Latest news with #VirginiaBoardofEducation
Yahoo
23-05-2025
- General
- Yahoo
Facing special ed teacher shortage, Va. education board votes to expand educator pipeline
(Photo by Getty Images) The number of Virginia preschoolers with disabilities has increased by 24% over the past two years, prompting the Virginia Board of Education's decision Thursday to have the state find new ways to get more special education teachers into classrooms. The board's unanimous 7-0 vote directs the Virginia Department of Education (VDOE) to open the state's compliance pathways in its state administrative code governing special education by removing the requirement for graduate-level coursework earned towards an Early Childhood Special Education (ECSPED) endorsement. VDOE staff said the need for additional teachers with ECSPED endorsement has been 'longstanding,' noting that 7% to 9% of educators have taught outside their endorsed area over the past six years. Elementary education Pre-K-6 and special education PreK-12 were the top two critical shortage areas staff identified, which they said showed the necessity of updating compliance standards to make hiring special education teachers easier. 'All we're asking is to remove the word 'graduate' and align it with all of the rest of the special education endorsements and make a pathway that is easier to fill for early childhood education,' said Rob Gilstrap, VDOE assistant superintendent for human capital, at Thursday's board meeting. The ECSPED endorsement requires special education teachers to have a baccalaureate degree from an accredited institution. Teachers must have also graduated from an approved teacher preparation program in early childhood special education, completed a college major in early childhood special education or 27 semester graduate hours in early childhood special education. Virginia schools still struggling to fill critical teaching positions, new report finds The board was provided two solutions to facilitate the compliance change. One will create an ECSPED add-on endorsement, which will be developed by the Advisory Board on Teacher Education and Licensure in September. The Board of Education will vote on the final details, and the process could take an extended period to complete. The second solution is to make a minor revision to the state's administrative code, which the board said would align licensure regulations for ECSPED endorsement and increase flexibility by removing an arbitrary graduate-level course requirement. This will also allow teachers without a graduate degree to add the endorsement outside of an approved program pathway. Since the second solution would likely not spark public disagreement, the regulatory changes could be fast tracked and completed after 90 days. VDOE said the changes could fill at least 70 positions in the future and would put the commonwealth in alignment with all other state special education endorsement requirements. SUBSCRIBE: GET THE MORNING HEADLINES DELIVERED TO YOUR INBOX
Yahoo
08-05-2025
- General
- Yahoo
Roanoke County educator named as 2026 ‘Virginia Teacher of the Year'
ROANOKE COUNTY, Va. (WFXR) – On May 7, a Roanoke County high school teacher was named as the 2026 Virginia Teacher of the Year. 'Teachers shape the future, inspire excellence, and create an environment where students can thrive,' said Governor Glenn Youngkin. 'Congratulations to Matthew Neale! Virginia's future is brighter because of your commitment and dedication to your students.' During a ceremony Wednesday on Capitol Square in Richmond, Governor Glenn Youngkin announced that Roanoke County Public Schools teacher, Matthew Neale, was awarded by the selection committee as the 2026 Region 6 Teacher of the Year for 'excellence in the classroom and leadership in the education community.' (Photo Credit: Roanoke County Public Schools) 'Matthew Neale is a passionate advocate for students and displays a relentless commitment to excellence in and out of the classroom,' said Virginia Superintendent of Public Instruction Emily Anne Gullickson. 'He will continue to be an excellent ambassador for the profession throughout his career.' Roanoke County Schools names 2025 Golden Apple Teacher of the Year Matthew Neale has been an educator for over 20 years and has been teaching at Hidden Valley High School in Roanoke County for 14 years. (Photo Credit: Roanoke County Public Schools) Before moving to Southwest Virginia, he practiced law and now has a 'desire to make a difference' after 'he discovered that teaching was a life-changing calling.' 