Virginia Board of Education Business Meeting 3/26/26

001Mhm. >> Mhm. >> Good morning. It is 9:00 a.m. and I will now call this meeting to order. As is customary for this board, we will begin our meeting with a moment of silence followed by the pledge of allegiance. >> 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. >> Great. Please be seated. Good morning. My name is Misha Ashton, and I am the new president of the Virginia Board of Education, and I have the pleasure of taking just a brief moment to introduce our new Superintendent of Public Instruction, Jenna Conway. Over the past 7 years, Superintendent Conway has spearheaded Virginia's efforts to strengthen its birth-to-5 early childhood care and

002education system, ensuring every child is prepared for kindergarten and beyond. Her leadership extends to overseeing special education, behavioral health, and student safety, as well as adult education. With a steadfast commitment to supporting all learners, regardless of ability, age, or background. A proud Virginia native and graduate of Charlottesville City Schools, Superintendent Conway holds degrees from Yale University, the Stanford University Graduate School of Business, and the Broad Education Residency. She began her career in children and human services in New York City, where she led the September 11th response efforts, and improved services for a million of low-income residents. Most importantly, I think she might say this as well. She is the proud mom of three children, all of whom attend Richmond City Public Schools. Superintendent Conway, we are excited to work with you. Congrats again for this

003role. Would you like to share a few words? >> Yes, thank you Board President Ashton. Thank you members of the board. This is the opportunity of a lifetime to be secretary to this very important body and to work with all of the 550 team members at the Virginia Department of Education to improve readiness for kindergarten, for our birth to five system, and readiness for life after graduation for our K-12 system. I am incredibly appreciative to the governor and to our new secretary of education, Jeffrey Smith. Over the last few weeks, we have begun a listening tour and it has been so fantastic to hear from students, educators, parents, principals, division leaders, community leaders, mayors, chief of police, business leaders, and to just know how many people in the Commonwealth care so deeply about the 1.2

004million students that are part of our system. So, I couldn't I I don't know there's been a moment before in my professional career where I've said I'm really excited to spend hours and hours sitting in chairs with you all. But, knowing how important this content is and what it means to all of our our students, our little learners, and their families and communities, I just couldn't be more grateful. So, thank you Board President. >> Great. We are excited to continue the work with you. Um I'd also like to share that Governor Spanberger has appointed several new board members who I will now like to introduce to you. So first we have Mr. William Robinson to my right. Mr. Robinson serves as the executive director of the University of Virginia's Partnership for Leaders in Education, PLE.

005He began his work with PLE in 2010 and leads PLE strategic direction, team development, thought leadership, partnership design, and stakeholder engagement. Under his leadership, PLE has evolved into a nationally recognized leader in school system trans- transformation, supporting more than 200 school systems across 34 states, including partnerships with six Virginia school systems that each materially improved student achievement. His team's work has been recognized by both RAND and the Wallace Foundation for peer-reviewed evidence in improving student learning outcomes. Mr. Robinson has spearheaded state-level partnerships and frameworks to strengthen educational leadership and system performance. He is alumnus of Education Pioneers and has consulted for organizations, including the Achievement Network, Communities in Schools, the DC Public Education Fund, and Stand for Children. His work increasingly focuses on the intersection of education and workforce to bolster economic mobility in partnership

006with the UVA Sands Institute for lifelong learning. Mr. Robinson earned his bachelor's degree in economics from Princeton University and completed graduate studies at Harvard Business School. Mr. Robinson has been appointed to an uninspired term which expires on June 30th, 2026. Would you like to share some comments? Thank you. >> Thank you very much. This is an incredible honor to serve the state of Virginia and its students. We have incredible assets to build on thanks to the hard work of the VDOE under Superintendent Conway and the previous team as well as from this board and we must deliver a greater life outcomes and opportunity for our students and I'm excited to contribute to that work. >> Thank you, Mr. Robinson. To my left I have Dr. Kimberly Bridges. Dr. Kimberly Bridges has a background in K-12

007education policy at the state and local levels, governance and system improvement, experience in program administration as well as teaching adult learners and communications. She currently serves as the associate professor in the Department of Educational Leadership, the director of ED Capstone Experiences, and the president that's a lot. President of Faculty Senate at the Virginia Commonwealth University. Dr. Bridges has begun her career in education as a middle school teacher. Middle school's the best. I know that we have high school kids, but when you were middle when you were a high school, we loved you as middle schoolers. Teacher in Douglasville, Georgia in 1990. Dr. Bridges completed doctoral studies at the Harvard Graduate School of Education, which centered on leadership and team development, systemic improvement, and effective and inclusive governance. Dr. Bridges earned her Oops, sorry. Her bachelor's

008degree at the University of Virginia as well as a master's degree in education from the University of Richmond School of Professional and Continuing Studies. Dr. Bridges' career has included roles in pre-K-12, adult, and higher education instruction, legislative and nonprofit communications, school engagement and advocacy, program administration, state education policy, and local education governance. She was elected to school board as a school board member for Richmond Public Schools from 2 2006 to 2012, who was selected by her peers to serve two terms as the board chair. Today, her school leadership, teaching, and and facilitation focuses on effective and inclusive K-12 governance practices and policies that support systemic improvement in student success. Dr. Bridges has been appointed to a full term, which expires on June 30th, 2029. Welcome, and would you like to share some few remarks? >>

009Thanks so much, and if y'all are thinking 1990 seems like forever ago, you're right. That middle school stint was short-lived, and there's a reason for that. Undying respect to middle school teachers. >> Yes. >> Um I'm honored to be here, and I just wanted to say that I look forward to working with all of the board on Governor Spenberger's charge that we make Virginia schools the best in the nation. It is completely doable. As a product of Chesapeake Public Schools, a husband who is a product of Prince William Public Schools, children who went to Richmond Public Schools, I know that there's a lot of strengths that we can build on, and I'm really excited to work with all stakeholders on this effort. Thanks so much for that introduction. >> Great. Please just give her a

010round for our new superintendent and our new board members. Great. So, now we'll get into the business. Is there a motion to approve the agenda as presented? Is there a second? >> Second. >> Great. Now, we'll do roll call. Dr. Bridges? >> Aye. >> Um Is Ms. MacPherson on today? Okay, great. Thank you. Uh Mr. Hansen? >> Aye. >> Dr. Northern? >> Aye. >> Mr. Robinson? >> Aye. >> Mrs. Kilgore? >> Aye. >> And chair votes aye. Okay, great. Um staff have been provided um staff has provided the members of the board with draft minutes before the meeting. Is there a motion to approve the minutes as presented to the board? >> So moved. >> Second. >> Great. Roll call. Dr. Bridges? >> Abstain. >> Okay. Mr. Hansen? >> Aye. >> Dr. Northern? >> Aye.

011>> Mr. Robinson? >> Aye. >> Mrs. Kilgore? >> Uh >> And chair votes aye. Great. This is the best part of the day. All right. Are you guys ready? Um the board appreciates being able to feature the wonderful arts program across the Commonwealth by having student students perform at our meetings. I will now ask Mrs. Kilgore to provide us with an introduction for our guests. >> Good morning. The Matoaca High School Jazz Band in Chesterfield Public Schools, under the direction of Mr. Donald Davis, proudly celebrates 24 years of musical excellence under his leadership. The jazz ensemble performs a wide variety of styles including blues, swing, rock, funk, Latin, and more, showcasing both versatility and mus- musicianship. Over the years, they have had the honor of performing for events at Fort Lee, the Virginia Fine Arts

012Museum, as well as numerous state and local occasions. Many members of this ensemble also participate in our award-winning show band, which has earned countless best band trophies at show choir competitions. Also in attendance to support the Matoaca High School Jazz Band are Chesterfield School Division Performan- Performing Arts Curriculum Specialist Lisa Coffee and Dr. Robin Yeo, immediate past performing arts curriculum specialist. Our students are deeply passionate about jazz and are grateful for the opportunity to perform for you this morning. >> Woo! Come and get it. Woo! >> Hallelujah. Hallelujah. >> The time is now. The time is now. The time is now. The time is now. THE TIME >> WOW! THAT'S RIGHT. YOU KNOW WHAT YOU DID? I CAN'T PLAY GUITAR WITH YOU. YOU DID A GREAT JOB. EXCELLENT. YES. >> ALL RIGHT. >> THAT WAS

