if you engage in behavior that is detrimental to the welfare of children. And I don't know how many times we have to tell you how bad our children are suffering. And it's it's ironic to me because, you know,
Superintendent Bray Band Bray Brand, uh, former superintendent of Fairfax, he was part of the problem. He was part of the problem. Y'all part of the problem because your ethics and your oath require you to uphold the constitutional
right to be educated of every child and protect them. Not Charlie Kirk. He done gone on to glory or wherever he went. So, I need you to have that same energy going after individuals that are
licensed like myself who misappropriate funds, funnel it to Sans Anderson law firm and then say we need more money or like Mr. Bray Brand school division, former school division, we have individuals
giving hearing officers incentives to dismiss our cases. I pulled the invoices from Fairfax. Okay. And on October 23rd, 2020,
we had an individual, Don Schaefer, for the special education department >> submit a request for them to receive incentives. >> Thank you very much. >> Okay. Don't do that. >> Cheryl Sims,
>> don't do that. Cheryl Sims followed by Chris uh Scott Fleming. >> Cheryl Sims followed by Scott Fleming. Cheryl Sims followed by Scott Fleming. Cheryl Sims. Okay. Scott Fleming.
>> Scott Fleming. Followed by Chris Jones. >> Morning members of the board. Madam Superintendent. Thank you for the opportunity to speak this morning. It is a great day in Virginia, isn't it? Uh we have a remarkable opportunity as a state to continue to fold high expectations
for all of our students. As many of you know, last year the state was recognized as being number one for education, which contributed to our status as being number one for business. However, it is not all clear sailing. Over the last four years, we have seen remedial or developmental education education that
is now called grow by 23% since 2000. There are more students in remedial or developmental education now than there were in the year 2000. In one year, developmental education rates have grown by 12%. This is not the type of data that will encourage or help maintain Virginia
status as the number one state for education. As the apologies, I am the executive director for the state council of higher education for Virginia. I currently live in Mechanicsville. My role as the executive director of the coordinating council for Virginia is to support public and private higher
education in the Commonwealth. What we are seeing and what I'm hearing from our executive directors, chief executives, and other university administration is that students are leaving public K12 education unprepared for rigorous post-secary education. That cascades into their post-secary
experience and further into the workforce. Students that participate in developmental education are less likely to complete. They are more like more likely to stop out with debt and enter the population of students with some college and no degree. And as you know,
students with some college and no degree are most likely to have the least positive economic outcomes despite spending time in postsecary education. So my encouragement to the board is to maintain high expectations as a commonwealth, as our economy, and for
our students, we should be focusing on the best outcomes that we can support. Our post-secondary institutions are among the best in the world, and they are telling us that we can do better. And so I encourage the board to maintain and encourage and maintain high standards for the students of Virginia.
Thank you. >> Chris Jones, followed by Dan Zacharias. >> Chris Jones. Dan Zacharias, followed by Patrice Wilson. Thank you, Madam President, members of the board. I'm Dan Zacharias. I'm
executive director of the Old Dominion Association of Church Schools and I've um presenting some data to you that I have presented before, but I thought this would be a good opportunity to do it again because we have some new board members who've not
been able to hear uh or probably had uh this data presented to them. Our church-run uh daycarees and preschools operate with a religious exemption from childcare lure. Uh with that exemption, despite the
exemption, they still come under DOE purview for safety inspections. Um, and for many years we have been criticized without data
as being unsafe by default simply because we're not licensed. And we are working hard to counter that argument with actual data. Uh, the first sheet that I presented to you comes uh, it mines through data from the
Department of Social Services. Uh they collect data on um submitted suspected cases of child abuse and founded cases of child abuse throughout the Commonwealth. And they aggregate that data very
specifically by location, by the type of setting, including licensed child care and religiously exempt child care, and whether the cases were founded or unfounded. In a recent three-year period from their fiscal year 21 to 24
in licensed child care settings in Virginia, there were 175 founded cases of child abuse that occurred. 175. In the same three-year period in
religiously exempt centers, there were eight 175 to 8. Um, also troubling was that from the first of those three years to the third, the number of founded cases in the license centers doubled from 35
to 70. Now, if you scale that for enrollment, you know that what about the enrollment factor? That's a fair question. You still with the kindest data we can find come up with a 4:1 ratio. Our centers are the children in our centers are at least four times
safer. um possibly as much as five or six. Now, we're not a a saying that licensed centers are unsafe. We're just saying that we're safer and in a sane world, the Department of Ed would come to us and say, "What makes the difference?" I think that's a question
that needs to be asked. Instead, we're getting a lot of overreach from licensing inspectors. So, thank you for taking time to listen to this our concerns and for examining that data. I appreciate your time. Patrice Wilson, followed by Freddy Bird.
Good morning, Madame Chair Cesy, members of the board. My name is Dr. Patrice Wilson, and I serve as the proud principal of Benley Elementary School in Chesterfield County, Virginia. I am also the immediate past president of the Virginia Association of Elementary
School Principles. I'm here today to speak with you regarding the proposed cut scores. Remember, I serve as the proud principal of a nationally title one distinguished elementary school who currently is anticipating a designation
of in need of intensive support. First, let me thank you for your commitment to raising expectations for our students. We all share the same goal, ensuring that every child in Virginia has access to a rigorous,
highquality education that prepares them for success. We have serious concerns about the process that has led to these specific recommendations. In particular, where is the process or where in the process has
the voice of the principal been included? Of the 200 members serving on the committee, how many are current elementary or middle school principles? The very leaders responsible for implementing these expectations in real time.
Principles are the instructional leaders of their schools. Yet, we're being asked to guide our staff and students and build trust with families without complete or timely information. We are still adjusting to a brand new
performance. And excuse me, this is a passion for me, so I'm a little shaky. We are still adjusting to a brand new performance framework that itself requires refinement. We do not yet have full data
from the 2025 spring so assessments and growth score information has not been released. To raise cut scores midyear without providing school leaders with the necessary data preparation and voice
in the process is quite frankly asking us to lead while driving with one arm tied behind our backs. On behalf of principles across the Commonwealth, I respectfully urge this board to pause
and reconsider the timing and process of these changes. Give us the tools, the information, and the seat at the table we need in order to successfully lead our schools through this important work.
Thank you for your time and for your continued commitment to Virginia students. Thank you, >> Freddy Bird, followed by Lwanda Travis. >> First, giving the honor to God and thanking you all for the opportunity to come be before the board this morning.
Um, I'm coming in concern in reference to my county, King and Queen County, and the superintendent in that county being given access to do as she pleases with the funds that she has with the
evaluation that has not been done as far as a evaluation of superintendent in the area and then making decisions without including the community. I think it's very necessary that Virginia School Board gets involved with
this because this is getting out of hand. We are getting ready to be taxed in an area that we have no decisionmaking process with this and then having to afford building another school in an area that is a wetland.
Children's lives are at stake. I believe what we should be doing is being concerned about the students, their education, and also the welfare of the community when it comes down to taking the children from their homes, busing
them for an hour and 30 minutes to one central location. There are three schools in the district and the district superintendent is being paid more than any superintendent in this state.
And I'm trying to figure out why she has the least number of students. She also has teachers that are there that are underpaid. They are also not being evaluated by a code of conduct or
a code of ethics. When I was in the military, I always had to abide by the code of conduct. I appreciate it if the board would get involved with this so that there'll be some guidelines on how we run our schools. Thank you,
>> Lwanda Travis, followed by Jeremy Bennett. >> Good morning, Madam Chair and board. Thank you again for allowing us to come out here again. I'm here on behalf of King and Queen County's communities, concerned citizens. Um, we did have our
school board meeting last night and there were some more concerns that were brought up and again I always come to you asking for accountability, transparency and the safety of our childrens. I was more
shaken this week than anything when unfortunately we had a bomb threat to the area. There are only three schools in the district. album. Two were closed and one was open. And my concern as a public servant as well as a military
member is if you're going to close the district, you close all schools. Because if there was a threat to the school, why would you leave one open if there was a bomb threat for somebody to eventually take our children and our teachers out?
Um, safety is a big concern as well as the equality in the education for these students. I I'm a product of King and Queen County. I have uh five children, all who have graduated from either Ivy League or H.B.CU
that are currently serving in the government and other roles. I have students that I've actually teached and coached from King at Queen County that I am happy to say one of them left out of here early. She didn't recognize me, but
she left out here earlier dancing. And then there was um the young lady, she's not a student of mine, but she didn't realize who I was uh for the academy here. And that is what we are looking for all students and as well as adults
to be able to do with their life to show their progression and what they have achieved. And we as the educators as well as public servants should be able to give that to them in a safe environment as well as everybody afforded that
opportunity that our constitution states a equal and fair education. But if we do not use our democracy to do this, we will lose everything that we have fought for. Thank you.
Jeremy Bennett, Ailen Pum. Good morning, members of the board. Um, my name is actually pronounced Alin Parm and I currently teach AP African-American studies along with world history too and world geography
and I serve as a proud member of the Virginia Education Association and live in Newport News, Virginia. I'm here today because I believe in high standards and accountability and I know firsthand how clear expectations can
motivate students to excel. In my classroom, I don't suddenly change the grading scale after students have already turned in their essays. We set the bar early. We make sure everyone understand what meets the standards look
like. For example, providing a rubric. And we provide feedback. Feedback that they need to get there. But when the bar moves midcourse, even my hardest working students do lose confidence, wondering where the goalpost will keep shifting no
matter how much effort they put in. This week or next marks the release of the first school by school standards under a brand new performance and support framework. House Bill 1957 will compress all so testing into a two-week
window, tie 10% of course grades for 7 through 12 to results, and transition to a 100 point scoring state through year growth. Assessments delayed for two years are set to return. And there is talk of redesigning the entire
assessment system. Introducing performance B tasks and projectbased measures in the next state budget cycle. Layering major cut score increases on top of all of this will create a cascade of moving parts that teachers, students,
and parents simply cannot track or trust. myself along with numerous co-workers in all fields and levels in public education are concerned. It seems like the board hasn't given anyone teachers, students or parents time to
fully grasp and understand this deeply. Many feel that this is unfair as our students are continuously trying to reach the top of the mountain that just keeps on growing. This would only cause additional stress on students, especially our students who do struggle
with mental health. We all want honest, rigorous measures of student learning. However, teachers, superintendent, and parents have been asking the board repeatedly to model the real world impact of higher cut scores. We still don't know what would happen to
graduation rates in a state where passing certain tests is tied to earning a diploma. Other states have seen significant increases in failure rates when increasing their cut scores leading to drops in graduation. We don't know how many schools will suddenly appear
off track or needs intensive support when nearly half of elementary and middle schools. >> I thank you for your time and your dedication to strengthening our policy. Thank you, Todd Truit, followed by Rodney Jordan.
Uh, good morning, Superintendent Gullixson and board members. My name is Todd Truit, and I'm a parent of two public school students in Arlington. I'm speaking today in strong support of raising the cut scores. Virginia's cut scores are the lowest in the nation. And
thankfully, calls to raise them are not from just parents in the Commonwealth, but also big left-leaning national names in education, such as the collaborative for student success, Denise Fort, head of the leading education civil rights group, the Education Trust, and
President Obama's former Secretary of Education, Arie Duncan, a former Arlington public school stu uh parent. Virginia has been talking about doing this for over three years now. You've had countless hearings, consulted with numerous leading national experts, had
voluminous amounts of meetings with Virginia school principles, superintendent, business leaders, parents, and community members, and now you'll be doing another month-long feedback session on the phasein period. To say this uh process has been
exhaustive is putting it lightly. Although I am disappointed these cut score changes are not happening immediately, I support a four to fiveyear phasein period. Virginia will likely be doing something similar with muchneeded so testing reforms. Senator
Skyler Van Balkenberg in the last legisl legislative session speaking as support of his so testing reform bill talked about the need there for a similar phase in period stating quote when we move fast we break things end quote in testing. It's likely those so testing
reforms will phase in at the same time as these cut score changes completely phase in. Most importantly, raising the cut scores to NATE proficient will be a significant improvement for notifying parents as to whether their children are on the path to college. NAPE proficient
has been generally shown to mean a child is college ready. If a child is not hitting that metric, many parents will want to talk to their teachers to see how they can help their children. With the current cut scores, parents often have no idea. Virginia parents deserve the same actionable information about
their children's academic performance on SOS as parents in Maryland, Massachusetts, Colorado, and numerous other states. For instance, for the 2024 NATE math, Virginia had a slightly higher percentage of kids performing at
proficient than Maryland. But the state standardized test results tell a completely different story. For the 2425 school year, Maryland's statewide proficient rate on its math standardized test was 26.5% while a Virginia's rate on its math so
was 72%. Let's make it happen for Virginia families and communities. Thank you, >> Rodney Jordan, followed by Rachel O'Brien. Good morning, President Cesy, Vice President Hansen, members of the
Virginia Board of Education, and Superintendent Guggson. My name is Rodney Jordan. I'm here representing Virginia School Boards Association, VSBA, to provide comments on proposed 2025 2026 proficiency cut scores. The SBA member school board
share with you the goal of setting high expectations for students while providing the support and resources to undergur every learner to meet those expectations. Local school boards in representing the vision and values of their communities collaborate with their
division superintendent to set meaningful student achievement goals informed by data and driven by quality instruction. Previously, we joined with others requesting that extensive modeling of student performance impacts as well as transparency around the
impact of the new cut scores on state budget funding streams tied to SLO outcomes, graduation rates, and the new performance and support framework. On behalf of our school board members, we request again a division by division impact modeling of the proposed higher
cut scores be provided before your final decision and vote. In our shared goal with the board to grow continuously our students performance towards career, college and life readiness to compete nationally and around the globe. BSBA
remains dedicated to support excellent student outcomes for each and every public school student. Critical to achieving that goal is communicating with clarity and transparency the current reality for students and the instruction resources and supports
necessary to ensure student success. In conclusion, we ask again that you complete and share with school divisions an impact analysis of the proposed cut scores prior to adoption so that collectively we may implement a school performance framework whereby parents,
students, teachers, and members of the community understand how our public education system is performing and the resources needed and invested invested to drive excellence in our public schools today and in the future. Thank you.