'Teaching is one of the most noble and challenging professions there is. I am incredibly honored to be named Virginia's Teacher of the Year, but even more proud to stand alongside so many amazing teachers across the State, and most of all, grateful for the amazing students who make this job so rewarding.' said 2026 Virginia Teacher of the Year winner Matthew Neale. Known by his students for his 'ASK' philosophy, Neale has also revitalized the Hidden Valley High School journalism program by mentoring students in writing, reporting, and storytelling. Neale's commitment to public service extends beyond the classroom. As a partner with the Roanoke County Prevention Council, he works with students and families, leading the school's opioid awareness initiative, and will now serve as an ambassador for the Commonwealth of Virginia in the National Teacher of the Year competition. Roanoke County School Board stands firm on anti-bullying policy after emotional meeting 'On behalf of the Virginia Board of Education, I extend our heartfelt congratulations to Matthew Neale on this well-deserved honor,' said Virginia Board of Education President Grace Turner Creasey. 'Your passion for teaching, commitment to excellence, and dedication to your students reflect the very best of Virginia's public education system.' Also recognized during the event: Rachel Tate, a history teacher at Goochland High School, Goochland County Public Schools (Superintendent Region 1) Deana Hubbell, an elementary teacher at Carrsville Elementary School, Isle of Wight County Public Schools (Superintendent Region 2) James Eccleston, a history teacher at Gloucester High, Gloucester County Public Schools (Superintendent Region 3) Sharon Phox, an elementary teacher at James K. Polk Elementary, Alexandria City Public School (Superintendent Region 4) Karen Grady, an elementary teacher at A.R. Ware Elementary, Staunton City Public Schools (Superintendent Region 5) Jeff Brown, a biology teacher at Radford High, Radford City Public Schools (Superintendent Region 7) Charles Motter, a mathematics teacher at Cumberland Middle School, Cumberland County Public Schools (Superintendent Region 8) The 2026 National Teacher of the Year will be announced next spring at a White House ceremony. Three previous Virginia teachers went on to be named National Teachers of the Year: Mary V. Bicouvaris, the 1989 Virginia Teacher of the Year; B. Philip Bigler, the 1998 Virginia Teacher of the Year; and Rodney A. Robinson, the 2019 Virginia Teacher of the Year. Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
Yahoo
21-03-2025
- Health
- Yahoo
Youngkin signs bipartisan law banning synthetic dyes in school meals
Gov. Glenn Youngkin on Friday signed bipartisan legislation banning synthetic dyes in school meals as Del. Hillary Pugh Kent, R-Warsaw, the bill's co-sponsor, looked over his shoulder. (Photo by Markus Schmidt/Virginia Mercury) In a major win for student health advocates, Gov. Glenn Youngkin on Friday signed bipartisan legislation banning certain artificial food dyes from public schools, calling it one of the most defining actions of his tenure. 'I believe this is one of the most important bills we will sign during this administration — removing harmful, artificial food dyes from our children's food in our schools,' Youngkin said during a signing ceremony in Richmond. 'What we know is that these artificial food dyes, these chemicals that are injected into our food, cause problems, real problems … and therefore we are making a statement.' The new law makes Virginia the second state in the nation — after California — to prohibit synthetic dyes in school food, citing mounting evidence linking the additives to behavioral and health concerns, particularly in children. Senate Bill 1289, sponsored by Sen. Emily Jordan, R-Suffolk, and House Bill 1910 by Del. Hillary Pugh Kent, R-Warsaw, passed both chambers of the General Assembly unanimously — a rare feat in today's political climate. The legislation bans seven synthetic color additives from meals and snacks served in Virginia's public elementary and secondary schools, including those sold in vending machines or à la carte lines. But the ban won't take effect right away. Schools and food vendors have until July 1, 2027, to adapt menus and sourcing, giving the Virginia Board of Education time to update its nutritional guidelines. Supporters pointed to growing research linking artificial dyes — especially Red Dye 40 — to hyperactivity, attention issues, and even cancer risks in animal studies. The dye, commonly found in cereals, chips, and desserts, is the most heavily used among synthetic food colors in the U.S., appearing in more than 36,000 products, according to the U.S. Department of Agriculture. Lt. Gov. Winsome Earle-Sears emphasized the science behind the legislation, citing studies from the Cleveland Clinic, the Henry Ford Health Institute, and the American Academy of Child and Adolescent Psychiatry. 