013ALL. >> YEAH, THAT WAS DECENT. >> OKAY, GOOD. >> MHM. >> for um re-committing. And I um I just have to take a moment to say how I always believe music lifts the soul. Uh and uh this morning that performance was really beautiful. Uh and I wish the kids were here, but there's so much hours that goes into making My Girl and Heard It Through the Grapevine actually sound like My Girl and Heard It Through the Grapevine. So, um just congrats to the leaders and teachers and family members who helped those young people perform today. So, thank you. Um Mark >> also just say that we I'd make a motion that we start every board meeting with Martha and the Vandellas and >> Yes. >> much better place. >> Well, that's a tall ask. Well,

014I'll have to But, I'm sure Virginia's uh students are up to it. Um March is Youth Arts Month, Music in Our Schools Month, and Theater in Our Schools Month. I'm going to Ms. Kilgore to read the recognition. >> I wanted to add to and I'm like you. I'm I hate that they're not here to hear it, but I tell them out in the lobby that, you know, I've taught teenagers for 36 years and what a joy to see the passion on teens' faces when they're really doing something that they really love and they were so talented. It's I we've had some really wonderful performances and it's one of my very favorites that I've heard. So, very proud of them. >> March is recognized as as Dance in Our Schools Month, Music in Our Schools Month,

015Theater in Our Schools Month, and Youth Art Month. This month offers an opportunity to recognize the vital role the fine arts programs play in Virginia's comprehensive K-12 education system. Through fine arts instruction, students build a wide range of abilities, including critical thinking, creative problem-solving, effective communication, collaboration, cultural and historical understanding, and imaginative and flexible thinking. Students learn, create, and achieve in fine arts subjects by demonstrating resilience and teamwork. We saw that this morning, which are skills commonly reported by employers as being essential skills for any workplace. Virginia prescribes standards of learning for K-12 instruction in all four fine arts disciplines. Those standards are currently in the seven-year review cycle and public comment is open so we can hear from our citizens on how to improve the standards for the future. Each year, approximately 2/3 of

016Virginia students participate in at least one fine arts course. All elementary schools across the Commonwealth provide art and music and these subjects continue to be offered in every middle and high school. Statewide enrollment is increasing in fine arts courses such as ceramics, sculpture, guitar, songwriting, music technology, middle school chorus, orchestra, band, dance, and musical and technical theater. Data also shows that students who take multiple years of fine arts in high school have lower rates of chronic absenteeism. Seniors each year between 2020 and 2024 who were enrolled in 4 years of fine arts demonstrated a 32% and 50% lower absenteeism rate than those who did not take a fine arts course during high school. These findings hold true when comparing data across fine arts disciplines and for key variables such as race, ethnicity, sorry, enrollments in

017free and reduced price meals programs, and English learners. We extend our appreciation to Virginia's fine arts educators and school leaders for your commitment and service to students in Virginia by offering the best-in-class fine arts education in Virginia schools. >> Thank you, Ms. Kilgore. At this moment, we will also have recognition of the principals of the year. Dr. Bridges, will you please read the recognition? >> Yes, if you want me to go there. >> Yes, please. >> Yes. >> Thank you. >> It's okay. >> Good morning, everyone. >> Good morning. >> Today, we're honored to recognize exceptional school leaders whose dedication, vision, and commitment to students and their communities have earned distinction from the Virginia Association of Elementary School Principals and the Virginia Association of Secondary School Principals. So, we'll ask recognize to come up as

018as they're named. Is that correct? Okay. So, our first recognition celebrates an outstanding assistant principal whose leadership and dedication exemplify the impact of strong school leadership. The Virginia Association of elementary school principals has recognized Mrs. Macy Lane of Culpeper County Public Schools as Virginia's representative for the National Outstanding ASSISTANT PRINCIPAL AWARD. THIS HONOR HIGHLIGHTS THE ESSENTIAL role assistant principals play in school success. It's a pleasure to introduce Mrs. Lane who leads by example, consistently uh demonstrating integrity, accountability, and a student-centered approach in her actions. Her strong work ethic and commitment to continuous growth set a powerful example for her school community. Congratulations, Mrs. Lane Macy Lane. Perfect. Thank you. Joining her, it's my privilege to introduce Ms. Lisa A. Warner as the 2026 Outstanding Middle School PRINCIPAL OF VIRGINIA. WELCOME. HER LEADERSHIP IN PRINCE William

019County Public Schools reflects reflects a deep commitment to meeting the academic and developmental needs of middle school students. Under her leadership, Marsteller Middle School Oh, that's where my husband went. Um has earned statewide recognition for academic achievement and student outcomes. Please join us in celebrating Ms. Lisa Warner. THANK YOU. WE ARE ALSO PROUD TO recognize Mr. Derek Cantrell as the 2026 Outstanding High School Principal of Virginia. HE WAS RECOGNIZED FOR HIS leadership in Alleghany Highlands Public School for successful for student con- consolidation Oh, school consolidation, culture building, and expanding opportunities for students. His work reflects a strong belief that every student deserves a rigorous learning experience and clear pathways to success beyond graduation. Please join us in congratulating Mr. Derek Cantrell. And last but certainly not least, we honor Dr. Chantel Cook of Williamsburg-James City

020County Public Schools. DR. COOK WAS RECOGNIZED AS THE 2026 Outstanding High School Assistant Principal of Virginia. Dr. Cook's leadership reflects a deep commitment to students, establishing strong instructional pathways, and creating a positive school climate that supports both students and staff. Please join us in celebrating Dr. Chantel Cook. On behalf of the Board of Education, we extend our sincere congratulations to each of these outstanding school leaders. We'd like to recognize the many individuals who support your work each day. To your families, your superintendents, your school teams, and the professional organizations that champion educational leadership, we thank you for the encouragement, partnership, and support that help make your important work possible. And last round of clapping, I promise. Once again, congratulations to all of you and thank you for the lasting impact y'all are making in the

021lives of Virginia students and our schools. Go down. >> Mhm. >> Um we're going to go ahead and get started. Um before we start on public comment, I just I can't imagine that there are other principals and assistant principals who are watching right now cuz they're busy with scholars, but uh on behalf of the whole board, we just want to say thank you to all of our school leaders every day who show up to create a known love and respected community for our students and families. While we just recognized several today, we know that there are so many hard-working leaders uh and we really want to you all to know that we appreciate you. Um so now we're going to transition to our public comment. Uh as stated in the board's bylaws, it is the

022pleasure of the board to accept public comment on all matters related to public education in Virginia. Before we begin our public comment today, I want to share a few comments about the manner in which public comments will be conducted. I ask that you model professionalism, dignity, and respect for others as you share your thoughts today. As adults, it is important that we model respectful, civil public discourse for our students and the children who in either in attendance or today or who will be viewing the stream now or in the future. When you begin, please provide your name, role or affiliation, and where you live in Virginia. All remarks must be directed towards the chair, not to any other individual. Speakers will have 3 minutes to share their remarks. You'll notice that there is a timer

023on the screens, which will begin uh at 1 minute, the screen will turn yellow. The screen will turn red when time is up. At that point, please close your remarks promptly. And I will apologize in advance because we want to be respectful of time, I will interrupt to make sure that we stay on time. So, apologies in advance. Speakers, you may provide copies of your comments to Mr. Joe Crook, who's right here in the front. Thank you. He leads the department's regulatory and board coordinator. All written comments received during public comment will be collected and provided to the board as soon as possible after public comment. You may also email a copy of your remarks to the board at [email protected]. I do have a list of members who have signed up, so if I'll call