Rachel O'Brien followed by Michaela Christensen. Madame Chair, members of the board, Superintendent uh Gullixson, my name is Rachel O'Brien and I'm the director of talent and workforce initiatives at the Virginia Economic Development Partnership. I reside here in Richmond,
Virginia. VEDP understands the importance of the workforce for economic development. Virginia's greatest asset is its people and we are committed to positioning the Commonwealth as America's top state for talent as a core goal of Virginia's economic development
strategy. To accomplish this goal, we need to attract and retain talent, align education to employer needs, including and especially the development of the right skills and knowledge, and reduce barriers to employment, including workplace readiness. This work should
start with early childhood education and continue through the K12 system, providing clear guideposts that support long-term workforce development. A strong education system lays the foundation for a strong economy. That's why CNBC's top state for business
ranking include K12 education as a key metric. Virginia's number one ranking in education is a selling point when recruiting businesses to the Commonwealth and encouraging existing business to expand here. Employers want to know that Virginia can deliver the
skilled skilled workforce they need today and in the future. The Virginia Office of Education Economics, a division of the EEDP, exemplifies the Commonwealth's commitment to aligning education with employer needs. BOE data and analyses
help identify the degrees, credentials, and skills that students need to successfully transition from the skill from the classroom to the workplace. According to Bowie's analysis of job postings data, communication and problem solving are among the most sought-after
skills by employers. These competencies alongside others critical to workplace success are taught across subject areas and throughout a student's educational experience beginning in kindergarten. What students learn during primary and secondary school is fundamental to their
future employability. Each stage of education lays the groundwork for the next, allowing students to master higher level skills over time and preparing them for a successful tra transition to career or college upon high school graduation.
To position Virginia as a top state for talent, the Commonwealth must cultivate talent starting in elementary school and continuing through middle school and high school. A robust, future ready K12 system is essential to prepare today's students for the jobs of tomorrow. This
is vital for individual opportunity and it is a strategic imperative Virginia for Virginia's economic growth and competitiveness. Thank you. >> Thank you Michaela Christensen followed
by Yianice Rookwood Jackson. President Casey and members of the Virginia Board of Education and Superintendent Gullixson. My name is Nika Christensen. I serve as the coordinator for dual enrollment with the Virginia Community College System and I currently live in Prince George. BCCS
partners with school divisions statewide to provide more than 55,000 high school students with dual enrollment across the Commonwealth. In concert with the Virginia Department of Education, we have successfully implemented the most recent college and career ready legislation to bring dual enrollment to
even more high school students across the Commonwealth at no cost to them or their families. BCCS is very committed to this partnership as we work to collectively ensure that all of our high school students have either secured employment, enlisted in the armed forces, or identified their educational
path that has included earning college credits prior to their graduation. We come before you today in support of the work that BDOE is currently doing to build trust between schools, parents, and students. Thank you for the opportunity to speak before you this morning.
Thank you. Yanice Brookwood Johnson, followed by Amy Bumont. >> Hi, good morning, Madam Chair, members of the board. My name is Yanice Brookwood Jackson, and I am the mother of two children with disabilities. Zurich Jackson, Jr., a ninth grader, and
Amina Jackson, a seventh grader. I stand before you today because uh House Bill 260 carries devastating risks for families like mine. It allows hearing officers to dismiss complaints they label as repetitive and fixatious. On
paper, this sounds like a safeguard. However, in practice, it's risk closing the courthouse doors on families fighting for their children's education. Allow me to share what this means in real life, which is my life currently. In 2023, Colonial Heights Public Schools
admitted that they could not educate my son, Zer. Within five months after advocacy, he was placed at Northstar Academy by Colonial Heights Public School expense under private day placement with transportation provided to and from. He went from straight S due
to Colonial Heights Public School's actions that when he left to go to Northstar Academy, he is now a straight A scholar student with an advanced diploma on track to pursue a triple major in college, robotics, coding, uh, drones, and electrical engineering. Two
weeks into his ninth grade high school year with Northstar Academy, tragedy struck. How? Well, I asked a simple SK uh question in reference to changing his schedule. And I wanted to know about an investigation into a teacher misconduct from the prior year that was never dev
divulged to me. He was made to stand up in front of class um in front of his classmates and peers for a solid 10 minutes because he dozed off in class. So, please tell me. I know there's been other people that have dozed off in class before. However, instead of the
meeting of professional minds or staff and faculty, there was genuinely no interest in my son's or daughter's uh educational growth. Okay. Retaliation followed very swiftly. Okay. Um, the HB2606 bill would label me repetitive for
filing complaints to protect him when in truth I am fighting for his future, his advanced diploma in his college career. My daughter, a seventh grader, um, is just as troubling. She has a six-year reading gap, a seventh grader reading on the first grade level. And you like to
know, how is this possible? A due process hearing was held with Colonial Heights public schools division where they were ordered to provide her with Orton Gillingham certified instructors. Yet the order was never carried out. Her IEP is still in stay put status. When I raise these concerns on how we can come
together, it was I got immediate push back. Yes, this law expires in 2027, but in those two years, Children's like mine's irreplaceable time. Zurich is already missing weeks of instruction. A mean is still waiting for services. This division was ordered to provide HB2602
could give hearing officers the power to call my persistence victious when it's simply a mother's fight for her children's rights under IDA and section 504. Um I ask the board not hypothetical but please we must come together to do
something about this. Thank you for your time. >> Thank you Amy Bumont followed by Phillip Abu Zaki. Good morning, President Cesy, Vice President Hansen, board members, and superintendent collection. My name is
Amy Bowmont, and I'm a parent in Arlington County where I have served on APS's math advisory committee for 12 years. I speak today in support of the proposed changes to the so cut scores together with the prior release of more rigorous math and reading standards and
a more transparent accountability framework. These proposed changes in the cut scores will ensure that Virginia better prepares our students to succeed in any life pathway we choose. The foremost responsibility of Virginia schools is to graduate students who are
both literate and numerate. To do that, we have to set high expectations and transparently report student progress to families. Regrettably, Virginia is not doing that. Virginia has the unfortunate distinction of having the lowest cut scores on its
fourth grade reading and math standardized exams of any state in the nation and is tied to lowest eighth grade reading as well. Low cut scores of inflated pass rates give parents a false sense about how well the child is doing.
Too often parents may not realize their child is missing foundational skills until further down the road when they struggle in higher level classes. For example, many kids who struggle in algebra are not falling down on algebra itself, but rather are suffering from a lack of fact fluency that exceeds their
ability to factor. It is difficult to bank up foundational gaps at that late stage. The better approach is to provide an honest accounting to families on an ongoing basis of their children's strengths and weaknesses. That is what the proposed increase and test scores
will do. Armed with this knowledge, families can work with schools to remedy gaps much sooner, which will set students up for success in future courses and allow them to emerge from high school ready for a career in life. I had the privilege of participating in
the June cuts school committee meetings from that and I want to commend the department of education for the thorough and thoughtful work that has gone into developing these new cuts. I was particularly impressed by the rigor of the evaluative process, the depth of
knowledge shared by veteran teachers and administrators, and the valuable insights offered by community members. This well-managed and robust process gives confidence that the proposed cut scores will enhance the Virginia education. Thank you.
>> Morning, President Cre members of the board. My name is Phil Baba. I'm a resident of Benotheian. I spent the last 20 years in the uh plumbing and pipe fit industry from the Commonwealth. People think about plumbing, they often picture a wrench in a leaky pipe. The reality today couldn't be further from that.
Modern plumbing and pipe filling require precision, advanced problem solving, and strong math skills. Pipes we install are part of massive complex systems in hospitals, universities, high-tech buildings. Our teams use utilize 3D modeling software, read technical
blueprints, and make calculations that require algebra, geometry, and trigonometry. That's why I'm here to support raising proficiency expectations for our students. Success of our industry of industries like mine depend on graduates who are ready to step into apprenticeships, technical training
programs with a solid foundation in math and critical thinking. Right now, too many students are graduating without the skills they need to succeed. We hire promising young people who are motivated and hardworking, but they struggle with the math needed to do the
job. That shows down that shows that slows down their progress, creates frustration and ultimately limits their earning potential. When we raise expectations, we send a message to students, families, and schools. We believe in our kids and know they are capable of more. High standards
are about preparing young people for real world success. Construction industry is changing fast with billions of dollars in infrastructure investments. Our state has a once in a generation opportunity to grow its workforce and economy. But if we don't have graduates who can meet
the technical demands of today's jobs, we'll lose that opportunity. And those jobs will go elsewhere. I urge you to raise proficiency cut scores and hold our education system to the same high standards we expect in the workplace. Our our students and our industries deserve nothing less. Thank you for your
time and the work you do with our kids and behalf of our state's future. >> Thank you. Um at this time are there any other um persons present who wish to speak? Please make sure that when you come to the microphone you let us know your name
and your affiliation, where you live in Virginia. >> Good morning board. first given honor to my Lord and Savior Jesus Christ to y'all everybody assembled here today. My name is Minister Cheryl Sims and I was given guardianship of my grandsons Carter and
Cory Gun. We live out give I live out in Gland. They were entitled to FAPE under federal law but Guten County Public School never gave it to them. Their IEP was ignored. Five threat assessments were disregarded. Doctor's orders
residential pla doctor order residential placement and private placement for the other. But the school and his partners twisted those facts into accusations against me because fate was denied. My grandsons were taken from me unlawfully
through judicial misconduct. Custody was lost bec not because of neglect. It was lost because the system retaliated against me as I demanded service for my grandsons and I would not stop advocating. I stand here to declare to
declare this with boldness. The most high sent me to have a conversation with you. He says when schools deny children their lawful rights, they are not just breaking statutes, they are breaking families. And as if you're a person that
believe in God and you read the Bible, it says if you offend one of God's little ones, you may as well tie a millstone around your neck and drown yourself in their seat. I urge the Virginia Department of Education, hold Gutland County Public Schools
accountable. Ensure no more children are robbed of fate, especially children with disabilities and are traumatized. My grandchildren's witnessed their mother's murder and was abused. We shouldn't be going through this. I'm still fighting. You will not stop me. Gland County will
not stop me. Pow! Tan County will not stop me. Henriiko County will not stop me. Sponsia will not stop me because the Most High sent me as an ambassador to advocate for my grandkids. I love them with everything I got. I got 13 of them.
And guess what? I advocate for all 13. And I advocate for anybody else child that needs me, too. I urge the the Virginia Department of Education, hold Goodland accountable. Please do the right thing. And House Bill 260,
abolish it. It It's going to destroy disabled children. And if that sets right with you, I don't see how you sleep at night. Thank you. Is there anybody else who wishes to speak during the public comment period?
If not, I'm going to close the public comment period and we will move on to the next section of our agenda. Okay. Um, so we're moving on to our consent agenda. Is there a motion to wave first review
and approve the items on the consent agenda today? >> So moved. >> Second. >> Any discussion on this item? >> Dr. Mr. Ari >> Mr. Green. >> Hi >> Dr. Northern.
>> Hi. >> Mr. Hansen. >> Hi. >> Miss McFersonson. >> Hi. >> Miss Kilgore. >> Hi. >> Miss Ashton. >> Hi. >> Mr. Monk. >> Hi. >> And chair votes. I >> Okay.
Okay. Um, we are moving on to item C. Miss Booker Dwire, that's you, I guess. But just want to say a couple of things before we take this item up. Um, obviously today we have a uh the
opportunity to take a very crucial step toward supporting the future of our students and for the support of future students coming into schools in the Commonwealth. The approval of cut scores that align our expectations of proficiency with the nation. This is not
just a technical adjustment. It is a commitment to ensuring every student is truly prepared to experience success in college, career, and military pathways and life beyond the four walls of our school buildings. As a board, we have
prioritized setting and helping every learner meet high expectations. We have raised expectations by revising standards of learning in mathematics in 2023 and in English in 2024. To measure whether students meet these
higher expectations, so assessments and test questions in both mathematics and English were fully revised to align to the more rigorous academic standards. Our revised so assessments in reading
and mathematics require higher order thinking and the integration of multiple skills. However, our current cut scores measure proficiency levels for mastery of 2016 mathematics and 2017 English
standards. We're measuring today's proficiency expectation expectations using outdated benchmarks. Approving new cut scores are necessary to reflect proficiency expectations for mastery of our more rigorous 2023
mathematics and 2024 English standards. Higher expectations must be matched with increased support. Yesterday we heard how the department is stepping up to strengthen support to superintendent, principles, assistant principles,
teachers, families through f flexible funding models, regional math and literacy networks, and communication toolkits. Raising expectations is good for our students and good for Virginia. It ensures that every graduate is equipped
with the skills and knowledge needed to thrive after graduation. including the critical thinking and problem solving skills to compete and succeed in the real world. Many of the things that we heard through our public comments today. Um so Miss Booker Dwire, would you like
to take this over from here? I am happy to take this over and I just I want to begin by expressing my deep gratitude to everyone who provided public comment to all the parents, the teachers, the the business leaders, uh the
superintendants, principles, uh who took time to express their support or their concerns with the revised cut scores. I want you to know that we hear you. We listen to you. And there's one thing,
there was a common theme that came up as I was listening and reading to reading all of the uh the items that were submitted. It is super clear that we all share a commitment to wanting to do what's best for our kids, for preparing them for
college, careers, and military pathways, and to ensure that the Virginia diploma means something. We are all clear on that. Where I am hearing that there is um
concern is this balance between raising expectations and the support provided that we'll get there. Yesterday we shared our revised approach
to supporting school divisions and schools. We emphasize that it is not the job of a a single office in a state department of education. It is the job of the entire agency. And we want to
ensure and we want to assure um to all of our divisions and school system leaders that you have the support of the entire agency. And this comes down to the funding. We talked about how we're looking at the
flexible funding models. We know that it takes time to improve schools and so we want to limit we want to um take that cap off that nine-month grant cycle because by the time you submit the application then it's time to submit the midyear report. You do the midyear report now the final report is due. So
we understand that and we want to expand the timeline that you have to spend those funds. We talked about the 35 million that's going to be available to support literacy, math, to support um
regionalizing our support to you. We heard um and we have a strategy for supporting principles. We recognize that may have been a gap in the past, but that will be a gap no longer. And so we are committed to supporting you
to reach those higher expectations. We know that time is needed. This is why we proposed a multi-year phased in approach. But we have to keep moving while we're while we're setting these high
expectations because if we propose this phased in approach and we say, "Okay, but we're not going to implement we're not going to hold divisions accountable for these cut scores until 2029." Well, how fast do you think people will move? How much do you think we will
pivot what we're doing if the if the goal pulse is set in 2029? Every year we have to make incremental proc progress toward the goals. That is just common in instruction. Teachers know that when you get your
class of a classroom of of students and you see where they started, you are setting benchmarks for their growth so that by the end of the year they're not they're not ending where they started. And we applied that same model to this multi-year phased in approach. We do not
want to end where we started. We followed research-based practices. It was a valid and reliable process that was implemented. You had Mr. Ellis go through that in detail.