'These additives are not simply harmless ingredients,' she said. 'No, they are chemical compounds that affect learning, development and life health outcomes.' Secretary of Health and Human Services Janet Vestal Kelly described the move as a response to public demand: 'The food industry says that they make what consumers ask for, and today, Virginians are sending a clear signal — that we want healthier, safer options, especially when it comes to our children.' Jordan hailed the new law as a step toward leveling the playing field for students across Virginia. 'Today is a great day,' she said. 'We're not just dealing with Red Dye 40, which gets all the attention — this legislation addresses seven synthetic dyes that have been linked to everything from behavioral health issues to difficulty focusing in the classroom. Every child deserves to start their school day with food that supports learning, not undermines it.' Kent, the bill's co-sponsor, highlighted how food presentation can influence children's choices — often for the worse. Quoting President Ronald Reagan, she said, 'All great change in America begins at the dinner table.' Virginia scientist whose work led FDA to ban food dye says agency overstated risk She explained that the banned dyes serve no nutritional purpose and are primarily used to make ultra-processed foods more visually appealing. 'In some countries, cereals like Froot Loops are colored with fruit and vegetable juices like watermelon and carrot,' she said. 'Yet here in Virginia, some breakfast options in our schools contain four different artificial dyes known to contribute to hyperactivity and attention issues.' Kent emphasized the real-world implications for students who rely on school meals as their main source of nutrition. 'We will now fuel students to learn — not with yellow-dyed chips or red-dyed cupcakes, but with healthier options that support focus, growth and long-term habits.' Youngkin credited Virginia parents for driving the initiative. 'Parents matter, because parents have a fundamental right to make decisions with regards to their children's education, upbringing and care,' he said. 'Parents came together and said, 'We need healthier food, and we are going to get artificial food dyes out of their food.'' SUPPORT: YOU MAKE OUR WORK POSSIBLE
Yahoo
27-02-2025
- Politics
- Yahoo
Tougher academic standards ahead for Virginia students
The Virginia Board of Education hears from experts on setting performance levels for K-12 students at Reynolds Community College on Feb. 26, 2025 (Photo by Nathaniel Cline/Virginia Mercury) Virginia students may soon face tougher academic benchmarks as the state aligns its performance levels with the higher standards of a national assessment. Starting next month, the Virginia Board of Education will begin adjusting its cut scores — used to determine whether K-12 students are meeting proficiency levels — to better match the rigor of the National Assessment of Educational Progress (NAEP). Student performance is typically categorized as 'below basic,' 'basic,' 'proficient' or'advanced,' reflecting their knowledge and skills in core subjects. Since 1998, Virginia has relied on its Standards of Learning (SOL) assessments to gauge proficiency in areas like reading and math. However, NAEP, a widely recognized national organization, has often been used to assess smaller student groups, such as fourth and eighth graders. 'The NAEP assessment provides a common benchmark that states can then use to look at the relative rigor of their own assessment cut scores,' said Lesley Muldoon, executive director of the National Assessment Governing Board, during a work session Wednesday. Gov. Glenn Youngkin's administration has frequently pointed to NAEP data to highlight what it calls the 'honesty gap' — the disparity between state-level proficiency standards and the more stringent NAEP benchmarks. Virginia's learning recovery falls short as NAEP scores show mixed results Between 2017-2022, Virginia's fourth-grade reading and math results showed a staggering 40-percentage-point gap between the state's SOL and NAEP assessments. That disparity does not provide an 'accurate picture of student performance,' said Em Cooper, deputy superintendent of teaching and learning, during Wednesday's work session. In response, the board has begun discussing plans to revise the cut scores — the threshold for determining student proficiency — in key subjects. The effort is a cornerstone of Youngkin's broader push to 'restore excellence in education,' which includes raising standards in core subjects, increasing transparency and accountability, and overhauling the state's assessment