024in groups of three, and if you would mind standing uh Uh, by the microphone to my right. Uh, Scott Braband. Sonia Richardson. Louise Montoyo Hilario. Are you all present? No. Okay, we'll go on. Lawanda Travis. Tiffany Ricketts. Sarah I'm going to if I'm mispronounce this, Kos Katsuzinski. Oh, oh, yes. Okay. Great. Thank you. Will you please state your name and where you live in Virginia? >> Good morning. My name is Lawanda Travis. I am a proud graduate of King and Queen County Public Schools and a proud graduate of a Virginia State University here. I come to you all thank you again board for taking the time out to come and do a listening tour. It was much needed and we got a chance to converse with you all and get things out there many localities

025all throughout Virginia needed. But I'm back again in reference to my public school systems and just basically I will continue to fight for the rights of all students. They all are a afforded a free and appropriate education. But we also would like to continue to ask for the video e to help us with making the localities accountable for that education for the students. When we lack the when I say resources, we have some very talented administrators and teachers who are pouring their hearts out to these students and trying to give them that education. But when we get into a state that we are in now not only with the state but with our current world where people are taking advantage of others who don't understand the the or taking advantage of people's need naivety and

026taking these students um education away to fill their pockets. Unfortunately, we have that happening. We've asked many numerous of times for accountability. So, I will like I said, I will continue to come back to ask how you all can reach down to those localities to hold them accountable for the accountability the evaluations making sure our teachers get the things they need because you all provide us with the resources, with the funding, and things of that nature. But, we are just being held hostage because sometimes it starts at the local level with who we put in school boards. I will tell you unfortunately, we're in the process of taking out our entire school board. Due to several things as well as trying to put things in place to get back the education we need. Thank you

027um for your time and look forward to talking with you all. >> Great. Thank you, Ms. Travis. Can we just check the clock? I don't know if it actually It was not working, but thanks, Ms. Travis. Okay. Great. Thank you. >> I'm going to speak quickly. I've got it right at 3 minutes. >> Okay. Wonderful. Don't start yet. >> Okay. Go ahead. >> Okay. Great. >> Good morning. My name is Sarah Kadzinski and I am the parent advocate from Isle of Wight County. I want you to picture this. Two adults in a classroom with multiple children, one eloping toward the door, one in the middle of behavioral crisis, one who needs immediate help in the bathroom, and several more students who can be doing any number of things. Now, ask yourself, how many hands do

028those adults have? Because this is not a hypothetical, this is happening every single day in self-contained special education classrooms across Virginia. And my son is one of those children in those classrooms. His safety, his dignity, and his ability to learn depend on having enough trained adults in the room every single moment of the day. These classrooms serve students with the most significant support needs, children who require constant assistance with toileting, hygiene, communication, mobility, and behavioral regulation. This is not occasional support. This is continuous hands-on care. And yet, staffing structures do not reflect the reality of that. Paraprofessionals are doing physically demanding, highly specialized work, preventing injuries, supporting communication, managing behaviors, and meeting basic human needs. But they are often treated and paid the same as paraprofessionals in far less intensive settings. The result is what

029we are seeing across our state, high turnover, staffing shortages, and burnout in the classroom, classrooms that can least afford it. When these classrooms are understaffed, the impact is immediate. Students receive less individual individualized supports, teachers are forced into unsafe ratios, behavioral crises become harder to safely manage. And when classrooms are stuck in a constant cycle of managing health and safety needs, something else is lost, learning. These children are capable of learning. They are capable of growth, communication, and progress, but that only happens when there are enough adults in the room for the teachers to actually teach, not just manage. And those ratios become even more unsafe in moments that matter most, when staff members are helping children in the bathroom, assisting with hygiene, or de-escalating a behavior, they are fully occupied. That leaves fewer adults

030for the rest of the classroom. In many classrooms, the certified teacher is also pulled away for IEP meetings and planning periods. This is not sustainable, and more importantly, it's not safe. Self-contained classrooms cannot operate under a one-size-fits-all staffing model. The margin for error is too small. So today, I'm asking for three changes. First, establish staffing minimum staffing ratios that reflect the true intensity of self-contained classrooms. One or two adults is not enough. Second, create a differentiated pay uh pay for paraprofessionals in high-needs environments. Third, revise the funding formula to account for a higher number of paraprofessionals in self-contained special education classrooms based on the intensity of the student needs. Our children deserve safe, supported learning environments. And right now there is a gap between what is funded, what is expected, and what is actually happening

031in these classrooms. The gap is being carried every day by under-supported staff and vulnerable students. I urge you to close the gap. Thank you for your time. >> Thank you, Ms. Ka- Kazinski. >> You got it. >> Say that one more time. Your name. >> Kazinski. Thank you. Um is Raquita Hall here? >> Yes, ma'am. >> Okay. Please come up to the mic. Did I say your name right? >> Yes, ma'am. >> Thank you. >> Good morning. >> My name is Raquita Hall. Uh my son attends Southampton. Uh my son was punished for 3 days for coming home telling me a situation that happened in school with the teacher. I reported it to the principal. The principal swept it under the rug. Instead, they switched my son class to another class, which made him feel

032that me advocating for him was not enough and that his feelings didn't matter. So, my son was refusing to go to school due to these allegations of them uh uh of these allegations of them bringing up a door 11 days later after we had meetings with the school board. The school board stated that they were not going to change my son class due to his learning disability. But later on that night at 7:00 p.m., I had got a call from the school saying that they did not um accept the agreement with um Ms. Qualls, I believe that's her name, with the school board. And she said that that my son needs to change his class and I stated can they not change my son class because he has a learning disability, but she said that

033she cannot fix a bond between me and the teacher. I didn't understand what she meant by that because I I didn't know that we had to have a bond for my son. I just wanted my son to learn from her and be able to succeed, but she punished my son and put him in time out for 3 days because she said that he came home and told me something that she didn't want him to tell me. My son told everyone what happened. 11 days later they allowed a adult to come in and say that she didn't hear the teacher say that. I've been reaching out to the school board for the past month. Emails I I sent 13 emails to 13 people, nobody responded. So it forced me to change my son's school due to

034his safety because I felt my son was not safe there due to a teacher telling him not to come home and telling me something and punished him for 3 days. Now he wasn't able to play with his students. He was at a table by his self for 3 days because he came home and told me what happened in the classroom. And the situation is still not handled, so I felt that me as a mother I should come advocate for the next kid so that that wouldn't happen for the next kid to come home and tell their parents something and then feel that they're going to get in trouble with the school. And that's all I have to say. >> Thank you, Ms. Hall. I don't have anyone else here listed for public comment. Is Okay,

035would you like to come to the podium? Please introduce yourself. >> Would you like to Would you please come to the mic? Please introduce yourself. >> Wendy Little, Aaron's mom. >> In which local do you live? >> Chesterfield County. >> Okay, thank you. >> Okay, that was at Shriners Hospital a few years ago. Aaron was at Charterhouse Day School practicing pomp and circumstance for the other kids about to graduate. He was in a He was in eighth grade. At the end of the year we found out he was getting elementary school work at the Charterhouse Day School. He was simply supposed to just repeat eighth grade in the public school four years ago. And he should be graduating this year and he should be playing guitar in that jazz band with Chesterfield County Public Schools.