I also want to speak to because I because you know I we want to ensure that we hear the voice and we're including all stakeholders and so I want Mr. Ellis to speak to the to specifically to the public comment about principles not being included in the standard setting process and Mr.
Ellis I'll call you up to to discuss that. >> Good morning everyone. Um, so to to address the the topic of principles being engaged in the standard setting process, the application that was posted for all Virginia educators was just that it was available for all Virginia
educators. There weren't any limits on whether it could be a division superintendent um or uh any any teacher in a school building anywhere. Um so any application that came in was reviewed on the merits of that application and that's how the selection process
occurred. Um, historically, principles haven't been a part, um, at least not in significant numbers in past standard settings. Um, oftentimes those standard settings happened in the fall of the year during the school year, a time where principles may not have wanted to
be out of the building. Um however um with that said we do have a a significant number of our participants do come from central office whether it's content specialist instructional specialist and at the building level it's not just teachers it's also the instructional coaches at the building
level um so in the in the scope of all of our educator participants it's not only teachers and I I don't say that um demeaning to the teachers either um it's not but it's not only classroom teachers It's also individuals from central
office um and other uh educators within the building. >> So, Mr. Ellis, what you're saying to us is that there was nothing that would have prevented principles from being a part of this process. >> Correct. The application was open to everyone >> and there would have been nothing to
prevent a superintendent or a assistant superintendent or anyone who is an educator uh in Virginia from being a part of the process. >> That is correct. >> Thank you. I also want to speak to impact data. Yesterday we presented the statewide
impact data in slides 12 and 13 of that proficiency cut score presentation. One of the things and we listen to what superintendent have to say and in going around and meeting with superintendent and there and they've requested from us
for their accountability data. We want to see it first before you share it publicly. And so that's exactly what we're going to So we want to follow that model. We have impact data by divisions and we're going around the month of October
to each division to share that impact data with them to talk through strategies on the the support that's needed. So that's why we're coming back to the board in October with the um for approval of the phase in model because we're we can make tweaks. We want to
make sure we're doing what's right for the school divisions and honoring requests that they have made. And so if the request was made, do not share our data before we have had a chance to see it. We will honor that request. And you
saw that yesterday when Mr. Jennings presented the timeline for the accountability data. We heard loud and clear that superintendents wanted more time to review their data. So, we set the public release date of October 7th so that they could take time and engage
and see their data. We want to do the same thing with these impact scores. We want to ensure that they have time to see it, to process it, and that we can collaboratively plan together. And so, we are honoring what we heard.
I've also in reading the the the comments uh there's concern over graduation, there's concern over accountability. So, I'm going to call Mr. Jennings up to address those points. >> Good morning, everyone. Thank you, Deputy Superintendent Booker Dwire. Uh
as I shared yesterday, uh graduation is a very complex issue and that is because we provide so many pathways to ensure students have opportunities to graduate. It's not as simple as saying, you know, you raise the cut scores and now a child can't graduate. They failed their reading as well. Um, we can share with you how we have locally verified credits
to give students opportunities. Uh, we have what's called a term graduate where students are taking a test version to ensure they have multiple attempts and we use a proficiency cut score. Uh, the former proficiency cut scores. Uh, we talk about our students with special needs, how they have credit accommodations. Uh these are just a few
of the ways that we ensure that those both schools, divisions, uh the states provided resources to help students graduate on time. Uh and providing actually additional time to help them be successful as well. Uh with this approach and again you've heard from the stakeholders, that's why we're proposing
to you a phased in approach. Uh we hear the concerns especially out our our high schoolers and the verified credit piece for reading and mathematics. Uh and so we're bringing to you this proposal to have phased in. We'll be back in October after engagement with stakeholders as deputy superintendent Booker Dwire just said uh to talk around the
accountability side. The accountability system is very much predicated on the individual child and we heard great public comment earlier around growth. We want to see students succeed. We want to see a true uh indication of where they are. We want true measurement of their performance. We want to see them grow in
that. We want to see students accelerate. And so we have a framework that gives students opportunities to do that. uh students are recognized and awarded when they accelerate. And so we want to continue to honor that. Uh and so as you look at an accountability system that is weighted and brings in all these factors, we want to engage
with stakeholders to look and see with the moving pieces how they're affected. Uh and so again, I'm excited to reach out to the divisions and schools and bring back to you in a few weeks sort of our findings and what we would propose in the accountability system. But to say again it's it's not a simple answer and
it shouldn't be because we are talking about you know looking at children's growth. We're looking at how you're measuring a school uh the impact on teachers and impact on instruction. And so again we're excited to engage with stakeholders on that. >> Dr. Acriman, Mr. Jennings, I if if I may
um because just in case anybody missed it yesterday, I I've I've heard um people are concerned about two major things and that's accreditation and verified credits. Can can you address again the issue of accreditation with the profession proficiency cut scores for folks who may have missed that yesterday?
>> Excellent. Yeah. So again is the system is now bifurcated uh in the the the state the nation actually uh Virginia was one of the last states to bifrocate their system and use the word accreditation to mean both accountability and truly what the word accreditation means inputs you think of institutions being accredited so no
school we can say this definitively no school because of a change in cut scores would lose accreditation status that that's that's I know how in Virginia that word's been used but that that does not affect your accreditation status at all when we talk about graduation requirements we are definitive ly saying and asking the board to support that for
the graduating class of 2026 they would use the current proficiency cut scores of 400. So, you know, for those parents, uh the concerns out there and we know there's quite a bit of misinformation uh for the the graduating class of 2026. There's no change in that. Again, there's many nuances I could go into
around test administration and other pathways that students have. Happy to share that with you. We have tons of technical guides and and we welcome people and we'll be on, you know, the road talking with that and and what I really want to stress is those opportunities. This is not meant to penalize students. We see how graduation
impacts a family, impacts a child, impacts, you know, their career, it impacts the school, the accountability system. That's not what this is intended to do at all. Um, we know, you know, the theme of, you know, when you raise standards, how it improves everyone and and the outcomes there. But to again to
be very clear um you know graduation rates are the raising the cut scores will have no impact on the accreditation status. >> Thank you. >> We are looking forward to continuing to engage with our stakeholders. We are not done yet and we don't plan to be done
anytime soon. This is going to be ongoing. Our support is going to be ongoing. uh funding streams are going to be ongoing. We we hope the general assembly will will keep that keep it coming because we want to do what's best for our kids and I think we're all
committed to that. And I'll open the floor for any questions. Any questions for Miss Booker Dwire? Okay. Um, with that, what I'd like to remind everyone of is that the final policy implementation plan, including
the multi-year phased in approach of no less no less than four years and accommodations for current high school students, will be presented for final action at the 20 uh the October 24 business meeting. You've heard staff talking about the
road show they are getting ready to take on to seek additional input, but today I'm asking for a motion to approve the superintendent's recommended cut scores that are on the boilerplate page three. We've all seen these before. Um these
were under first review last month. So again, I'm asking for a motion to approve the superintendent's recommendation of cut scores for reading and mathematics so tests throughout the month of October. The department again is going to continue to do those
meetings with stakeholders, but today is um I'm asking for that motion to approve the cut scores for reading and mathematics so tests. >> So move >> second. >> Any discussion here, Dr. Northern?
So, I'm going to try to keep it brief. Um, but we've been at this for so long, I just feel the need to like reappraise where we are. Um, somebody said we've been at it three years, and that's exactly right. I mean, ever since I've been on the board, like, we've been at this thing. Um, I just want to remind
folks of a couple things. Uh, Virginia lost ground, more ground and achievement than any other state. Like, we can't keep forgetting that. From 2019 to 2022, our state, the Commonwealth of Virginia, lost more achievement growth than any
other state in the country. So, that's really bad news. Um, number two, when you look at the proficiency cut scores in Virginia, the federal department puts out a report. We've all seen it before, and they map the proficiency cut scores
against NAPE, which yes, means college ready. And once again, Virginia is the absolute lowest scoring state in terms of proficiency cut score than any other state in the country. So we have two very dubious quote honors hanging around
our neck honestly and it's embarrassing and it's sad. Um I think the one anecdote I'll share and I may may have shared this before. My godchild moved from Maryland where they take the park test which is not called park anymore
but it is shown to be one of the most rigorous tests in the c country. Right. And then they moved to Virginia and my godchild called me and said you know aunt Amber that um so test was a joke.
He's like I cannot believe how much easier it was than the Maryland test I took. Like that was just such an aha moment that a 16-year-old teenager would call me up to tell me that the so test was a joke. Um his mom, my best friend,
ended up moving him out into a private uh you know co college like a private um you know preparatory college. Now how many parents can afford to move their kid to a college prep college I mean preparatory school when their kid comes home and says something like that? Very
few. So I think you know what I want to say is that this is not about our teachers are terrible, our kids can't do it. It's about that we expect so little of them. We expect so little of them. And so I think this is all about like we will if
if we set the bar they will rise. We've seen it in other states who've done this. Um the phased in approach makes sense. I mean, from the very beginning, I was sort of like I was sort of out on a limb because many folks on this board weren't in for a phased in approach and I was saying it years ago because I
didn't think that it was fair, honestly, just to bump because we got such a wide gap to get us there that I did think it was unfair. And I'm a former teacher, so I'm like, "Okay, that's that's a lot." And besides that, we need to hold ourselves accountable as a board and a and a and a state agency. I just really
feel like by us saying like, "We are going to support you. We're going to come shouldertoshoulder. We're going to do this together. This state education agency has never been in the position of providing as much supports and help to districts as they are now. Our I mean
honestly I work with states all across the country like in only state departments that are stepping up and doing what we're getting ready to do see results and we've been reticent to do it but we have to do it because we we we know how poorly we're performing. So, I'll just say that um I think that
fouryear and I know we're going to get more input and yada yada. Personally, I would have been happy with a three-year. I'm certainly not happy with an eight-year. Um but hey, if a four-year, okay, we see where we got to go. The teachers understand where they've got to go. Um and I think that it makes some
sense. Again, it's going to give us time to work hand inand it's going to give us time to look at our support system, what's working, what's not working. Um and it's going to allow us to work together as a team. I'll say what uh Mr. Jennings said again. It's not punitive. It's not A throughF. Um what do you get in the last category of needing more
improvement? You get more help and more support like oh wow that's just you know like we built it so it was actually supportive. We put it in the name. So I just want to say again that we can do this together. I feel like the division division thing we've already heard the divisions didn't want us publicly to
come out and say where they were. So we're actually doing it in a way that they want us to do it. Let's do it like let's meet with you oneon-one. let's discuss, hey, here's where you need to move the needle. Here's what here's what the data are showing and why this is coming out like it is. Here are the supports we're going to provide you. Like that's all like they want to have
that as a private conversation and I respect that before we slap it in the paper. Okay. So, um I I think that that all makes sense. And I just want to uh close with saying like we can do this together. We're not out to get you. We're out to actually um do the biggest
most important thing that we can do as a society, which is invest in education for children. It's to um you know reduce social inequality. That's what we're talking about. Reducing social inequality. We're talking about earnings potential for our kids. We're talking about driving economic growth. We're
talking about where they can actually live happy, productive lives because they are educated. And so I will get off my soap box. Um but honestly um that's what I wanted to say. >> Uh Mr. Hansen
>> president I think actually just said about everything I was going to say I just think increasing it's
almost three and a half years of the accessibility. This has not been a fast independent process to release. incredible diligent incredible solicitists have um feedback
across the Commonwealth and across the US and also just superintendent of her team just brought to this and I think on I
husband 20 plus years trying to do something change our national system and led by the comment that you know we're trying to end the software with low expectations and I think that is exactly
what Commonwealth have faced in the prior 12 years with the demog and the continual drop in our expectations And so I which really led to
have three distinctions in terms of lowest honesty gap score but also the most learning throughout the program of town and things the same way and expecting
different results. there was not good interest and so I really am very pleased with where they were coming down this and as well to this and whether it's schools or as we listen and get input is going to
make the most sense to make sure that we're accommodating school students in particular in the process, but really most of the accommodations need to be for the kids and for the system. And so I hope that's where we wind up.