system. Youngkin has argued that Virginia's current proficiency standards are the result of the previous Board of Education lowering cut scores and altering school accreditation standards. However, Anne Holton, a former state education secretary and an appointee of former Democratic Gov. Ralph Northam, defended the previous board's approach. She noted that Virginia's pass rates aligned with the NAEP's 'basic' achievement level, which reflects 'partial mastery of the knowledge and skills that are fundamental for proficient work at a given grade,' according to NAEP. The Youngkin administration, however, is pushing for Virginia to meet NAEP's 'proficient' standard — defined as a student demonstrating a deeper understanding of complex topics and the ability to apply them in real-world situations. Virginia Explained: The debate over student expectations Board member Amber Northern, a Youngkin appointee, argued that achieving NAEP proficiency is linked to better long-term outcomes, including higher graduation rates and increased job earnings compared to students who score at the NAEP 'basic' level. 'NAEP proficiency matters in terms of long-term outcomes for kids [and] I know this because I study it,' Northern said. She dismissed political finger-pointing over the state's current standards, urging the board to focus on the benefits of higher expectations. 'I don't care about the politics, I don't care about 'well we did this, and we did this,' … nobody knows why we are in the situation we're in, we just know that we're in it and we're not about pointing fingers. What we're about saying is, okay, this is what NAEP proficiency does for our kids, and we should actually have that as our goal to do right by them.' But Holton pushed back, questioning whether realigning Virginia's SOL to match NAEP would lead to actual student improvement. While she acknowledged that strong SOL and NAEP scores correlate with better outcomes, she argued that no research supports the idea that adjusting cut scores alone drives success. 'The research shows there's no impact of realigning our cut scores,' Holton said. 'We need our students to do well on the test, but where the line is is irrelevant.' Previously, cut score adjustments went through a multi-step review involving a standard-setting committee, an articulation committee, and the state superintendent before final recommendations were presented to the Board of Education. On Wednesday, the Virginia Department of Education staff outlined the board's new approach, which includes selecting and training committee members, assessment date, and ultimately making recommendations on cut scores. Under the process proposal, committees will primarily consist of education experts, including teachers and instructional specialists, while the remainder will include community stakeholders such as parents and business leaders. Educators applying to serve must complete an application demonstrating their understanding of grade level content and assessments. Community members will undergo a selection process led by the board and the governor's office. The committees are set to convene in late May once enough assessment data from the 2025 assessment cycle is available. Their proposed cut scores will go before the board for an initial review in June, with a final decision expected in July. On Thursday, the board will vote on the proposed review process. If approved, the updated performance standards will not take effect until spring 2026. SUBSCRIBE: GET THE MORNING HEADLINES DELIVERED TO YOUR INBOX
Yahoo
27-02-2025
- Politics
- Yahoo
Tougher academic standards ahead for Virginia students
The Virginia Board of Education hears from experts on setting performance levels for K-12 students at Reynolds Community College on Feb. 26, 2025 (Photo by Nathaniel Cline/Virginia Mercury) Virginia students may soon face tougher academic benchmarks as the state aligns its performance levels with the higher standards of a national assessment. Starting next month, the Virginia Board of Education will begin adjusting its cut scores — used to determine whether K-12 students are meeting proficiency levels — to better match the rigor of the National Assessment of Educational Progress (NAEP). Student performance is typically categorized as 'below basic,' 'basic,' 'proficient' or'advanced,' reflecting their knowledge and skills in core subjects. Since 1998, Virginia has relied on its Standards of Learning (SOL) assessments to gauge proficiency in areas like reading and math. However, NAEP, a widely recognized national organization, has often been used to assess smaller student groups, such as fourth and eighth graders. 