036So today we're going to talk We're going to have a hard discussion about corruption. So as you know, Jay Jones just put out an opinion about what you must do. Board of Education, you are required to oversee your Department of Education. And Samantha Hollins has been problematic for a long time because as the Director of Special Education previously for Chesterfield County, she ought to know what compliance is and compensatory education is for Chesterfield who received a, you know, a state complaint through your dispute resolution process. Where is the resolutions? And then the LEA lost the appeal. Um and so you are required to enforce by no later than July of 2025. Then Senator Favola sent a letter the next year said, "You better fix this by July of 2025, and I want you board to

037report on the remedy for Aaron Little." Then Trump initiated a White House investigation. Everybody ignored everything. And the problem is that Deb Love worked against you, too, because she's got a dirty underhanded contract under the office of the prior attorney general that just It's It's called non-delegable duties. It's a fee-shifting strategy. So, instead of complying, they sued me in an underground lawsuit ultra vires retaliatory lawsuit, and she authorized the the contract. OAG does not have an IDEA enforcement budget. OAG is billing as a due process, which it's not. It's circuit court. That's malfeasance in billing, and there is no enforcement, and you have to take Chesterfield's grants because your grants are on the line. I'm available for questions. Some of you have information. This stuff has got to stop. We have to got to stop

038having special education parents with It's not needs being met. It's compliance. You must comply in order to qualify for your grants. And there's a lot of people shoving stuff under the rug, trying to bury Aaron Little, bury me. He's going to go walk that stage in 2 months, and somebody needs to make it happen. His doctor already I'm not even say. It's out there. He knows he's supposed to graduate 2 years before his little brother. And this non-compliance over and over again it's got to stop. Thank you. >> Thank you, Ms. Little. Is there anyone else who would like to make a comment? Okay, that ends our public comment portion of the meeting. We will now move to our consent agenda. Okay. So, we have final review to certify a list of qualified persons for

039the office of division superintendent of schools. And the final review of the financial report on literacy fund and updates to the first priority waiting list. Is there a motion to wave first review and approve the items on the consent agenda? >> So moved. >> Second. >> Great. Do roll call. Dr. Bridges. >> I. >> Mr. Hansen. >> I. >> Dr. Northern. >> I. >> Mr. Robinson. >> I. >> Mrs. Kilgore. >> I. >> And Chair Rhodes, I. Thank you. Okay. Now, we will move to the action and discussion discussion items on our agenda. Item C, first and final review of the Strengthening Career and Technical Education for the 21st Century Act, Perkins Revised State Plan. Going to have Dr. Williams, the director of office of career and technical education. Welcome. >> Good morning, everyone. President

040Ashton, members of the board, and Superintendent Conway. My name is Dr. Anthony Williams, director of the office of career and technical education. Today, I will provide an update on Virginia's Perkins 5 State Plan, where we are, our recommendation for a 1-year renewal for FY 2026, and how we will position ourselves for a new 4-year plan. I will also share the latest state determined performance level updates and the recommended path as we move forward. As you look at your presentation, slide two, Virginia's Perkins 5 state plan last approved by the Board of Education for 2020-2024 is currently operating under a second one-year extension. Perkins 5 is the primary federal grant supporting career and technical education in middle and high schools, post-secondary institutions, and correctional education. The plan functions as our road map to strengthen academic and

041technical skills, align programs with workforce demand, provide flexibility to innovate, improve accountability, and promote equity and access across the Commonwealth. Slide three, I will start with where we are currently. For FY 2025, Virginia's Perkins 5 federal grant totals approximately 32.5 million dollars. From this, we set aside a 3.7% state reserve to support future CTE 3E readiness regional coordinator positions. The core of this grant, approximately 26.6 million, is to support our LEAs, which includes 131 school divisions, our 23 Virginia community colleges, as well as leadership activities at approximately 3.2 million dollars, state administration at 1.6 million dollars. With this context, let's take a look at the federal requirements shaping our immediate next steps. Slide four, February 4th, 2026, we received a communication from the US Department of Education. It was the requirements and instructions of Perkins

0425 for FY 2026. And based on this communication, our recommendation is to submit a one-year renewal. This approach gives us more time to prepare for a new four-year state plan, including robust public engagement aligned to our listening tour, ensuring broader stakeholder consultation and input into our upcoming forthcoming four-year state plan. We also want you to be aware that our Perkins 5 state plan is aligned to our Workforce Innovation and Opportunity Act WIOA combined state plan. The WIOA combined state plan is the statewide four-year strategy that coordinates all major workforce education and training programs in the Commonwealth of Virginia. We have submitted the Perkins 5 state plan narrative section with minor technical revisions as indicated in the agenda item. With the one-year state plan renewal, we must update our state determined performance levels as identified. This

043is required by federal law. These performance levels include one core indicator of performance in the state determined levels for each indicator. For FY 2026, we calculated our state determined performance levels by averaging the two most recently completed program years and then applying the federal minimum increase of .01. This method balances rigor with stability while we refine measures at head of our comprehensive new four-year state plan. Slide six. Next steps. So, as mentioned in the short term, we will submit a one-year renewal for the current Perkins 5 state plan that includes updated state determined performance levels as required by the US Department of Education. For the longer term, we must produce a new four-year state plan. To do this, we will develop criteria and clear definitions to evaluate current and future industry recognized credentials, which is

044a significant portion of this new state plan. We will conduct broad stakeholder consultation consistent with our Perkins 5 requirements. We will hold and conduct two public hearings to gather recommendations. And we will bring a new four-year state plan to the Board of Education for approval in early 2027. The appendix identifies the current state determined performance levels alongside the revised levels we will carry forward in our one-year renewal. Several indicators are flagged for potential updates when unanticipated circumstances occur. Particularly those requiring better measurement methods or enhanced data quality. Our goal is continuous improvement while maintaining clear accountability. In summary, the one-year renewal ensures compliance with our April 30th, 2026 federal deadline. Preserves program continuity and most importantly creates a space of robust public input needed for our four-year state plan to be approved in early 2027.

045On behalf of the state superintendent, we recommend that you review and approve Virginia's one-year renewal for its Perkins state plan. And at this time, I welcome any feedback or questions. >> Thank you, Dr. Williams. For members, do you have any questions? Dr. Northern. So, right now, under what assumptions are our schools working in terms of the career and college ready? What What are they operating under right now in terms of the assumptions of the credit that they're getting for the IRCs in particular? >> Great question. So, we're operating under the board approved credentialing list that was last approved in 2025. Okay? We have extended the 25-26 list of industry credentials and for the 26-27 school year. So, this was this is our second year of extensions and so this provides school divisions with additional flexibility,

046time to plan, time to engage in our process for the development of the new definition and criteria. And so, all credentials that were currently in place for this school year remain in place for next school year. >> Okay, just a follow up. So, I've been pretty clear about this the past few meetings. Just in terms of my concern relative to the tiers of the IRC so that we're not treating Microsoft Word the same as a, you know, a certified nursing assistant credential or something like that. And I know a former member was Monk was also concerned about that. So, I would just urge you as we do this one-year extension to solicit input on that from our stakeholders because I really think we're unfortunately could go down the path of what other states have already

047gotten wrong, which is making all IRCs the same, treating them the same. And for instance, as I've mentioned before, Texas did the same thing. Um, and they had all kids getting IRCs in Microsoft Word and OSHA safety instead of all the other more robust IRCs we want to see. So, um, if we can figure out a way as Texas is doing to tier different IRCs relative to not only their demand but their wage earning potential. Demand, you can have a demand for a low-wage job and it's not the same as having demand for for a high-wage job that offers um, a young a young individual a real path forward. Um, so I'll just continue to beat that drum and just say that's important for us as a Commonwealth to make sure that we're incentivizing the

048right types of industry recognized credentials across the board. >> Board members, any follow-up questions? Yes. Dr. Bridges. >> Thank you, Madam President. I have two if that's okay. They're related. The first is as y'all will hear more from me as we get to know each other better. I'm not a big fan of first and final reads because it doesn't give the public the opportunity to weigh in at the next meeting before board action. However, I understand that there are exceptions in in cases when that's required. So, I'm just curious because of the timeline here, you you got the February outreach from from the federal government and this is due in April. Is the next board meeting too close to that April submission so that you we couldn't just do the regular first read and then

049final read at the April board meeting? >> It would not provide enough time to make any modifications or changes. The publication that is currently before you as the attachment is out for public comment currently, which ends also on April the 30th. So, it is a very aggressive timeline unfortunately. But once again to to that point, this is our second year extension. We're operating under a board approved plan from 2020 to 2024. The only significant changes would be the state determined performance levels, which ultimately we only increase by the minimum as allowed. And thus far, we have not received any public comment in that regard. >> So, my related question is I understand that you want to have more robust outreach, engagement, and feedback beyond this one-year extension. Do you have any sense that we could