But also um a lot of this going forward is going to be really needing to align our resources to meet the needs of what's going to be coming out of the system. And I I really would encourage people to go back and look at the Georgetown University uh Lab for
Education Finance uh presentation that the board received back in July from Margarite Rosa. But from the last 10 years um we actually had a drop in students in the
Commonwealth from 1.26 million to 1.2 to and within that we actually had an increase in our special ed enrollment by about 25,000 students. But at the same time, our um grade math
scores in fourth grade reading scores dropped um 10% while at the same time our spending has gone up 47% and even taking into account for inflation. Um it was just we have been spending more and
those last three years with the unprecedented investments and um teacher pay and high dosage tutoring um some of the other initiatives that have um been passed and proposed by the governor and the general assembly.
Resources are there. It is going to be just incredibly important for us to align the resources to meet the needs so that um you know we have this comprehensive system of support that helps us move the needle and helps us to get back on track
to where we are shining and sit here on the hill for our country to be looking to um as top in the nation instead of where we've been. And so I just really want to um commend all of the work
that's got us to this point. And again, I just this is going to be an ongoing bitter process with um voters across the Commonwealth and with parents and students, but just again encourage uh everyone involved in this
process going forward to keep their eye on students and what is best for them to really help them. And I appreciate Scott Fleming's comments earlier to have them prepared for their future academic and employment
opportunities that are before them. And so just president, thank you for letting me have a minute here, but just thank you again for your leadership and get in the city. >> Thank you, Dr. Acriman. Um, yes, thank you. And I I'm I'm one of the newbies to
the board, but I want to thank those who've been around for those three years and have really worked hard to put together um a very thorough, reliable, and fair assessment of where we need to go next. And so I'm appreciative of that. I do feel like though I was brought to the board to be somewhat of
the voice for students with special needs. And and uh you know, I've heard from some of my my colleagues and special educators out there in the state of Virginia, mostly around the issue of verified credits. Um, and I I'm really really pleased to see that uh the
superintendent and the board has really taken some of those thoughts to heart. Uh, but one thing I do want to caution people is we can't go back. Um, I was teach I've been a teacher long enough to remember where most of our students with special needs were exempted from testing and there were really we really
communicated to them we have no expectations for you. And so when we start looking at population separate from the rest of the population, that is a message that gets sent. Our expectations for you are lower. And so um I'm really proud that we've uh been careful about how this will impact of
course graduation. Um while always also maintaining the things that are already in place such as accommodations for students with special needs, other ways of getting verified credits. Um and so uh things will be business as usual for a population. um that is very important
to me um and is much have been um my background. I'm also very pleased that in this new um format of testing, we're going to have this great data for parents. Um, and again, when you speak for families of kids with special needs,
having that information and understanding how your student is doing in a class may but may not be collegebound um is is been a hard thing in our field for many years. Uh, how do we communicate what these test scores mean?
How do we communicate when you have an alternative assessment? What does that alternative assessment mean for students uh with special needs and of course for those parents and families? So, I'm really pleased that I think the voice of those subgroups have been considered and
um the finalizing of these plans, uh the parent communication, and then whether or not uh we do four or five years. So, I appreciate the comments I've gotten from my fellow special educators out there, the comments we heard today. Um I've never heard anyone express that we
don't need to raise the bar. Actually, never heard it, not once, from anybody in the public. Everybody seems to be in agreement. We need to raise the bar. It's always been questions around the impact and and I think this superintendent's office and her team is ready for that. So, thank you. Thank you
everybody. >> Miss McFersonson. Well, I was thinking this morning about the fact that everybody that sits on the board has been educated and we are members that have been granted the public trust as it relates to education.
We got here because there were good teachers that poured into us and we were products of good schools and we didn't come from a time period where kids couldn't read or write or do math.
It would be very negligent of us to leave behind other people when we've been granted such gifts. So as it stands now, the job for us is to make sure that we communicate to the
field that based upon the data, the house is on fire. There has to be a sense of urgency that we have to do something about education in Virginia. That means that every whatever we roll out, every teacher's position should be
I must rise to the occasion as quickly as I possibly can. Every superintendent should make sure that the school system the position would be we will rise to the occasion to change what is happening here. That's what we expect. Our role is
to give you all the resources that the general assembly puts in trust to us to pour out to you. I will be looking closely at the data for schools that are underperforming, attempting to figure out why, asking the staff, drill down,
drill down, tell us why, what's going on at that particular school. That's our role. and to come out and to provide the support and the funding to you for the new approaches for workforce development. It's not only going to be high demand jobs. We're looking for high
techch jobs. We're looking for our kids to be the best of the best and for us to give them everything. We're looking for public support, local community support. We're looking for our H.B.CU to partner with. We're looking for our local community colleges to partner. every
organization, every industry. It's everybody's job to pour into the students of the future because it reflects on all of us as we move into the celebration of 250 years of this country and Virginia being a large part of that. The worst thing in the world
would be for people around the nation to say, "But they can't educate their students." I refuse to be a part of that. And so I want to commend the staff, the Secretary Gullixson, the whole team for all the work you've done
and just say everybody, let's look towards a brighter future and it starts now. When it comes to the phase in approach, we recognize that we'll have to do some phasing in. But we can't phase in over a lifetime. Eight years, a student from first grade to 8th grade and at the end of that we would say they
still can't read, write, and do basic math. That is unacceptable. So when we talk about phasing, it has to be with increments showing improved success over whatever period of time that the board elects. That's where we're headed and I think that has to be the focus of every
single person. >> Mr. Green. >> Well, I echo first I want to say I echo all of the comments made by my uh colleagues here uh on the board and I want to say that I'm encouraged by the leadership and the hard work of
superintendent Gullixson, Deputy Superintendent uh Booker Dwire, assistant superintendent Alice uh and Jennins uh for all that they have uh contributed to this process. With that being said, a matter of fact,
I did believe you did say yesterday, Mr. Ellis, that we've had the greatest involvement, uh, greatest participation ever, uh, in this standard setting process. And I think that's says a lot. Um, I think that's, uh, definitely representative of the hard work that we
all collectively put in to ensure that we had absolute maximum participation by all the stakeholders throughout this process. I heard earlier uh some comments from some members of the public. Uh one gentleman mentioned uh
that he's concerned about jobs leaving Virginia going elsewhere uh because they are not qualified enough qualified students qualified individuals for certain roles. I also heard from the executive director of the state council
of higher education. He talked about how our kids um our students are not prepared uh when they come on uh to college campuses. And I can say that I I don't think we can say with great
honesty and sincerity that if that we really care and that we really want equal opportunity for all students, no matter where they live, no matter their community, and not best position them to compete for the opportunities
for future opportunities as as adults that will be available to them. We can and we should raise expectations. Um, our kids are capable. I'm going to say it again. Our kids are very capable
and so we should definitely certainly set the ball bar, excuse me, higher. Uh, and there's no doubt in my mind that they will raise rise to the challenge and as a result, we will be honest with them in terms of their individual proficiencies.
As a result of the work that we do today, um we know our students will make the necessary academic adjustments. We know that the work that we do, we will help identify what supports they need in order to ultimately be academically successful and meet the expectations
uh that we uh set for them and we know at the end they will make us proud. But it starts with the work that we do today uh to set that bar to raise those expectations and ensure that they're prepared for all the future opportunities that exist once they graduate from high school. And so that
is our role and uh take my role and I'm sure we all do very seriously and we're going to do this for the kids and the school children as they someday become successful adults. >> President Moy. >> Oh go.
Thank you. You big decision, new board member. Uh but agree with the comments that others have shared as well. Um at the end of the day, education is about lifting people up, right? That's the the strongest thing that we can do, but change is hard and I recognize that some
of the feedback that I've heard from the field is what about those graduation rates? What how does this impact seniors or sophomores and and the board is looking at that, talking about phased approaches, opportunities? Um, but change is hard, but it's needed and it's
something that we collectively can do. Uh, and Mr. Hansen mentioned some of the the stats over the years and and folks are saying, "Hey, we would need more dollars." Well, if you look back since 2013 for inflation, I think he shared this, up 35% of dollars in Virginia.
Well, we need more staff. Well, if you look from 2014 to now, we're up 31% in teachers, 50% in all other areas. Outside of teacher aids, up 19%. So, uh, staff funding and then there's more. Uh, the work that the superintendent, her
team, our COO, as deputy soup, all of that is on the way and already happening. Uh, we saw new jobs posted to help with regional supports and just in time efforts. Um, so those pieces are, if not already there, continuing to be developed and uh supported for local
districts. Um, but the reality is at the end of the day, education's about lifting people up and we can't just do it as a board. It's not a left and right issue. It's a bipartisan approach. And so if we're not allin um whether it's a local school district, a teacher in
classroom 500, uh this board, we've got to be allin for helping students. And so that as we think about this today and and vote on it, uh but as the the field looks at this, I just encourage folks to see this as an opportunity to help young
people. uh to to get together, say, "How can we as educators, as superintendent, as whoever you may be as a parent, uh take people from take our young people from where they are now to where they can be because we all know with high expectations, they'll rise to those
opportunities and and looking forward to seeing what that looks like down in the next pipeline." >> Miss Ashton. >> Yep. I'll try to be brief. I I also just want to um echo the appreciation for President Cesy, Superintendent Goson,
and to the staff. Um I don't know if I'm an old board member or a new board member. I know I'm a parent, I'm a principal, I'm a Virginia resident, and the message that I want uh the public and everyone to hear is that this board
believes in our kids. We believe in our superintendent. We believe in our principles. We believe that we can do hard things. And yes, I I am sitting here thinking I'm like like let's just have some context here. We've gone through a global pandemic, social
unrest, low standards. We have done hard things and we can do this as a hard thing. Um and change is hard. But as I'm sitting here, I think that we have to understand that no one can do it by themselves. We need to be partners in
this work and I can't think of what better prepares partners to do the work which is real good data that provides transparency around where our kids are. U and I appreciate the team and staff saying like hey we're going to give this
information to the principles before it goes public because that's what good principles want is good data. It takes time to bring about change. It takes time to be able to make sense of it. And so I I I appreciate the team's response to we're going to respond to the data.
We're going to respond to this request for help. I I think that cannot be insignificant. And what I hope the final message is is that we believe that we can do this. um and that this board has come together along with staff and stakeholders and that the time is now to
move forward as urgently and as thoughtfully as possible to make sure that every child in Virginia has a chance to reach their full potential. >> Superintendent Gixson. >> Oh, I'm sorry. last
>> and there's been so many great things said that I, you know, I can't really u I don't I don't see the point in repeating everything that's been said. Totally agree with everything I've heard. I have been um I've been an educator and
for 36 years or was an educator for 36 years and I always believed it was a calling. I always believed that if you really believed in what you were doing, you were there for the right reason. And I know so many educators across the state of Virginia who have that same
calling and who have that same passion. And while I've been on the board, I've been so I've been so amazed by the level of passion that I've seen continued by my fellow board members, by this state staff. I've told them over and over
again because I believe in giving people flowers while they're living that it has been I've been so impressed with the level of passion um and belief in our young people that this state staff and everybody on this board has. I also
realize as being I'm the only person on the board who came straight out the classroom. And I say that because sometimes when I first came on the board that was intimidating to me. But I have seen since I've been here that it was really an asset because I came, you know, I was last from the classroom. And
so as a former teacher, I did not serve as administrator. That was not my calling. I can understand how fellow teachers across Virginia will be overwhelmed by this change because as somebody said, change is always no none
of us like change. But those same educators and those same administrators who believe it is a calling for what they're doing believe in our students and they know that we have to improve for our students. And I've always said that there's nothing more important
there's no more there's no career more important than educating our students and teaching them to become citizens, productive citizens, to have careers, to have families, whatever they choose to do in life. And at the end of the day,
all that's been said, let me just end it with that's what our goal is. Our goal is to raise our students up. So when they leave the school system, they are either ready to enter college, they're ready to go in the workforce, and we've heard so many so many comments
about how we are failing them right now, and none of us want to do that. >> So I am so proud of the state team that is being very transparent. They're willing to go out into the field, not just, you know, not just make a mandate and say, "Okay, local school systems, do
however, however you can get there, do it." They're willing to go out and meet with them and talk with them, stand shoulder-to-shoulder with them. And that shouldn't be lost in the media or whenever this is talked about. It's going to be a team effort. It's not going to be just pass this and then
we're going to, you know, just let you do whatever. They're going to be there with them. And that means a lot. And I hope that educators across Virginia hear that so when they're worried and you know and and concerned about how how to implement this, they know there's
going to be financial support and there's going to be team support with them the whole time. President Cesy, members of the board, um I want to thank Governor Yncan and the board over the last three and a half years, including members who are not
here today, uh because you have been laying the foundation for restoring excellence in our public schools and to have high expectations of every student starting with infants with our early childhood system all the way through our
adult learners. And this is arguably the most critical vote that this board will take because it reaffirms the Commonwealth of Virginia's commitment to our students and their future. And I am excited that every parent in the
Commonwealth and teacher and principal and superintendent and most importantly students will have the confidence that as they walk across that stage, they know that it means that they are truly ready for the uh pathway that they are
being called to pursue. We throw around a lot um 3 readiness. You heard a presentation about it yet yesterday that our students are rising to these higher expectations. They are taking more advanced classes in middle school. They are saying yes to college credits in
high school. They are saying yes um to higher quality work-based learning experiences. They are saying yes um to apprenticeships. They are saying yes to uh industry recognized credentials that that ensure that they are day one ready
in a career and they are saying yes and demonstrating readiness for multiple pathways in any of our military branches and service opportunities in the future. And so when we have challenged our educators um and our students with more
rigorous standards, uh they got to work. And our team has ruthlessly been coming alongside with highquality instructional materials. Um, upskilling of new instructional coaches, really leaning in on what other toolkits, what other
technical coaching can we provide to help you deliver even more for everyone of your students? And um I think every agency head would say this, but I feel strongly about it because I get the opportunity to meet um multiple times a
month with every agency head who leads all of the Commonwealth's uh education agencies and workforce agencies. And we are a united set of executives that see what is possible for Virginia. We have
planted the flag um across secretariates and agencies to say Virginia will be the top state for talent. And it starts with us with our littlest learners all the way through our K12 pipeline. And you heard from some of them today that this
is essential for us to remain competitive and for our students to truly be able to lead emerging industries that are just coming online in Virginia. um to ensure national
security to deliver on whatever those goals and uh uh aspirations that they have and that they will have the confidence, they have the skills, knowledge, critical thinking skills say yes I can do that. And so for me it is so invigorating to see the
transformation of our agency that we are completely overhauling from only on compliance to really breaking down silos. Um data has never been more exciting uh because teams are collaborating and know that this is
going to drive actions and that we are going to better empower educators um with real supports. uh and seeing our longtime staff at the department really step up with new solutions to say this is what we're hearing. It's worth us
pursuing because it's grounded in evidence and it's grounded in research and we're not only growing talent within but we're also recruiting subject matter experts because people around the country are excited that Virginia is is renewed hope around what is possible for
our students. And um I think you are going to be amazed as you continue to hear each month about the supports that are being provided to our students, how we are better using the billions of dollars that have been invested in our K12 system, more than 50% in just four
years, and most importantly, how it's working for kids and where we need to pivot and adapt. And so I can affirm uh especially off of the energy from our all staff last week that um the DOE team I mean we're winning Emmys. So we are uh
we are firmly committed um to coming alongside uh all of our communities across the Commonwealth and delivering for our students. they've uh never been more focused on what's possible for students and every single employee at
the Department of Ed believes that uh every student can deliver and so I thank the board um for prioritizing uh the raising of expectations for all of our students uh and also the opportunity for us to hit the road and
get continued input and come back with the best implementation plan possible. With that, I will pass. Okay. So, um, now I will renew my request for a motion or what? It was been moved and seconded. Gosh, that was so long ago.