'The NAEP assessment provides a common benchmark that states can then use to look at the relative rigor of their own assessment cut scores,' said Lesley Muldoon, executive director of the National Assessment Governing Board, during a work session Wednesday. Gov. Glenn Youngkin's administration has frequently pointed to NAEP data to highlight what it calls the 'honesty gap' — the disparity between state-level proficiency standards and the more stringent NAEP benchmarks. Virginia's learning recovery falls short as NAEP scores show mixed results Between 2017-2022, Virginia's fourth-grade reading and math results showed a staggering 40-percentage-point gap between the state's SOL and NAEP assessments. That disparity does not provide an 'accurate picture of student performance,' said Em Cooper, deputy superintendent of teaching and learning, during Wednesday's work session. In response, the board has begun discussing plans to revise the cut scores — the threshold for determining student proficiency — in key subjects. The effort is a cornerstone of Youngkin's broader push to 'restore excellence in education,' which includes raising standards in core subjects, increasing transparency and accountability, and overhauling the state's assessment system. Youngkin has argued that Virginia's current proficiency standards are the result of the previous Board of Education lowering cut scores and altering school accreditation standards. However, Anne Holton, a former state education secretary and an appointee of former Democratic Gov. Ralph Northam, defended the previous board's approach. She noted that Virginia's pass rates aligned with the NAEP's 'basic' achievement level, which reflects 'partial mastery of the knowledge and skills that are fundamental for proficient work at a given grade,' according to NAEP. The Youngkin administration, however, is pushing for Virginia to meet NAEP's 'proficient' standard — defined as a student demonstrating a deeper understanding of complex topics and the ability to apply them in real-world situations. Virginia Explained: The debate over student expectations Board member Amber Northern, a Youngkin appointee, argued that achieving NAEP proficiency is linked to better long-term outcomes, including higher graduation rates and increased job earnings compared to students who score at the NAEP 'basic' level. 'NAEP proficiency matters in terms of long-term outcomes for kids [and] I know this because I study it,' Northern said. She dismissed political finger-pointing over the state's current standards, urging the board to focus on the benefits of higher expectations. 'I don't care about the politics, I don't care about 'well we did this, and we did this,' … nobody knows why we are in the situation we're in, we just know that we're in it and we're not about pointing fingers. What we're about saying is, okay, this is what NAEP proficiency does for our kids, and we should actually have that as our goal to do right by them.' But Holton pushed back, questioning whether realigning Virginia's SOL to match NAEP would lead to actual student improvement. While she acknowledged that strong SOL and NAEP scores correlate with better outcomes, she argued that no research supports the idea that adjusting cut scores alone drives success. 'The research shows there's no impact of realigning our cut scores,' Holton said. 'We need our students to do well on the test, but where the line is is irrelevant.' Previously, cut score adjustments went through a multi-step review involving a standard-setting committee, an articulation committee, and the state superintendent before final recommendations were presented to the Board of Education. On Wednesday, the Virginia Department of Education staff outlined the board's new approach, which includes selecting and training committee members, assessment date, and ultimately making recommendations on cut scores. Under the process proposal, committees will primarily consist of education experts, including teachers and instructional specialists, while the remainder will include community stakeholders such as parents and business leaders. Educators applying to serve must complete an application demonstrating their understanding of grade level content and assessments. Community members will undergo a selection process led by the board and the governor's office. The committees are set to convene in late May once enough assessment data from the 2025 assessment cycle is available. Their proposed cut scores will go before the board for an initial review in June, with a final decision expected in July. On Thursday, the board will vote on the proposed review process. If approved, the updated performance standards will not take effect until spring 2026. SUBSCRIBE: GET THE MORNING HEADLINES DELIVERED TO YOUR INBOX