050let folks know about now of what that could look like beyond the two public comment periods? Any additional plans for that feedback? >> So, public comment period would only be for the FY 2026 plan. And so, all stakeholder consultations and engagement moving forward would be for FY 2027. And so, we have between now and before we present to you all in early January of 2027, ideally, to engage with the public. That's going to be regional meetings with CTE administrators. There's going to be our public hearings. Um so, there will be many, many opportunities for us to engage as an agency with our stakeholders. We're also engaged with many of our workforce agency partners to gather and solicit feedback to to include, but not limited to Virginia Works, the VOE, Virginia Office of Education Economics, just

051to name a few, and VCCS. >> Superintendent Conway? >> Yes, thank you, Board President. I would also add that as Dr. Williams noted, we have heard a lot about this as part of the listening tour. And And so, I think as we we we intend on reflecting back on some of the insights heard from the listening tour later this spring. And then, as part of the listening tour, we have heard from the field a desire to understand what is happening when and along the way, particularly over the next 4 years. There'll be opportunity for deeper feedback. And so, looking at how we would backwards map with Dr. Williams and and Mr. McClary kind of on how we can get to a place where assuming a similar timeline from the feds next year, that we are

052anticipating that and doing much more extensive feedback and engagement than than the the federally required minimum. But, we hear your point on the first and final review. >> Yes. >> Mr. Robinson. >> Yes, Dr. Williams, thank you for this presentation. On the set aside and in the budget that goes to the VDOE to decide what to do with those funds. What is the current usage of those funds and how much um uh what per- what percentage are we setting aside compared to what you're able to set aside for strategic priorities? >> I would need to gather that data. I can tell you currently it's utilized for our regional positions to support our regional CTEs and the the title is our CT regional coordinators. That's where we're moving in that direction. Currently those positions are not

053advertised but we're moving in that direction. In addition to that, we have a number of different things that we are considering such as support for our career and technical student organizations and in it how we can continue to support our school division and LEAs with additional funding opportunities. So too much to be you know much to be determined in the future but there will be some money left over after regional coordinator positions. >> Great and then the quick follow-up and then a comment on the uh program quality uh performance levels. You know it's noted that some were not actually increased 1% due to unanticipated circumstances such as the if I'm reading correctly such as the participation in work-based learning going from 36.9% you know down in the revised plan to 33.8% and just just curious

054at a high level you know what are the unanticipated circumstances that are causing us to decrease those metrics? >> That's a great question and so to clarify each one of those state determined performance levels includes the two-year average with a federal minimum increase of 0.01. And so if it was a decrease from the previous year that means the year significantly lower, okay? So, all of them were impacted by that by that formula. Uh what we have anticipated as a uh unanticipated circumstance is that back in December of 2025, we released our high-quality work-based learning implementation guide. That was a guide that was previously approved by the Board of Education back, I believe, in August of 2025. And so, with that documentation, we have transitioned from 12 work-based learning experiences to six high-quality work-based learning experiences.

055We have identified definitions and criteria uh for the evaluation of those work-based learning experiences, and we have uh also included a certification process, which uh allows the Virginia Department of Education to approve such experiences uh that are that are for our students throughout the Commonwealth of Virginia. So, there's a number of uh of unanticipated circumstances as a result of those changes. >> Thank you for that. I I would encourage um as we think about the funding in the plan going forward, uh a consideration of how to really strategically use that state set set aside formula and at least at least put a uh an option before um the superintendent and the board on uh how those funds could be fully maximized to really invest in places that are putting forward strong plans to uh actually

056move forward innovation and program quality and results uh so that we um both can uh invest in, you know, not just spread the four funding in a formulaic way, uh but invest in the places that can lead Virginia to the future. And uh and also think about how to um combine this funding with school improvement funding uh in strategic ways so that it's uh uh so that schools can have a coherent way that they're using funds across Perkins and other sources. >> Yeah. >> Superintendent Conway. >> Yeah, thank you, Mr. Robinson. So, I think one of the things that's really important to note um is Dr. Williams was alluding to there, right, is that we um uh in general, the way in which one a state or entity maximizes federal funding is in line with

057their own strategy. And so, the major shift for Dr. Williams' work over the last few years has been in line with the school performance and support framework. And the idea of 3E being a significant portion of how we measure all of our high schools across the Commonwealth. Uh as part of that, you're now trying to not only align with the very formulaic federal requirements around the performance indicators, but as you noted, Dr. Northern, that we do have a higher standard for work-based learning than the feds require, right? And so, you might see a reduction in participation because we want that use of time and resources to actually provide more value for uh Virginia students. I think the same I just want to note that in addition to all the things that are federally required and

058then the require the the request for for deeper engagement, we also have a joint legislative audit and review commission study, JLARC, saying that we need to sort of take another look at 3E and really ensure that how we're evaluating schools aligns with what parents want for their students in their high schools, what sort of leads to success after high school, while also sort of ensuring full compliance with the the the federal law. So, please note that that also will come to you and that that a very idea, sir, of maximization as we think about coherence, how do we get 3E right? How do we make sure that we support 3E in the field? Those readiness coordinators would in fact focus in on those schools uh that uh need the most assistance around improving their 3E

059pathways um and make sure that we're then uh not only align with uh what the federal requirements are, which I often think of as the the floor, but really what this body wants as relates to 3E and school performance and support framework, and also what we know is a top priority for this governor and this General Assembly. >> Thank you. >> Thanks. Board members, any other questions? Okay. Um Dr. Wayland Superintendent Conway, again, thank you for the presentation, and I I just want to echo um there's a a sense of urgency to move forward, but also a sense of just patience to make sure that we have appropriate alignment, and I appreciate Mr. Robinson's point around just making sure we maximize the resources that we have, um and look forward to hearing more about the

060plan for engagement, which you all have done well just um initially around the listening tours, but I think that will further enhance how we move together urgency, but bring the field along with us. So, again, want to thank you for that as well just echoing um it's great to hear that we have higher standards, um and so aligning it with the feds, including Dr. Northam's point around the tiers, and making sure that there's differentiation between the IRCs. So, again, thank you for the presentation. Um with that, is there a motion to waive first review and approve the 2026-2027 Perkins state plan? >> I'll move. >> Second. >> Great. I'll do a roll call. Dr. Bridges. >> I. >> Mr. Hansen. >> I. >> Dr. Northam. >> I. >> Mr. Robinson. >> I. >> Mrs. Kilgore.

061>> I. >> And Chair Wroten I. >> Thank you all. >> Thank you very much. >> Okay, we have Mr. Chat Mr. Chapman up for first and final review of the petition for rule making. >> Thank you very much, President Ashton, Vice President Hanson, members of the board, and Superintendent Conway. Um, I'll be up here for a stretch, so I'm I'm excited to help help close this part of the meeting. Um, on December 17th, 2025, the Board of Education received an amended petition for rule making from Lucinda Jones requesting that the board replace the term private school for students with disabilities as used in the board's regulations governing the operation of private schools for students with disabilities um in sections 10 and sections 30 with the terms um non-public school for students with disabilities or

062alternative school for students with disabilities in accordance with uh processes laid out in the Virginia Administrative Process Act. Um, that petition was published for 21-day public comment period um on February 16th, 2026, and we are presenting this item for you on first and final review in large part because as part of the petition, when it was submitted to the register, we had to give them a plan for disposing of the petition, and the plan was to do it at this meeting. So, um you know, here we are at this. The recommendation from staff is that the board deny this particular request for rule making uh for the following reasons. One, um the request in the petition is merely a terminological change, and it does not alter existing regulatory policy as set forth in the board's

063regulations. Um, second, the terms identified in the petition have been used in these this chapter since at least 2015 in its current form, and in uh its predecessor chapter chapter 670, um which was promulgated first in 2004. The board has not received any similar comments regarding issues with the terms as used, nor has the department received similar comments in the process of licensing and monitoring entities that are regulated by this chapter. And finally, uh these terms as used in uh in the regulatory chapter, um the regulations are actually required by statute in 22.1-323 of the Code of Virginia. Um section B of that uh that part of the code specifically identifies the subject of the board's regulations to be private schools for students with disabilities, and section C also uses the terms residential school for