>> Uh, so Dr. Arian, >> I >> Mr. Green, >> hi. >> Dr. Northern, >> I >> Mr. Hansen, >> Miss McFersonson, >> I, >> Miss Kilgore, >> I, >> Miss Ashton, >> I, >> Mr. Monk, I,
>> and chair votes I. Thank you. Uh item D, Miss Verda, >> she's you trying to get us in that seat. >> Good morning, President Cesy, members of the board, Superintendent Golixson. For
the record, I am Christina Berda, the proud chief operations officer for the department of ed. Before you today are the final re reasons for the guidelines for the school construction assistance program for the 2024 to 2026 bienium. As a reminder, school divisions and
regional CTE programs apply for funding through this designated open application periods and are awarded funding based on 10, 20, or 30% of the approved project cost depending on the division's local composite index and the locality's
fiscal stress categories. Another benefit of the program is that there is no local match required for this funding that is awarded. Following the first review at your August board meeting, we heard your feedback loud and clear and have incorporated those additional revisions
into the draft guidelines before you today. I'm going to highlight the additional revisions that were made since August for you. We have added language requiring schools funded by the SCAP grant to be scheduled to remain open for at least five years, including
locations where decreasing enrollment may result in school consolidation and closing. So, we will have them affirm for us that they are not in a spot where they're subject to be consolidating or closing schools. We have added language encou encouraging innovative and
creative solutions for the use of underutilized space flexible learning models such as a school within a school concept or public micro schools and considering the consolidation of undercapacity schools as a means to use
best use available resources. We have added the recognized flexible space concepts to allow for innovative facility solutions. We have added language to provide divisions the opportunity to earn points if they are renovating space or leveraging flexible
models after school consolidations or closures happen. We are adding language to include the use of blending and braiding of funds seeking business and industry inind contributions or using other allowable grant resources to supplement their
school construction grant facilities funding. We have also looked into the department's building condition criteria and removed age of building as a factor on all three categories, good, fair, and poor. Also, in criteria one of the
application, we have added an opportunity for three points to be assigned for building enhancements and flexible space concepts after a school division has gone through a full consolidation or school closure. It is recommended today that the board of ed
consider these proposed amendments for the school construction assistant program B guidelines for banium 24 to 26. I will also reaffirm for you that these are going to be constant conversations we have. I can tell you from the time that you started with these guidelines, we have greatly
expanded the program in part to your feedback but also the feedback from our stakeholders. And so kudos to you for the work. Um we will continue to enhance this as well in future iterations um that come before you. Happy to answer any questions.
>> Thank you Miss Bura. Are there any questions Mr. Monk? >> Thank you. First just want to share uh excited to see uh some of the feedback around um individual CT programs implemented and so appreciate that appreciate the team's work and including
those. I think that will be uh another opportunity for local districts to be able to uh continue progress on our 3E uh framework there and and allow specific changes within districts that maybe they wouldn't have the chance to do without these funds. Uh a little
clerical question around uh the maximum of five points for a school um school division or regional CT program that has not been awarded the fund before trying. I know that they can have up to three applications, but just trying to
understand why that change of if the school uh are those five points per school that hasn't been awarded before. Do you know? >> Yeah, it used to be division awards and because we've expanded it so they can have multiple school awards in qualification for the program. We wanted
to make it very clear that it's not just the school division if they had a school that was achieving an award that in the past two years that they if they haven't excuse me received an award in the past two years they got points >> trying to expand again across Whoops
sorry across um the funding across the Commonwealth to make sure that we are providing access to all 131 school districts. >> Wonderful. And then just wanted to commend as well the addition Thank you, President Cesy. Um the additional uh you talked about whether it's industry support or blending and braiding of
funds. We talked a little yesterday. Perkins is one of those great opportunities um to potentially add some funds in there that could help support these. And so seeing uh you know divisions as part of their application include these on their Perkins plan. I think that's just a great blending and
opportunity for students. So applaud the efforts and excited to support it. >> Thank you. And just for clarity as well because I'm always talking about the technical support and we're looking at this more than just a compliance agency. Once you adopt these, it is our intent to have a lunch and learn or a webinar
with uh school divisions so they can understand kind of our concept and thoughts and understand the changes to make sure that we can have maximum applications. Other questions here? Okay. Is there a motion to approve the
proposed amended guidelines for school construction program for the 2426 bienium? >> So move >> second. >> Any discussion here? >> Dr. Arian >> I. >> Mr. Green >> I. >> Dr. Northern >> I.
>> Mr. Hansen. I >> think he's >> Miss McFerson. >> Miss Kilgore. >> I >> Miss Ashton. >> I >> Mr. Monk. >> I >> and chair votes. Okay. Thank you, Miss Burda. >> Thank you. >> Okay. And I think you have item E as
well. >> Yes, ma'am. Thank you, President Cesy. Before you today is a request for the first and final review of recommendations regarding the literary loan applications for the release of literary loan funds. As a reminder regarding this funding stream, these are
loans to school divisions that are available to utilize and leverage the Commonwealth's Virginia, the great Commonwealth of Virginia's bond rating. And the loans must be repaid to the literary fund over an approved term of principal and interest payments. So these are not grants that you are
awarding. These are loans specifically for school divisions. Before you today are four literary loan approvals applications for your approval. First is an application that was presented to you in your August meeting, but there were additional questions regarding the application that we contacted Giles to
discuss. The loan is requested by Giles County for the purpose of the renovation of existing classrooms in addition to accommodate up to 11 classrooms which will replace existing modular classrooms, renovating and replacing the elevator and upgrades to the safe school
entrance and improvements at the Macy Mclarity Elementary School. You requested additional information from the division before proceeding with the loan approval and we have received additional contacts from Giles County for you. The county's current grade structure is K through 7 and 8 through
12. They are reviewing the grade structure and the Macy Mclarity Elementary School as a result may get additional students. Giles County has also indicated that there are a couple of new school subdivisions that are coming close to the county line. With these new housing opportunities, it is
anticipated that these subdivisions will generate some growth in their student population. Giles County is requesting a literary fund loan for the project in the amount of $12,475 payable over 30 years and is eligible
for a 2% annual loan interest rate. There are three additional loan applications before you for consideration and approval. The first being a loan requested by Pennsylvania County for the purpose of installing a new HVAC system, new electrical transformer, new acoustic ceiling tiles,
replacing exterior windows, and the work to bury a hydroponic piping and electrical utility lines at John L. Hurt Elementary School. Pennsylvania County is requesting a literary fund loan for this project in the amount of 8,228,000
payable over 18 years and is eligible for a 2% annual loan interest rate. Um we did clarify with them because all of the HVAC money was applied during the pandemic. Um they've used that for many of their other schools. These are elementary schools that they didn't have
enough funding from that source to utilize. So they're leveraging the literary loan to accomplish that project. The next application is also from Pennsylvania County for the purpose of installing a new HVAC system, a new electrical transformer, a new acoustical tile, and replacing exterior windows,
burying a hydroponic piping, and electrical utilities at Chadam Elementary School. Pennsylvania County is requesting a literary loan for the project in the amount of 7 million $18,000 payable over 18 years and is eligible for a 2% annual interest rate
loan interest rate. The last project is a loan requested by Co Pepper County for the purpose of building a new elementary school of 89,000 square feet and an operating capacity of 650 students in grades preK through grade 5. Co Pepper
County is requesting a literary loan for the project in the amount of 25 million payable over 20 years and is eligible for a 3% annual interest rate. This is due to increased enrollment in their locality. The superintendent of public instruction recommends that the board
wave first review and approve the release of these literary fund loans requested by school divisions based on the loan amounts, terms, and eligible annual interest rates requested in their loan application and included in your executive summary of the board agenda item. I'm happy to answer any questions
you may have. Are there any questions here for Miss Burda? Dr. Northern. So, just to clarify and thank you for the followup with Giles that the I know that was my question and replacing those modulars that makes me
understand that better. Um, and then Cole Pepper, it's a it's a new elementary school totally. So, it would have to I mean enroll I mean do they have an enrollment plan that's kind of I mean or is there an elementary school that's going to be closing? I guess a little more context about that new elementary school and that they're
anticipating that much increased enrollment. they are seeing increased growth in their community that warrants a new elementary school. Um, that is the feedback that we receive. I'm looking at my director of support services, uh, VJ Ronin. Is that correct, VJ? Yeah, it's just sheer growth in their community,
new subdivisions, and they need a new elementary school. >> Further questions, comment, >> Miss McFersonson. Yeah, along these lines, apparently you've done your due diligence as far as the building of the new schools, but they had a comment.
Yes, I want to make sure that we did it publicly. One of the things the board will be looking at is making sure that we don't necessarily fund new buildings that are displacing schools that could be saved that would be disruptive to
students and busting students for a long period of time. So, as you go through the analysis, it's really important. Obviously, we understand that there's unused space that can be retrofitted for other things and that we have built into the regulations
um things that could be done with that space. But I'm very concerned about making sure that schools don't just decide that they want to build one big structure that is to the detriment of a lot of communities. Um, so continue to do your due diligence in
that area and make sure that we're well aware of why they're asking for funding for brand new facility. >> Yes, ma'am. >> Additional questions or comments here? Okay. Um, is there a motion to wave,
first review, and approve the release of the literary fund loans requested by the school divisions based on the loan amounts, terms, and eligible annual interest rates requested in their loan applications as indicated in the item presented here to the board.
>> So move second. >> Any discussion here? >> Dr. Acri, >> I >> Mr. Grant, >> I >> Dr. Nor. >> Hi, >> Mr. Hansen may be off. Miss McFersonson
>> I >> Miss Kilgore >> I >> Miss Ashton >> I >> Mr. Monk >> I >> and chair votes eye. >> Thank you. >> Okay. Um do we want to take this one? >> Okay. Um so we will take item F and then
um at the conclusion of this item we will take our lunch. But I'll let everybody know that again once we conclude this item. Mr. Chapman. >> Thank you so much, President Cesy, Vice President Hansen, members of the board, and Superintendent Gullixson. Um, in
addition to the work that the board does here, the board um has a number of advisory committees that help the board um to accomplish work. Um today we have some uh nominees for vacancies on the Virginia Advisory Committee for Advanced Learning, which is one of the board's
advisory committees that was set up in 2024. Uh the two nominations uh include uh Christopher Tabby, who currently serves as the gifted coordinator for Salem City Public Schools. He works closely with gifted coordinators in region 6 for thought partnership and program alignment. and this will be his
second term if accepted on vaccal and he's being nominated as a region six employer administrator affiliated with a gifted or advanced academic programming. The second uh nominee is Gail Staten who currently serves as a gifted coordinator for Greensville County Public Schools.
She also serves as a secretary for the Virginia Association of the Gifted and this would be her first term on VCAL if uh if accepted. She's being nominated for the re a region 8 employee or administrator affiliated with gifted or advanced academic programming. The superintendent's recommendation is that
the board wave first review and approve these recommended nominees to fill the vacancies on the Virginia Advisory Committee for Advanced Learning. >> Any questions for Mr. Chapman? Okay. Is there a motion to wave first review and approve the recommended
nominees to fill the vacancies on vac? >> So moved. Second. >> Any discussion here? Dr. Northern. >> Oh, we're voting. No discussion. I'm sorry. >> Okay. All right. Uh, Dr. Arian,
>> I. >> Mr. Green, >> I. >> Dr. Northern, >> I. >> Miss McFersonson, >> I. >> Miss Kilgore, >> I. >> Miss Ashton, >> I. >> Mr. Monk, >> I. >> And chair votes I. Okay, we will take a
lunch break now and come back at 12:15. Thank you. Okay, good afternoon. We are back. Um, and we will begin here with item G. Calypso Gilstrap is going to talk to us
about um modernizing our mops. Mops, my favorite topic. Is this on? Okay, great. Good. Is it afternoon? It's afternoon. Good afternoon, President Cesy, superintendent Gullixson, and members of the board. I'm Calypso Gilstrap, executive director of the Office of
Innovation. And with me, I have Mr. Reginald Fox. He's our educational technology specialist and used to be a MOP himself. He used to run the York County MOP. And then I also have Sophia McDaniel with us, our um director of innovative models and policy in the
Office of Innovation. So, here to help support our um process. So, today I'm going to be presenting on a proposed update to our MOP or multi-division online provider process for 2025. And these updates reflect our commitment to providing that highquality virtual
learning experience and also realigning what we do to the board's strategic priorities. So on slide two, the revised multi-division online provider process is intentionally aligned with the board of education's 24 to 29 comprehensive
plan, reinforcing the Commonwealth's commitment to access, innovation, and accountability. It expands access to our high-quality virtual instruction for all students, including those in a non-traditional setting, and supporting innovative instructional models that reflect the needs of today's learners.
Our annual monitoring and clearly defined revocation procedures strengthen the oversight while transparency requirements ensure families and divisions can make more informed decisions. The process also brings clarity to our formalized timelines, review structures, and appeals
procedure. Importantly, that supports our workforce readiness by aligning virtual instruction to our Virginia standards of learning and our career and technical education competencies, helping our students prepare for life in the military, college, careers, and beyond.
So, we also needed to bring this forward because we have new legislation in Senate. Oh, sorry, I skipped a slide. The background you guys probably want to know about the MOP to begin with. The multi-online provider process was established in response to the Virginia General Assembly to expand high-quality
virtual learning opportunities in K through2 students uh for the Commonwealth. Originally, this process was adopted on November 18th, 2010. So, we've been doing this for 15 years. The process was in designed to ensure that
our virtual programs meet the rig rigorous standards of instructional quality, the staffing and alignment with the Virginia standards of learning. Since its inception, the department of education has provided has approved 30 providers and we currently have 22
active providers. In 2425 school year, we had over 15,000 students that were enrolled in a MOP. Most of those students are full-time taking more than 54,000 courses and uh in 82 school divisions.
So, this really is robust in Virginia. This also shows that we have big scale and we need to make sure we modernize our process. Over the last 15 years, the online learning landscape has shifted driven by technology innovation, increased student
demand, and the need for more flexible instructional models. As highlighted in the 2024 annual report on the condition and needs of public schools, the board prioritized transparency, high expectations, and student outcomes across all of our environments, including the virtual ones. This
proposed update reflects the commitment and position Virginia has to lead the quality of the future in online education. We also have new legislation, House Bill 2640, and this will in um that has asked for us to become better at reflecting best practices with our
policy expectations. The mandates are about growing the demand for high-quality online options, and that makes it even more essential that we modernize the process. The updated process strengthens oversight, improves transparency, and ensures that all students, regardless of their location
or circumstance, have the opportunity to engage in rigorous standardizes virtual instruction. It also provides clearer expectations for providers and school divisions, aligning with the board of education's priorities and our long time long-term vision for digital learning.
So, you're probably asking, what is a MOP? So, a MOP can be a private or nonprofit organization that contracts with school divisions to provide online instruction to students across division boundaries. Or it can be a school division that
already has an online instructional program, but they want to expand past their own division geographic boundaries. So, we have examples of that in Chesterfield and York. And then our other 18 providers are all those private or nonprofit organizations. The three
things they have to have is they have to align with the Virginia standards of learning. Every single course, there's about 60,000 of them that are approved. They're all aligned with SOS. They also have to meet the accreditation, staffing, and instructional quality that a traditional school would have. And it has to be taught by a Virginia licensed
teacher. What it is not is if less than 10% of the students are outside their division or if it's a joint effort between a division and a limited outofboundary enrollment or a program that is offered through a higher
education institute like our lab schools that would not be considered a mo even though it's multi-divisional and it could be online. So the Virginia Department of Education what we do is we provide the process. So, we approve them, we put all of the
website information up, and then we provide a so a board report to you guys so you can see what we're doing. Um, we also support the virtual learning advisory committee, and we help hundreds of families every year navigate virtual learning programs, including our MOPS.
We also talk to a lot of school superintendents about their virtual options. Local school boards implement virtual learning by contracting with the MOP and then they post those courses online, clarify if there's any fees, which most of the time there's not any fees. And then they also set the
criteria for if a student can take a virtual program or not. No matter what, they all have to meet the legal requirement for instruction and student support just like any traditional school. So the MOP cycle is grounded in the legislation which mandated that the superintendent of public instruction
develop and then the board of education approve a system for ensuring that there is a quality and accountability of these virtual learning programs. The process begins with a an annual application cycle in which applicants submit a detailed documentation demonstrating
compliance with our criteria. These include accreditation, organizational stability, quality staffing, data reporting capabilities, and alignment with our SOS. So, we've had 30 of those applicants. Applications are then re reviewed by our multiddisciplinary commu
committee, and then the superintendent makes a final decision on if they can become a MOP. Once they've become a MOP, then we ask for an annual report. And that's kind of a little bit of the what we're changing today, which I'll talk about more. So this annual monitoring is basically they turn in data to us to
show that they still meet the criteria that we originally set. We also then have a virtual learning advisory committee meeting twice a year where we review courses, they advise us on different new strategies and they give us input to improve that quality and
access. Um that virtual learning uh advisory committee has superintendent from each region. We have some of our MOPS on there. um the couple of big organizations that are in our state. So if a provider falls short like after they turn in their monitoring report or
if any at any time if we're getting lots of complaints or those kind of things, they can be put on a provisional status during that provisional status that limits if they can enroll new students or enter any new contracts. We do work really hard to resolve those probationary things. We're
not there to like compliance. It's more like, okay, you guys don't meet the criteria. let's wrap around you and see what we can do to help you get get you back up to the criteria. And if they consider if they continue and do not meet the standard, then we do revoke their ability to be a provider, in which
case they would start all over again. At the end of the year, which is about this time, we are working on gathering all the information from POP from the MOPS, the school divisions that use them, and then also our own data to create a annual report for the condition and needs of public schools in Virginia. And
you can see that we have 15 well 14 of those if you want to read those. Uh that's where AI comes in. You put those into AI gives you nice nice summary. All right. So what we're asking for with this new process. So the current process has not been revised since 2010. It's the original. So we think things have
changed a little bit. Um we would like to see clearer expectations. So simply put, this update modernizes the process to align with what is best practice and also make sure that it's transparent, consistent, and we want to realign with
student centered learning. So the application and process, sorry, application process and criteria are designed to ensure that only highquality, wellrep prepared providers are approved to deliver virtual instruction across Virginia. Each applicant must demonstrate compliance
with a comprehensive set of criteria that reflect both statutory requirements and best practices in online education. So to begin, providers must show that they are accredited by a recognized agency, not accredited by the VDOE, but like one of those big organizations that
approved schools. Um, two, they have to have organizational stability. We want to make sure that they are financially solvent and have a clear governance structure so that they have a sustainable operation during the school year. Three, we have to make sure that they're staffing. They must have licensed
teachers from Virginia and they have to be endorsed in their content area and their administrators must have advanced degrees with relevant leadership. So they're they have the highest quality just like a school would. Three, uh, next would be data reporting. Both um, they have to be able to report their
data to us, but also to the school divisions that they're serving. They also must be held accountable. So, all of their uh instruction must align with the Virginia standards of learning, the standards of accreditation, and they must be able to test their students just
like every other kid. Uh and then their applicants must be grounded in research best practices designed for the needs of all learners in those environments. So, our virtual learning programs are definitely the highest expectations of virtual learning environments. They're using those engagement strategies of
virtual learning. And last, they must address in technology infrastructure and support. Providers are expected to have reliable systems for course delivery and management, offering technical support in a timely manner, and have a disaster recovery plan to ensure the continuity
of learning. So, one of my MOPS the other day bragged that they did not have a single snow day last year because kids in virtual learning don't get snow days, I guess, as a whole school. So all of this comes together to make a new more modern standards aligned board uh
realignment of our process. So basically what's new we have extended the application window. Before it was very rigorous. It was like for 30 days this will happen and then for 45 days this will happen and then within 15 days this will happen. We got rid of all that. It's a 90-day window. People turn stuff
into us and we will work with them. We also changed all the language to be less arbitrary and more like the goal is to make sure we're ready for the next school year. So, as long as we are on track for that, that's the application window. We also um expanded our review committees. When we first started this,
it was a very small program. So, we have now asked for the review committee to be bigger with people in finance, people in data, people with technology expertise, people maybe that have virtual learning experience now. So, we want to have more experts, not just a few of us in the innovation office kind of looking at the
applications. We want to have more cross agency stuff. Uh, before there was a three-year monitoring window, so you would turn in your reports to us, but we only looked at them every three years. We're going to look at everybody's reports every year. Now, dive in. Um, we are also being a little more strict
about what's happening during provisional status. So, before was kind of like, you're on provisional status, good luck. we're now saying we need to wrap around those mops and make sure that they get back up to snuff faster. Um and also put the put it back into a partnership with us. Uh we have updated
the appeals process to better align with the current Virginia um appeals process act or appeal no what is it Sophia not h procedural. Thank you very much administrator. All right. So, that's why we have to have
Sophia on the team. And then, um, to get all into the technical stuff, they have to basically be accessible to our students at the highest level. So, they have to be SCR SCORM compliant and all the other web accessibility stuff because they are a big mop and they are now going to have to deliver those
systems and work with our systems that already exist like our statewide learning management system and open educational resources. Okay. So for stakeholder uh engagement, this is up for first review. So our proposed updates were not developed in a vacuum. We've had 15 years to work on
them. Um they are a result of years and years and years of daily stakeholder engagement with local school division divisions. We were very purposeful in our last VLAC meeting to make sure that we talked to them about this. We've talked to our instructional technology leaders. We talk to parents and students
all the time. So, it's important to understand that these revisions maybe we don't have the uh complete administrative process act like we didn't go out for public hearings and those kind of things yet, but this is because we've done the work every day. Our feedback comes from the daily every
day. So, we are also wanting to make sure that we're responsive quickly to House Bill 2640 and also your priorities as we have just updated quite a few of our standards and our accreditation system and those kind of things. So to make sure that we are 3E ready this next
school year, we need to revise this process before January when we get our new application window. So to um what would happen if we pass this? One, we're going to have more high-quality virtual learning instruction. Two, we're going to have more transparency so that parents can make better decisions and
our superintendent better understand what it means when we hire a MOP. And then last with our providers, clearer expectations, more uh support from BDOE when when they enter into the in interest of becoming a MOP. So if we pass this to ensure a smooth transition,
the Virginia Department of Education will have a series of coordinated supports and resources. We are currently right now creating a virtual learning index to help track what every single school division is doing with their virtual learning program. So, we're going to have this massive like nice spreadsheet of, you know, aamac is doing
these things for virtual learning and making sure we understand they're using these mops in this way or maybe they're using virtual Virginia or they might have a private entity that they're using. So, we want and a lot of our school divisions have also moved to having their ownies inside their own school division and they're being really successful that we
will make sure that all of our map data is more transparent on our annual report. We will um we are we've already updated our website quite a bit to be way more transparent. We've made a virtual learning for families web page to help them navigate the MOP process. We have a query tool now so you can look
for a course and it'll tell you what MOP is offering that course and in which school divisions. We will also have fall webinars for our school divisions for our applicants that are hoping to become a MOP and also our current providers. Um, we are going to do more with
frequently asked questions, more application walkthroughs, just more technical support for everyone in the field. Um, in January, our goal would be to launch the 90-day application window, and then next summer, we'll start our monitoring process, and our 2026 board report will reflect this new process.
So, thank you so much for your time. I know MOPS is a really complex thing. I've been here for three years, and I just now feel like I kind of understand it. So, if you have questions, we're happy to answer them. So, I brought the experts with us today and I kindly ask that you would approve for first review
um to take this up and so we can continue the conversation and update our process from 2020 2010 to 2025. I'm now happy to take your questions or your comments. So, Calypso, I'll go first because I live in this world.
>> Um and I have some feedback for you guys that I think is going to probably make your lives a ton easier. Um, and it's going to probably align nicely with the direction that you all are going in. So, we can talk about that offline. But I
did want to ask a couple of questions that I think are probably really important publicly here. And that is that um, how are we ensuring so? Well, let me let me step back and ask. We used to have on the old website, it was a
list of large providers. So you had your um Western Association of Schools and Colleges. Anything that any virtual program they accredited was then approved by VDOE. >> That seems to have gone away. Is that correct? >> Yes.
>> Okay. So all of those just blanket approval. >> Okay. We just updated on the >> it's on the application. >> Okay. So you're not giving a blanket approval anymore to those big >> those were no those were always it was more in the application process and if
somebody turned in an application it was in the form that they filled out we just didn't have it on the website so that it has always had to be accredited that was always we have not ever even if it came off the website we never diverted from the original process. No, what I mean is you had that list of those programs that
you just gave a blanket approval to instead of just the so it was in addition to the courses if those were approved >> by if those programs were approved by any of those organizations it was like a check you don't need to do anything else
then was this long list of all of the individual courses has that long list of providers gone away >> I say Reggie probably knows that better cuz he's the technical person and he's also been here doing the work long. >> You know what I'm talking about, right? >> Morning. Yes.