064students with uh disabilities and private day uh special education school. So, these are statutory terms as they are used. Um we think that it would cause more confusion um for the board to change this after such a long time of their being in use in the field and the fact that these are statutory terms um that are being used. And so, the recommendation from the Superintendent of Public Instruction is that the Board of Education deny the petition for rulemaking for the reasons identified in this item. >> Great. Thank you, Mr. Chapman. Board members, are there any questions? Dr. Northern. What would be the particular advantage of going with this recommendation by Ms. Jones? Is there something here that we're we're missing? >> Yeah, the the statement from Ms. Jones was that this would help in

065applying for grants. Um however, the grants that uh that are in question are for public schools, um and changing the term to nonpublic schools still does not make these particular schools public schools. It just makes them nonpublic We're not using We wouldn't be using the word private. Yeah. >> Board members, any other questions? Okay. Is there a motion to deny the petition for rule making for the reasons identified in this item? >> So, moved. >> Second. >> Great. I'll do a roll call. Dr. Bridges? >> I. >> Mr. Hansen? >> I. >> Dr. Northern? >> I. >> Mr. Robinson? >> I. >> Mrs. Kilgore? >> I. >> And Chair Woods I. Thank you. All right, Mr. Chapman, you're up again. >> Thank you, President Ashton. Um members of the board, item E is a first

066and final review for a fast-track regulatory action in order to amend the regulations for teacher licensure um with respect to the Algebra 1 add-on endorsement. And essentially what we are doing in this item um chapter 552 of the 2025 acts of the assembly directed the board specifically to amend its regulations um to earn an add-on endorsement for algebra in order to eliminate requirements that candidates must complete coursework in calculus, Euclidean geometry, probability and statistics, and discrete mathematics. So, this proposed regulatory action um eliminates the requirement that candidates take these courses um from that particular section and provides the relevant requirements needed to earn the uh add-on endorsement. Additionally, chapter 552 stated that candidates needed uh or may receive a passing score on the Praxis Algebra 1 add-on endorsement exam in lieu of the requirements that

067they complete coursework in elementary functions, introductory college algebra, trigonometry, and linear algebra. So, the regulation will be amended to include this directive. Um normally, this type of specific directive would have been brought as an exempt action um of which the criteria would have been very specifically that the board is not exercising any discretion at all. This has been bumped down to a fast-track uh for which the statutory criteria is that the item is non-controversial. We think that this item qualifies as non-controversial because we are essentially doing exactly what the legislature said to do with one minor difference. Um, when the legislature struck these particular requirements from the Algebra I add-on endorsement, it did not lower the hours requirement from 24 um to another number. And so the board is exercising the minimal amount of discretion

068in moving this from 24 hours in order to obtain the the endorsement um to 12 hours. Uh we did run this through internally under the department and found out that these particular course works uh added up to about 3 hours apiece um or say 4 hours apiece. Yeah, and so the the the numbers are it's a a 6 to 3 reduction in the number of requirements and it's a 24 to 12 reduction in the number of hours. We didn't think it would be uh appropriate for licensees to be saddled with the same number of hours with the fewer number of requirements and we took this to be the legislative intent um in in making this change. >> Okay, thank you, Mr. Chairman. Board members, are there questions? Dr. Northern? >> Just making sure I get

069this, Jim. Um, given that we are very concerned about our kids and their math um scores on the SOL. I mean, are we essentially saying to get an endorsement in algebra, you no longer have to take calculus, Euclidean geometry, probability, statistics, and discrete mathematics? Or are we saying that that goes somewhere else? I mean, I guess I'm just trying to figure out are we in effect saying that our math teachers to teach algebra, and we know Algebra I is a gateway for graduation success, are we lowering the bar on what it takes to teach algebra? >> Um well, I I I have to be very very narrow in the answer on this one. I think it is the General Assembly that has made that that decision. Um and so the the board has been directed

070by the General Assembly and by this law to do this particular action. So I know I I I don't think it's the board that is doing this, um but it is the policy now of the state as codified in in law that this has to be done in the board's regulations. >> So just a follow up, they'll still need to pass the algebra practice and get a certain cut score. >> Correct. >> So in other words, by lowering this bar for what algebra teachers need to take to get an add-on endorsement, they can still not pass the practice, but a district is still can still hire them without passing the practice. Am I correct? >> I believe that they still will need to to to pass the practice. That that that requirement is not being

071changed. >> but it'd be great if you could I just want to make sure what we're doing here cuz this is in my mind it's kind of consequential for our our math teachers. Yes. >> Um Good afternoon. Well, it's not afternoon. Good morning everybody. >> Good morning. >> To answer your question, yes, there is still a practice requirement, but the practice can be substituted just for this add-on endorsement with either that coursework or that practice exam. But this is only for an add-on endorsement and it's geared just pretty much for middle school teachers because we with the addition of all the math requirements that have elevated into the high school level, there's a shortage of algebra one and geometry teachers in the middle school. So the expectation primarily is that there will be science teachers

072that already in middle school that will probably take this route so that they can also teach some of the very low-level math, but they will not be able to teach the higher-level math. But how you to answer your question, it it does say either in here. They can either take those courses or they can substitute them with the algebra one assessment. >> Okay. Anything else, Dr. Northern? >> Okay. >> Board members, any Oh, yep, Dr. Bridges. >> Um you might not want to go far cuz I want to make sure I am further understanding the the either or. So the the reduction from 12 to 20 24 to 12 credits is a given and then if they pass the practice they don't even have to take the elementary functions introductory algebra trigonometry linear algebra. So

073essentially those folks who pass the practice haven't had to take the other 12 credit hours that formally were required and they're they don't have to take an additional the other 12. They're only coming in with mathematical modeling and methods of teaching algebra. Am I understanding that correctly? >> You are understanding that correctly. One of the documents in here is just the one-page document and that would show you the courses that were removed also the courses that would remain or and if you could see at the bottom it says a candidate may use a passing score to replace those courses there at the bottom. Um and your question at root is asking can you take an assessment and never have taken some of the coursework and you can add an an endorsement in many cases through

074just taking an assessment not just this pathway. That that is in many high school level coursework. >> Yeah. And and so I'm assuming the legislate and Jerry sorry. Follow up. That that legislative intent was to address our significant teacher shortage in these areas. What I have found in my work is that when folks with less content requirements come into the classroom they ultimately need more support um once they're in the classroom and I'm guessing that the acts of assembly didn't address that part of the equation. >> Not not a good >> And so that would be something for this board to consider not with this particular issue but going forward is you know, what is the support that these folks get once they're in the classroom having a significant reduction in in content requirement. >>

075Not only this board but also all school divisions. >> Mhm. >> Okay. Thank you. >> Thanks Dr. Bridges. Any other board members questions? Superintendent Conway there comments? Okay. Is there a motion to waive first review and approve the opening periodic reviews on the regulatory chapters identified in the item presented? >> So move. >> Is there a second? >> Second. >> Great. Roll call. Dr. Bridges. >> I. >> Mr. Hansen. >> I. >> Dr. Northern. >> I. >> Mr. Robinson. >> I. >> Mrs. Kilgore. >> I. >> And chair votes I. Thank you. All right, Mr. Chapman, you're you're up again. >> Thank you. Um the second part of chapter 552 of the 2025 Acts of the Assembly directed the board um in part to develop and approve a geometry add-on endorsement for teachers licensed by

076the board to provide instruction in geometry for students in kindergarten through grade eight. So this would be a brand new build on an endorsement. Um we are asking this for first and final review because this will be the notice of intended regulatory action of a three-stage process of regulatory review. So this Nora would go out for a 30-day public comment period. Of course, there's no text attending this. So then we would go into a development for text uh with the advisory board on teacher education and licensure um where members of the public would be able to you know provide input. Then that item would come back to the board on two successive reviews um hopefully for first and final at the proposed stage with the actual text that's being um being requested for this add-on

077endorsement, the specific requirements. That would then go out for a 60-day public comment period and then that would return to the board again for final review um with the compilation of all public comment received. So at this stage, because this is just um announcing to the public that there will be a regulatory action um on uh for this add-on endorsement, we are we are requesting a first and final review just so that the process can get started. >> Thank you, Mr. Chapman. Board members, any questions? Okay. Is there a motion to wave first review and approve the regulatory change as recommended by APTEL? >> So moved. >> Is there a second? >> Second. >> Great. Roll call. Dr. Bridges? >> I. >> Mr. Hansen? >> I. >> Dr. Northern? I. Mr. Robinson? >> I. >>

078Mrs. Kilgore? >> I. >> And Chair Rowles I. Great. You're up again. >> Thank you so much. Um this last item is a or this item is a a final review uh our first review of the final stage of a regulatory action that has been in the works since about um when in the budget uh for the 2022 uh biennium uh the Virginia Board of Education was directed to develop and promulgate regulations for private special education day schools on restraint seclusion that establish the same requirements for restraint seclusion as for as those in public schools. In March of 2024 after uh some delays in that action, um the board opened a three-stage regulatory process, a full regulatory development cycle. They issued a a Nora, notice of intended regulatory action, along with the draft regulatory text,

079um which then went through for publication and public comment, uh and then came back for the proposed stage uh in March of 2025, and the public comment on the proposed stage closed in February uh of 2026 with two comments received. So, this action is now coming back to the board um at the final stage for first review, um and for final review we anticipate in April. Um the text that has been developed uh and the comments were largely outside of the the scope of of the regulatory action um enacted the legislative requirement that we make requirements the same between um public schools and private special education day schools on restraint seclusion. Okay. Board members, are there any questions? Great. Okay, thank you, Mr. Chapman. We will accept this item for first review and see you

080at the next board meeting. >> Thank you. >> One more for you. >> One more? >> Okay, let's go. >> Yeah. Um >> Are we on item H? I'm sorry. >> That's correct. >> We We just went through item H. We're now transitioning to I. Mhm. The order is correct. >> No, G, this is H, yes. >> Mr. G, you're on H now. >> I'm sorry, yes, we are on H. My lines are blurred here. We are on H, the first review of at the action to amend that one, right, Jim? >> That's correct, yeah. Thank you so much. >> you. Mhm. >> Um yes, this action is the the first review of another um an another regulatory action that's required by legislation, by chapter 186 of the 2025 Acts of the Assembly, which directed

081the board to amend its regulations relating to the accreditation requirements for professional education programs to require um the DOE to provide an alternative to the requirement to obtain and maintain national accreditation from CAEP, the Council for Accreditation of Educator Preparation, um for any professional education program that leads to an endorsement as a school counselor or a school psychologist, if that um program has security specialty accreditation from a specialized accrediting agency recognized by the US Secretary of Education or the Council for Higher Education Accreditation. Um the proposed regulatory action amends um 8 VAC 20-543-20 and provides which provides regulations um governing the accreditation of professional education programs in order to enact this legislative mandate. Um again, we think that this this particular piece of legislation uh direct gave the board exactly the language it needed in

082order to fulfill the legislative mandate. Um and so we have we have that text presented for you here for first review. >> Great. Thanks, Jim. Um Mr. Chapman, in questions from the board? This is item H. Okay. Thank you. We will accept this item for first review and see you in April. >> Thank you. >> Mr. Chapman, thank you for your presentations. Um we have Do we have Mr. Williams up next? >> He's right here. >> Oh. Two Williams. >> Sorry. So, he can use the other one. >> All right. >> Good morning. >> Madam President, Superintendent, board members, thank you for this opportunity. My name is Jeff Williams. I oversee the child care licensing team. Uh so, a group of about 130 uh licensing specialists and inspectors across the state. Uh I was going

083to uh question um Mr. Chapman and the Superintendent's decision to put me last. I'm like, I thought I was their friend, but uh and saying good morning versus good afternoon, uh I don't feel quite as bad. So, I'm here to share an overview um regarding a guidance document that we're going to be issuing to child care providers in the Commonwealth of Virginia. So, the guidance document is needed to clarify a process that we have been doing for the past 20 years regarding when child care providers need to let parents know that a child has been exposed to a communicable disease. So, the regulations for licensed child day centers incorporates by references several different documents and code reference related to communicable diseases that's put out by the health department. So, standard 8VAC 279780.490C requires parents to

084be notified when a child has been exposed to a communicable disease listed in the Department of Health's communicable disease chart. So, in long story short, we're working really, really closely with the health department to make sure sure children are safe. And we need this guidance document to help operationalize that for child care providers so there's no assumptions. The requirement is that parents are notified within 24 hours of when their child may be exposed to a communicable disease listed in the chart and report an outbreak to the Department of Health. Again, trying to be proactive here when it comes to communicable diseases. The guidance document provides an explanation in clear terms regarding which diseases are reportable and when and also includes how to respond when exposure has occurred prior to the knowledge of a communicable disease.

085So, most of us know that there's an incubation period. So, it really kind of gets down in the weeds of helping to to providers understand incubation period is different for different diseases. So, when it comes to determining exposure, it's based on notification of a center that a staff person or a child has been diagnosed with a communicable disease. But, because of those incubation periods, it might be different in terms of how far back that parent that staff person or child was exposing others to a possible communicable disease. So, the best way to talk through this is talking about examples. And one of the things we love doing in child care, we like talking about icky things. So, I'm going to start with example number two in your slide presentation regarding conjunctiv- conjunctivitis or pinkeye. So,

086when a person or a child is exposed uh to uh conjunctivitis, infections upon contact with eye discharge, or contaminated particles. And there's an incubation period of 3 days. So, I might be a diagnosed today with conjunctivitis, but I might have been communicating that possibly 1 to 3 days prior to that. So, in this example, parents of any child that may have been exposed within the last 3 days must be notified. So, if I on a Wednesday, I'm diagnosed with conjunctivitis, and I am a teacher, then all the children I have come in contact with Monday and Tuesday, those are the children whose parents need to be notified, um that um I've been, you know, that their child might have been exposed. So, this is the um first review that we're offering up to the board.

087Um are there any questions? >> Thank you for the icky example. Board members, our superintendent, did did you want to add? >> Thank you, Mr. Williams. I think that just the to emphasize one point of clarity, this is about notification, not exclusion. So, again, uh the goal here is just around making sure that parents are informed. Uh in our longer set of of of of uh standards, we talk about, you know, when when uh children are not allowed to return to care if they are in fact ill, um but in this case, it is only about notification. >> Thank you, superintendent. Board members, any questions? Mr. Robinson. >> Thank you for this thoughtful work. Uh if I'm a runner of a child care facility, what what support do I receive in helping uh understand these

088uh requirements and and have scaffolding with figuring out how to get out a message to the parents as soon as possible given the you know when it's time given the timeliness importance of this communication. >> Sure, great good great good question. So, um this has been a process that we've been doing for the last 20 years. So, what we'll do in this instance is what we have we call what's called Readiness Connection. So, every single week uh we'll send out an email to child care providers, uh Head Start teachers, you know, a plethora of people. Once this is approved, uh there'll be a 30-day public comment period. So, whenever we as the department have information we want to get out, we usually do it at least two ways. Um one we'll put out the Readiness

089Connection every Tuesday, but we'll also send out a memo to every child care provider. Um because this is for licensed centers, all of these centers would have a relationship with their inspector. So, what we do a lot of times is at the next inspection, we'll have the inspectors go over this information with the providers like, "Hey, just want to make sure you saw this. Um do you have any questions along those lines?" One of the things that we're doing a lot more also is trying to encourage the health department to be proactive and actually when we do certain inspections, we'll actually try to have the health department give some input or give some advice on that. As part of the development of this guidance document, we've been working a lot closer with the health department.