>> Okay. >> Uh no, we we replaced uh the some other important information on the website that would be more helpful to MOPS, those looking at becoming a MOP. uh but we have on the application all of the
agencies that could uh could be used to a as the accreditation. We have not deleted any of the additional requirements uh in addition to the accreditation. There's still sustainability, there's accountability,
there's curriculum, there's staffing, all of those requirements are still there. >> Okay. Um so follow-up question if we are requiring Virginia lensure how are we ensuring that those courses
that are being delivered let's say I'm delivering X course for a broad-based approved provider right how how are we as the department ensuring that that course that's being delivered
by Debbie Kilgore who may live in Arizona has a Virginia teaching license or that the provider hasn't said, "Uhoh, Debbie can't teach this now. You know, Michete is teaching it." How are we monitoring that to ensure compliance
with what we are asking? >> We can answer it. I know the answer to that one. >> Well, I just want to say since I Yeah. Yeah. I did this work for 35 years. uh and we used to have spreadsheets that we
try to uh maintain uh that but now that we have a partnership and as Calypso talked about expanding our relationship with other departments uh Mr. Gillstraps department. Uh it has increased the
quality and the oversight ensuring that uh we require the MOPS to have Virginia licensed teachers and there is now database there's technology to help us and we're able to find that information.
We're able to put in a name. >> Sure. >> Uh and we that's one of the requirements of the MOP. So we ensure that their names of all of their teachers are endorsed in the areas in which they teach. >> Okay.
>> It's also gathered with the it's also gathered with the master schedule information that so if a school division enters contract with that MOP, those teachers show up on the master schedule. Okay. >> And so it would flag in that system if they are not licensed. Um, and so that
goes kind of back like we kind of we of course partner with the MOPS and also with the the school division, but there's also the contract between the school division and the MOP that they have to work those kind of things out like the the data reporting part that I was talking about. They have to prove to us that they're going to send their data
to the school division to be able to put it into the master schedule to ensure that that child is being taught with a course that's approved by us and also has a licensed teacher. We have caught a couple of times, once or twice, uh, people out of the compliance and then that would be something that would stick
them into probation if they violate that. >> So follow-up question would be then, sorry. >> No, you're okay. >> Uh, how are we ensuring So that's a that's a main school year type of a of a question or answer there. How are we ensuring that same thing for
acceleration credits and for credit recovery, summer courses? So are we >> no matter what is happening they have to enroll in that school division. >> Okay. >> So there that we do not allow direct enrollment into a provider program. They have to go through the school division
first. There is times when parents feel frustrated that a MOP has a course that they want their child to take and that school division they live in does not accept that credit. So that goes back to the board of ed the local school board's decision on whether they're going to
verify that credit or not. So, I live in Herrio County. They may not accept virtual Virginia classes even though I would like my child to take a virtual Virginia class. The local school board has the ultimate say. So, if they decide to take an accelerated course during the summertime or get credit recovery, those
type things, they need to the parents have to work with their local school division to ensure that those kids are enrolled in the private provider program that will be accepted by their local school division. >> And finally, I think this might be my last question for now. Um, so some of
these local school divisions like Hampton City Schools that have um, you know, created and continue to sustain their own programs, have have we had any conversations with them about what if if they are willing
to be more broad-based and so are they willing to support other students in other school divisions by way of their programs? um what does that look like for some of our um different school division partners that of course also have their own
>> right so we have 10 virtual schools right now and they would all be welcome to become MOPS they have to reach outside of their school division at least 10% so one of the problems we're having um like Chesterfield qualifies as a MOP but they are at capacity with
their own children >> and so they can't actually handle the capacity of reaching outside more than that 10%. So they used to be before COVID we used to have a Chesterfield and York County used to be much bigger mops. Um it's right now it's just a it's a
marketplace question but yes if Hampton are uh Giles Palaski are 10 virtual schools if they wanted to become MOPS we would highly encourage that. We do have relationships with those school divisions and we're trying in our office especially um in response to this house
bill to create that virtual learning index. So we really understand where we know what our schools are, we know what our MOPS are. We know what virtual Virginia looks like. What we don't know is the programs, the little tiny programs that are happening in those innovative models. That's where we kind
of feel like we're we're not sure how they're delivering that instruction. And that's what we want to kind of dig into a little bit more. >> Okay, I lied. I have one question. >> I'll talk about MOPS all day long. >> So, um can can just for the board's knowledge and understanding, can you
explain um how how virtual Virginia and MOPS work in in collaboration or side by side just so that there's some understanding there um about stepping on toes, not stepping on
toes, that kind of thing. >> Yep. All right. So we have luckily we have 1.4 million kids. So there's lots of options and lots of different pathways we can take. So I would say in the simplest of overview the 10,000 foot is virtual Virginia is more like a
traditional school and that you're taking one or two credits. A kid is probably sitting in a physical classroom and they are delivering instruction through the virtual program. And there's probably a mentor in the classroom and that kid is learning Spanish 3 because
their school division doesn't have enough Spanish teachers or they're taking there could be 30 kids in a classroom taking 30 different classes but they're still like sitting in a class. There's a 90-minute block. There's a a mentor in the room. MOPS are the opposite of that. Almost 100% of
their kids are full-time and they are learning 100% at home or on the road. Um, we have kids that are like in recovery programs, alternative programs. We have a kid who's a movie star. And so, and we have a kid who's an international soccer player in our MOP
program. So, it just is 100% Oh, sorry. It's 100% um virtual and their parent is probably supporting them at home. We also have way more kids in K5 in our M program. Um, virtual Virginia has a very small amount of kids who are K5
full-time. So, so the MOP program is, I would say, more asynchronous full-time. Virtual Virginia is more secondary, uh, more traditional, what you would think of as a virtual class that you're taking at a certain time, and you have a live instructor at that time. Uh, we also do
have homeschool and private school that we talk to our our families about quite a bit, too. Um, and then on top of that, we have our own school division's virtual programs, and they kind of are a mishmash of all those things. So, Sorry to take over that conversation
with questions. >> You're you're probably you if hey if you're looking for a job later, we're probably looking for a virtual learning specialist when Reggie retires. >> Uh okay, Mr. Monk >> don't want to stand in the opportunity of a job there. um our our student
advisory um committee has some questions around this or thoughts around it and I'll leave it there but how are we and I see here and you've chatted a little bit about instructional quality and rigor
how is that being measured uh not only on the forefront but continually to ensure that it is maintained there >> yep so we would look at those classes is the same way as we do any class that's happening, any school, any program. We're getting the data like when we get
the raw data, we don't know that they're a virtual or a in-person or traditional kid. It comes in and we start looking and digesting. What is nice is the school quality profile does have full-time virtual students have been pulled out and you can actually look at the MOP data for just our virtual
students. I mean, we've done studies with SRRI. I mean, we've done all of that type of deep research to make sure our virtual programs are on par with all the rest of our programs. I would say virtual learning is not a it's just a
different way of teaching, just like being in a class where you do hands-on sewing and cooking versus being in a math classroom where you're practicing and those type things. It's just a way of delivering instruction and it's just as good or bad as any other instruction
that's happening. Uh, I think the marketplace takes care of mops that don't do a good job because that school division, why would they hire a mop that's failing students? So, most of the time, our mops outperform traditional school because parents are choosing to
go into that program. They're choosing to wrap around their kid and give support. And it it it's it's going to have successful kids because those parents are super engaged in what they're learning and choosing to do. So, uh, we do have 16,000 kids that we look
at every year and again, if they aren't performing well, the school division comes in and helps that family and, uh, we are also keeping an eye on those classes. I mean, we review all 60,000 courses every year. We review their test scores every year. We are really
analyzing and digging into that data. So, uh, I would say just like the office of accreditation accountability, we are looking at those virtual programs the same way. So follow up to um Mr. Monk's question there. Sorry, Dr. Northern, you're next.
Um is we what we did hear from them was a was a lot around AP courses. And so if we're only looking at, let's say, so test outcomes, >> are we also looking at the same time the
amount of students that are taking an AP course through a MOP and whether they are taking the AP exam and whether or not you know what that score was, what that outcome was. So are we gathering that data as well? >> Yes. So in general, students don't take
AP and IB and the advanced classes. They might be accelerated in a M program, but they're not taking advanced coursework in a pro in a M program there. That's usually virtual Virginia. So, but yes, if we get that data, uh we are kind of relying on school divisions to report
that data back to us because the way it comes into the agency is they took a virtual class, this is what their their pass rate was, this is their pass rate, and then they took the test. Virtual Virginia really digs into that data and they love to
brag that they have higher test scores than the state average. The MOPS just don't have as many AP students as Virtual Virginia does because they are mostly the whole comprehensive education of a kid. You know, uh they do have some
AP courses. I'd also say AP's keeping an eye on that. They want to make sure that if they're a MOP or virtual Virginia and those school divisions are using them that they're taking the AP class. I do think our new accreditation model is going to we're going to see that where
they actually turn over and take it. Another thing that we like to track is did they persist? So if they took AP computer science A, are they taking AP computer science B? What that's where actually we see the virtual programs really filling in the gaps is we offer
computer science principles at our high school, but we don't offer the second one and virtual Virginia and our M programs do. So now here's an opportunity for that kid to take a class that we couldn't necessarily gather up all the kids or physics to or something where the kid can go ahead and persist
from the introductory class they took at their high school to the class that maybe their course didn't offer. So >> thank you Dr. Northern. >> Yeah, I think what I'm hearing from my colleagues here is just the theme of um quality and how do we define quality?
Um, I think a couple things that we've learned about um, virtual instruction postcoid is that all kids don't do well in a virtual environment. Like some kids do and some kids don't. Um, and so when I look at and I'm so glad you guys have tightened the screws a little bit. Um,
but I would actually say that most of what we've got is inputs driven even though we are collecting data. So what virtual teachers don't get that the brickandmortar do are the principal walkthroughs, right? the colleague conversations in the faculty room,
right? Like you do pick up a lot of improvement in your instruction by being in a brick-and-mortar building. And so I wonder whether I think it's also a little unfair that the um online teacher wouldn't be subjected to an observation, right? Similar to as teachers, we get
annual observations. So is there a way I'm just going to this stuff to look into. Is there a way for um us to actually, you know, virtually poke in the classroom and do an observation just as we would do in a brick-and-mortar classroom um so that we can check on the
integrity of that instruction? Is there a way that we can monitor the teacher student relationships just like we do in a brickandmortar? Um can we for instance u put in the contract that you have to have a certain amount of time of synchronous instruction? doesn't have to
be a lot, but I think that live time with your peers in the classroom and the teacher in live time and not just at two in the morning or whenever kids want to do something on their own. Um, I mean, I think those are measures that we can build in on the contracting process with these providers, for instance. Can we
have an outcomesbased contract, right? So, these are the metrics we want to see you uphold before your contract gets renewed. Um, and that sort of thing. I I just feel like there's got to be a way to actually peak in a little bit better on the quality and aside from a lot of
these inputs driven compliance mechanisms. I couldn't speak for VoE because we don't ever poke in, but we also do not get into contract management between MOP and school divisions. We talk to MOPS, we talk to school divisions, we talk to
parents. We do not usually get into the middle of those three entities. Uh I we can certainly survey our school divisions better about what are the practices they're doing to make sure that those mops are high quality. And we certainly since this is for first review, take that into consideration and
go talk to our lawyers and see how they all feel about that. Um I know that has come up with our our provider. >> The lawyers will definitely say no. Um, but just push yourself to think about quality some in ways of >> agree. I will say I was say
I certainly I do think that is happening between school divisions and MOPS. I just don't know if the rule role for VDOE is in there but I also know we can go visit schools all the time and go visit their classrooms. So absolutely open to that conversation. I will say I
know Virtual Virginia which is our our program is happy to have all of you poke in anytime you want and they do do student engagement and more um of that circle times and social times and they have their faculty actually go together
and meet and those kind of things. Um so uh and have virtual trivia nights and murder mysteries and that kind of stuff. I do not know about the 22 mops that we have though and Reggie may be able to speak better to that especially our I know our local school divisions like Chesterfield and York definitely do because their teachers actually live in
Virginia and those kind of things. I also know our local school our 10 school divisions that have schools like um Henriiko County their school division actually their teachers report to a building and are in a brickandmortar situation even though the students are virtual. So do you want to say anything
else Reggie about Okay. All right. I said, did I misspeak about anything either? >> Yeah, just one comment and then I'll I'll close. I just think the um the what we've learned in the school choice domain is that the market always doesn't work as as we would anticipate because
parents actually care about more sometimes than just, you know, test scores. We know that. Um and so they care about caring teachers or they care about their kids are safe and all that's well and good. Um, so they we might not weed out all of the providers who aren't serving kids well if we only rely on the
market. >> Well, we have documented all of our parent conversations. So, we have a call log of all of those. And I will say although they call and complain sometimes in general, they do talk about how much they care. The teachers care about their
kids, get to know their kids, and actually because they're in the virtual world, they have more one-on-one time because of that asynchronous time. Um so and most of our programs even if they are asynchronous they do have scheduled like A through L has to meet at this time and they have to be on the computer
at a certain time and those kind of things. So uh those are of course all qualitative and not quantitative and also we um we do collect parent survey data every year that is part of our process on the monitoring report that they're the MOPS are required to collect
student and parent data on how they're feeling. Um, so we do have feedback for that, but we certainly can up that more and have more um, conversations with our providers and our school divisions on how they're doing observations and faculty collegiality things and making
sure that our teachers stay engaged too. Great questions, other questions, other comments here. Okay, thank you so much. We will accept this item for first review and see you in October. >> Wonderful. Thank you.