090So, one of the things we're trying to do is build a closer relationship with them and say, "Hey, can you do this on your part? This is kind of your areas of expertise." cuz we just want to be careful not stepping into their their lane when it comes to some of this stuff. Did I answer your question there? >> It does. I love the coordination with the health department and the inspectors and I'm sure this is already in place, but just really encourage a lot of that's about the guidance up front. >> Yes, sir. >> And in terms of like the hotline when it's it's time to move fast for the safety of our children. I just hope that that I assume and hope that we continue to enhance that process as well. >> Yeah.

091No, appreciate that. You know, we've talked so much about how COVID there are so many bad things, but one of the good things that happened over over COVID was being able to the licensing inspectors who are so often seen as like the child care police seen more as the licensing inspector as a teacher. Um, so I think we've done a great job, not we, the inspectors, building those relationships with child care providers so the providers aren't scared to ask questions. So like, "Hey, I'm unsure about this. Can you help me?" Um, so definitely hear you and definitely working even more so to build those relationships. >> Dr. Norton, will there be an example of a notification letter for instance or communications examples for, you know, folks when they have a case like this in in

092the in what you guys are developing? >> Yeah, we haven't done that yet. We have examples of others that we have used. We're a lot of times we lean towards the health department giving that guidance cuz it's kind of theirs, but I think that's definitely something we will take back to the health department to say, "Hey, do you have any guidance for for using that?" Um, we've done a good job of having model forms, but having model letters would probably be a great next step. I think that's a great input there. >> Thanks, Dr. Norton. Board members, Dr. Bridges. >> Thank you. Um, a quick question and then a technical question. The So, this isn't updating guidance, so what what guidance were child care providers previously operating under for this? >> So, one of the

093difficulties that we have found in working with the health department, not so much working with the health department, but there seemed to be some ambiguity on the guidance that the health department had provided. Um, so this is really trying to bridge that gap. Um, you know, one of the things that you'll hear there's the reportable diseases and there's communicable diseases chart and there's this chart and there's that chart and there's this and Um, so the Department of Health Department has done a great job of kind of getting things a little bit more succinct for child care providers cuz there's ambiguity of child care providers versus schools. So we are doing a much better job of kind of bridging that gap and this guidance document is really kind of the foundation for the next steps. >>

094And then my technical question is about the potential expected action to repeal the rag and replace with a new rag and and the need for possible technical amendments. >> Yes, ma'am. So right now next I think in the June board meeting we're going to be bringing some proposed CDC regulations for final review. So what that will do is that will change the regulation from 780 to 781. And so we might need we'll probably need to tweak the document. One of the things we always struggle with is how much information to put in the regulation versus the guidance document. So we're not really sure how that's going to play out until we bring those regs to you and you approve them and then we can have then we'll know what we might need to tweak based

095on that. That answer your question? >> Yes. >> Okay. >> Good. >> Yes, Superintendent Conway. >> Yes, thank you. So I think in in fact Mr. Robinson, this is an example of scaffolding. So just to just to take a a step back, we have a and this body will receive the opportunity to get to go through those in depth. We have a very lengthy set of child care regulations, center regulations, that specify specifically what child care center is much must do and as part of that they say that you must notify families, you know, based on the the VDH chart. What we found the gaps were and why uh, and team worked on this guidance was that if you just looked at the VDH chart, they were broad time frames from like 3 to 21

096days, right? There's a There was a lack of clarity. We didn't want to, uh, add all of this to, um, the regulations. For some folks, it was very clear, right? Um, and and and a sort of an assumption of I'll just take the longest term and this is clear to me. For others, it was less clear. And so we saw this guidance as a complement to those broader set of regulations. But those regulations are the must, and this is the scaffold to lay out specifically how do you interpret the VDH chart, uh, then to be followed as as Jeff noted with, uh, extensive communication to the field. I also think, you know, this will be, uh, particularly guidance documents are particularly useful with new directors or directors who are being elevated, um, from being center

097teachers. Uh, and so we use that resource in that way. >> Thanks. Mr. Williams, did you want to add? >> No, ma'am. >> Okay. You're giving me the agree. >> Yes, ma'am. >> Got you. Okay. Um, if there are no other questions, we, uh, want to say, oh, Dr. Northern. >> I just wanted to add a quick clarification. So, I just anecdote, I have a friend who teaches in South Carolina. And they've had 85 sheets Oh, she's on an email chain and they've had 85 new measles cases in the last 10 days. And she is it's created just pandemonium there. And I was read I just went back to my email to read what she was talking about and she says she's a head of the of of a local school board there and she's

098like she's been kind of taken in to try to communicate with the Department of Public Health. So, the more that we can get these processes really clear-cut and in front of us before, I mean, you know, it happens here. Um, I just know that that state has been going quite in through pandemonium through these measles breakouts. >> Yes, ma'am. No, absolutely. Absolutely. >> All right. Mr. Williams, thank you. Um, we will accept this item for first review and see you in April. >> Okay. Thank you. >> All right. Okay. I think that concludes our discussion items. Um board members, are there any other current issues or Superintendent Conway, any additional closing comments or remarks you want to share? >> Not for me, thank you. >> Mr. Hanson? >> I just wanted to um follow on

099Madam President's comments at the beginning of the meeting but just to recognize and congratulate uh Superintendent Conway and just appreciate getting to work with you these last uh couple of years but just grateful for your leadership and your vision and I know the students and parents and teachers and leadership will be uh very much blessed by your um your tenure here and also just wanted to welcome Dr. Bridges and Mr. Robinson to the board and look forward to meeting uh Ms. Reinhardt and uh Dr. Wilson I hope in our our next meeting and um and also just would be remiss if I didn't say a thank you to um our four outgoing uh board members uh with Brandon Monk and Antoine Green and Beth Akerman and Mark Carraway and just again all uh practitioners uh

100in the field and uh leaders uh in their respective uh fields and just uh I learned a lot uh from them and just grateful to have had the uh chance to uh serve uh in a brief stint with one of them but uh with the other three as well. So, but just wanted to thank them for their service to the Commonwealth. >> Thank you, Mr. Hanson. I did owe you comments. Other board members? Mr. Robinson? >> I want to add my thanks as well to the former board members and just uh also my thanks to Secretary Smith and Superintendent Conway and both their teams for the listening tour. Um I had a chance to engage in one earlier this week and it was uh I I validate Superintendent Conway's comments about how energizing it was

101to hear and just wanted to put that shout out in part because there's still some tour there's still some opportunities ahead both in person and virtually for one for teachers, one for parents and just encourage the public to participate in that and look forward to summary of what we learned from the great input. >> Thanks, Mr. Robinson. Ms. Kilgore. >> I want to, as you said, say dido or echo what's been said. We we welcome our new members, look forward to working with the ones who aren't here and I've told Superintendent Conway in private a couple times, but I want to say it publicly that when I learned that she was was going to be in this position I took a deep breath of relief and was so thankful that it's her and I know

102that our Department of Education is in great hands. So, I'm looking forward to continuing to work with her as we have in the past and in different levels now. >> Dr. Bridges. >> I'll echo everything that's been said. I wonder if you could mention the two upcoming opportunities so that folks know when they might join. >> Absolutely. So, we do have a webpage on our on the video e website that lists all the listening session opportunities. We will be going to Colonial Heights. So, if you're in the vicinity, we would love to have you come out and you can register there as well as going to Northern Virginia in later in April. So, our webpage is the best site to find out about that and for those of you who might prefer to do a

103virtual session, those are also advertised in in mid-April. So, multiple additional opportunities to register and to join and to share your feedback about public education in the Commonwealth. >> If there are no other comments, I want to also thank Superintendent Conway and her team for our first meeting together. Thank you. It was efficient and we got good work done and look forward to future board member board meetings. And with that, I will take a motion to adjourn. >> So moved. >> I can do a roll call for that, too. >> Okay, I don't have to do We all agree. Motion adjourned. Thank you all. Have a great rest of your day.