Mr. Gillstrap, you have item H and item I good afternoon uh President Cesy, Super Gooson, members of the board. I have two fun exciting items for you. Uh first one is one I bring to you generally about
this time of year. Um this is about our teacher education programs on new uh endorsement areas. Uh the regulations governing the review and approval of the education program in Virginia requires that the Virginia Board of Education approve requests from Virginia
institutions of higher education to add new endorsement programs. Requests for new programs must be submitted annually by March 31st and these all were submitted in time. After we do that, after we receive them, the VDOS staff verify the program endorsement
competencies through the review of course descriptions, syllabi to determine alignment and regulatory criteria, including supervised classroom instruction. The second page of your uh boilerplate has a list of uh some of the
universities who have done this and the programs that they have asked for. Um we had a Abtel board meeting at the beginning of September and they reviewed this as well and did make the recommendation to bring this to you all. We are bringing it as a first review. I
just want to highlight a few things on the list. Um Emory and Henry University, this would bring them up to 35 programs if these are approved. Um as well Longwood would would be up to 30. Randolph Min College would be at 16.
Shannondoa University 34, University of Mary Washington would be at 45 programs, University of Lynchburg 37, University of Richmond 37, University of Virginia 36, and VCU 33. Additionally, if we were
looking at the actual programs that are added, 14 of these are special population programs, which is, as you know, one of our highest areas of need for teachers. This is encouraging that these uh colleges and universities would like to add these programs. They only
add them if they have students they want to put in them. So that means that they are having an increased interest from their student population. We have three of them that are based on literacy, three of them for numeracy, one school counseling, four science, and I think
there is also a history uh in there as well. Um, the superintendent of public instruction recommends that the Virginia Board of Education accept for first review the advisory board on teacher education and lures recommendation to
approve new education endorsement programs and I am available for questions and we'll also take comments. >> Any questions here? Dr. Northern. >> This is maybe a dumb question, but I mean if you are going to get an
undergraduate in science and they've got um let's see, we've got biology, chemistry, science, like they've broken out every type of science. I mean, shouldn't you if you're going to teach science be able to teach biology, chemistry, like multiple sciences or do we really like shouldn't there be some overlap between these sub fields in
science or like are these teachers going to get exposed to other types of science or just their one little narrow programmatic science? So that that is probably also a change from when you and I attended school because it was just science and a science teacher was eligible to teach almost every science.
I will say in the last few years many of our teachers come out with specialty areas. I will say though that the curriculum does cross over on all of the other sciences as well, but it is heavily on biology if it's for biology. It's heavily on physics if it's for physics. So there would still be some
need for coursework if they were to teach the other courses. But I will say that many of our science teachers get their biology certification and then go and take the chemistry test so that they can teach chemistry or some of the other sciences. >> Yeah. Because it makes them more marketable to school. Yeah. Yeah.
>> But in our our world today, there are many schools that if you're a biology teacher, then you're only a biology teacher. But across the Commonwealth, we have all different science schools and you may have one science teacher in that school. So they have to teach all sciences. >> I may I >> Dr. Arian
>> just to follow up on that it will also help with the teacher shortages if you have someone with only biology who wants to add a teacher certificate to their major. >> So where there's a shortage in some of the sciences and math I think there's an opportunity here as well. So a lot of times when from my time in higher ed
what is happening here is people are choosing a major a very specific major and then think oh I could add on that lure to it. So >> other comments or questions here. >> Thank you. We will accept this item for first review. >> Okay. Thank you. Uh this second item is
the one I'm I'm actually more excited about. Uh, one of the things I received the most uh, outreach from the field is about practice test taking and how challenging some people find passing the practice test and many of them uh, relay
that they are one or two questions away from passing and how stressful it may have become for them. Many people talk about the test anxiety and so practice has addressed this issue with an opportunity for teachers who are close to passing you have to be within one
standard uh error measure of error and that would when we do our new test set we usually give you that information. So it would be like if you had to have a 151 it's going to be like 148 is going to be one standard. We're talking a couple points at the most. But if you're
within that range, they have a program, and I'm going to read what I have written, even though I'm getting too excited, but I just need to get on task here. Um, during the April 2025 uh ABTEL meeting, uh the director of educational partnerships with ETSs, that's our
practice uh representative, presented a new practice alternative test program called the practice bridge. Currently, the V Virginia Department of Ed does not recognize this assessment option for educators to earn a Virginia license. Adding this assessment option would
provide an additional pathway allowing current and prospective teachers to substitute a passing score for the required curriculum in the code of Virginia after completing supplemental training in the subject areas in which a passing score was missed by no more than one standard error of mean. ABTO
reviewed received an initial presentation in April met again in September to decide if they would make the recommendation to the board of education to include this assessment option towards Virginia license. I will talk about the program here in a
second. I will also say that the superintendent recommends that we take this for first review um before we go any further. But this program basically takes the areas that you struggled in. If you did not meet the mark, say the
cut score is 151, you scored 149, you missed it by a couple questions. The program that they use goes and looks at all the questions that you missed in the areas that you missed. When they do that, they also provide,
make sure I use the right terms for them, practice items. They do an overview of the content. They provide practice items and a knowledge check designated to affirm that they understand the material. So basically they're teaching this teacher the curriculum that they missed and they
have them reassess it. They don't take the whole test again but they take a assessment on the area that they struggled in. As long as they meet 75% uh we we can change it 75 to 80. They have a range in different states. As long as they meet that re regard in the
first attempt, they are given an alternate pass. If they miss that mark, they have to go and get 100% on the check after more instruction. So, what this would provide, it would provide for our teachers that are close to passing not to have to take the
entire test and redmonstrate that they already know the curriculum that they've already displayed that they know. There also be a fairly significant cost savings for teachers in this situation. Instead of paying anywhere from $200 to $150 for a practice test, they'd only have to pay
$50 to practice for this experience that they would get to remediate and reassess that area that they struggled in. They don't have this for every area as of right now. I have them listed in the boilerplate there boilerplate the areas that they do have. I also have the ones
that are coming very soon. But it is their intention to eventually have all their assessments available on this. It's just a new program, so it takes them a while to do the curriculum and adjustments in those areas. Um, there is one other aspect that I want to mention that they have
available. It'd be something I would want you all to consider as a board before you made your recommendation. They also have an option to where we can do a one-time communication blast to everybody who would fall in this area within the last three years. So that
let's say a year ago you took the assessment, you didn't pass and you're either studying still to try to pass it or you decided I just can't pass the test. I'm not going to be a teacher or I'm going to do something different. This would communicate out to those people, allow them to do the program,
and then maybe recover some people that would that had struggled to pass the assessment the first time. We have the option of whether or not we would want to do that with Virginia. It would be my recommendation that we do. I don't see any harm in that since it's only a three-year window that they would take
that on. Let's see if there anything else. This was also uh uh discussed with the ABTEL in September. Um, but I that that's the presentation I have, but you also have the slide deck from the
presentation from practis should you like to look at examples of the assessments and maybe a little bit more information maybe that I rushed through to to talk to you today. >> Are there any questions here? Dr. Northern, do you have a question?
Yeah, I was just wondering um I I think I understood it, but so if they, you know, miss it by a couple points and then there is if they only miss it in a certain area, what if they what if it's not easy to say, okay, they missed it
with this skill, you know? I mean, I guess I'm trying to say like, you know, could but it's only going to be one module, right, that you would get PD on and then you would retake like a mini test just based on the module of the questions relating to what you missed, >> right? So the and I think that that's
the way I thought of it originally. Okay. But I was wrong when I thought of it that way because I thought of it just like let's say that there's four modules >> for the assessment and you did great in the first three and the fourth one's the one you struggled with. So you would just do that fourth module. But >> to your question, what if it was a
little from the fourth, a little from the third, a little. So they create the module >> for the individual. >> Oh wow. >> So it's more prescriptive to the areas that they struggled in. It's not as simple as just saying module four is your low one. Let's do the four one now. It could be because
that could just be how it worked out. >> Customizing a new test customizing >> based on what you've missed. That's crazy. Wow. Um and how long will they be eligible to take this new test after they >> there's six months after they've taken the test except for this three-year window that we could do a one-time
blast. So, >> okay. >> After that that blast, you only have six months to do that >> to take it again. And I think part of the reason for the shortening of a window like that is because curriculum does change fairly rapidly in some of these subject area tests. So you might be you might have missed it on an old
test and now we're already on a new test and it's not going to be appropriate to go back and remediate you on an old test. >> Yeah, I I I am so excited. I have I think I share your enthusiasm. I'm trying to jump out of my seat. I mean because we've had teachers visually
licensed who just can't get past say the reading. We h we even get send them to tutoring and such and to be able to target the the help or tutoring in this way. Um I think it's phenomenal. And you know, I I hear still from my higher ed colleagues in the field that there's
sometimes a feeling in the field that we we put more and more on them without some of those how to like getting them through the teacher lure programs, right? They require more, require more. How can we help them get through? And I this is finally one we can say this is how we're going to help you get through.
Um and with all that said, I would love for the board to consider a first and final review of this and move this forward as quickly as possible. Can can I say one more thing? I I actually actually two quick things. One of them um one of the exciting things
about this is that uh the opportunity for them to take this assessment as opposed to what we currently have where if you failed the assessment and you you continue to teach and you keep like you're on a provisional license, a superintendent could wave your
assessment. I I see this as a better step and and probably more comfortable for some superintendent that to have a person at least go through this process as well before they just wave in an assessment. So that that would be one thing. Also, we have with our new math curriculum that this new program we
coming, this could be one of those um opportunities with the new math uh curriculum coming out for them to have an alternate I think I used the I wrote down the correct term for in the language what it was. Let me write it.
It is Oh my goodness. I can't remember what it is. It's the it's the there there's a funding source that we have for math curriculum and and and in in I can't use the right word and a creative way to come up with
another way to assess math teachers. This could be money that could be used for that as well. The math department spoke reached out to me when they knew I was going to deliver this just to make sure that I I was prepared for that as well. >> So, Dr. Arian, is that a motion?
Yes, I would like to make a motion that we consider a first and final review of this great opportunity for our candidates. >> Uh Mr. Gilstra, do you have any objection to that? Do you feel that we need to >> I I would like for you to make a decision on the three-year extension. Um
if you're going to make that recommendation, >> okay, innovative math teacher credentiing option. Thank you. >> Okay. So, um, we would want to ensure that the motion contains the three-year
extension. So um we would wave first review and approve the uh teacher advisory board on teacher education and lensures recommendation to approve
um the practice bridge alternative assessment with the three-year extension. Okay, >> is that sufficient? >> Yes, it is. Okay. Is that good everyone? >> Madam Chairman, can we add to that also that they they'd be allowed to push out
a one-time notification to all the uh individuals? >> That would be that would be what the three-year is of the motion. Yeah. >> Just want to make sure notification file was. Okay. So, we would wave first review. So the motion would be to wave
first review and approve the practis bridge alternative assessment program with a three-year extension. So Dr. Arian made that motion. Then Miss Ashton second it. Is there any
discussion? Dr. Northern. So if they miss this, I'm just making sure I get it. they miss this um passage on the practice by two point whatever within the standard deviation of the mean and then um they within 3 years like we're
retroactively saying if you missed it within the last three years right so we're going to send back okay then you're going to get you can take this instead of retaking the um practice and then if they pass it then then they get full >> they'll have a passing score
>> of a passing score if they fail it again Then what happens? >> Then they're gonna just have to keep taking the test. >> You have to keep taking the full test. It's like you can't keep taking customized tests every time you miss the customized test, right? You have to go back to the original full test if you're not within that three years. Okay, got
it. Thanks. That's important. Additional discussion here, questions, comments. Okay. Dr. Ari, >> Mr. Green, >> I. >> Dr. Northern >> I, >> Miss McFersonson,
>> Miss Kilgore, >> I >> Miss Ashton, >> I, >> Mr. Monk, >> I, >> and chair votes I. >> Thank you. >> Thank you. >> Bet you didn't expect that today. >> So that we can hear from board. >> Sure. >> I'm sorry. I don't think my mic was on.
Let me say that again. Dr. Northern, would you please read our motion to go into closed meeting so that we can hear from board counsel? >> Sure. I move that the Virginia Board of Education convene in a closed meeting for the following purposes. Consultation with legal counsel employed by or
retained by a public body regarding specific legal matters requiring the provision of legal advice by such personnel pursuant to section 2.23711 23711 section A8 of the code of Virginia and that legal counsel to Virginia Board of
Education and Staff whose presence will aid in the board's consideration of this matter participate in the close meeting. >> Dr. Aur, >> Mr. Green, >> I >> Dr. Northern >> I. >> Miss McFersonson, >> Miss Kilgore, >> hi.
>> Miss Ashton, >> hi. >> Mr. Mk, >> hi. >> Chair votes I. >> We are in close session. Thank you. session. Dr. Northern, will you read our certification to return to open session? >> Yes, 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 2.23712 23712 of the Code of Virginia requires that the board certify that to the best of each member's knowledge, one only public business matters lawfully exempt from open meeting requirements
under this chapter, and two, 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 and his or her judgment has taken place. The statement of the departure will be recorded in the minutes. >> Dr. I >> I a
>> I just >> shoot I didn't turn my mic on. Do Do I need to go back over that? Okay. Um just wanted to say that uh Miss McFersonson uh is not here for the certification out. She had to leave um
not too far from the beginning of our closed session. So in case that needs to be said for the record. Uh discussion of current issues. Does anyone have anything for that particular portion of our agenda today? Okay. Superintendent Gullixson, you
don't either. I don't either. And so with that, I will ask um for a motion to adjurnn. >> So moved. >> Second. >> All right. >> Couldn't get >> we are adjourned.