Virginia Beach Education Association

VBCPS School Board Committee Notes
Legislative Committee - July 28
Committee Members: Dr. Alveta Green (D4), Melinda Rogers (D5) and Rose Dwyer (D1)
Attendance: Rose Dwyer attended via phone call from home to SB Attorney Kami Lannetti on speaker held up to a microphone 📱🎤

As this was the first committee meeting of the new school year, a chair needed to be elected.
➡️ Melinda Rogers nominated Dr. Alveta Green, and this was seconded by Rose Dwyer
✅ Dr. Alveta Green was re-elected chair of the Legislative Committee

Old Business
➡️Legislative Consultant Joel Andrus gave an update of Virginia’s 2026 legislative session which included the passing of the state budget with
🔹additional funding coming from the state for wages (4%), school construction and Special Education add-ons
🔹the 2027 session having a funded joint committee on secondary education funding that will beging looking at the JLARC’s funding formula recommendations

➡️School Board Attorney Kami Lannetti informed them there are numerous bills that require school divisions to make adjustments to stay in compliance and various departments are already working on them. Most deal with curriculum or regulations.
Two key items are
✅ protections of rights of citizens of other countries
✅ diabetes management
🛑 anything that requires a policy change will go directly to PRC

Melinda Rogers asked if there was a timeline on the state funding formula changes
🟡 it will likely be a multi-year process and there are conversations on how to “hold harmless” divisions that may be adversely affected

Rose Dwyer asked if there was anything about the concerning increases in electricity prices
🟡 this is a key discussion point, especially around data centers, and they’re weighing future legislation

Dr. Green asked if any local representatives are in the new joint committee
🟡 they have not fully made appointments to that committee yet

New Business, Joel Andrus
➡️ expects a slower start to the 2027 session since the 2026 session ran long
➡️ there should be recommendations coming from the new joint committee
➡️ school health services seem to be a priority topic
➡️ the VDOE released the RFP for the new state assessment on 7/27/26 so there’s expected to be engagement around that

Melinda Rogers asked if there are still conversations around new cut scores - feels it’s important for parents & community members to understand that a dip in scores doesn’t necessarily mean students and staff are not performing well
🟡 Joel Andrus: with the legislature it’s more about implementation, JLARC came out with recommendations, there may still be some conversations but doesn’t expect a reversal
🟡 Cheryl Woodhouse (Chief of Staff): cut score have made it more rigorous, and this will happen each year over the 4 year implementation process, this year the curriculum & standards did not change
🟡 Joel Andrus: what will be public facing data will now be on a 100 point scale that will be easier for parents to understand- this means the number of the 600 point test will now be turned into a %

Rose Dwyer asked if this has happened before and how the division did
🟡 Cheryl Woodhouse: last school year was the first and a presentation will be made to the full SB this fall

Other Business
➡️ Legislative breakfast will be in December and Dr. Alveta Green will work with staff to securing a date and location at one of the schools. This is when the SB legislative agenda is presented
➡️ Dr. Alveta Green will send communication to the rest of the SB to get input on what they’d like the committee to address
➡️ Dr. Alveta Green will work with staff to set dates for the remaining monthly committee meetings, looking to keep them on a Friday
➡️ Melinda Rogers is the VSBA delegate and will work to bring information from them to the committee in a timely manner

ALL HANDS ON DECK!📣
VBEA members, we are looking for volunteers to help us out at New Educator Orientation!
NEO is on August 10th & 11th this year. This is always a big event and a great opportunity for you to make connections, not only with your fellow members but some of your new coworkers as well😊
We're looking for people to help set up and mingle with our excited new educators! If you're interested, please fill out the RSVP form below. We will be gathering everyone who signs up to go over the itinerary on August 5th, so please make sure your signed up by then!
Lets come together and show our new people what a teal wave looks like🌊

Sign Up Here⬇
https://forms.veanea.net/view.php?id=1156901 See less

Important tips for social media and your personal rights/protections.
Not all speech is truly “free” speech, but if you’re a member feel you’re being targeted foe something you’ve posted, contact the office immediately.
Not a member? Any VBCPS employee can join: memform.veanea.org

Social media gives educators a powerful platform, but not every post receives the same legal protections. Review these seven tips to help protect yourself online, then read the full breakdown of educators' First Amendment rights and responsibilities on social media. ⬇️ Link in comments.

Tuesday’s Takeaways on a Wednesday: School Board Retreat 7/15/26
Attendance Notes: Michael Callan (absent), Carolyn Weems (Zoom)
Arrived Late: Rose Dwyer, Mark Bohenstiel
Day 2, Part 4 - Budget Process & Calendar Review and Addressing Unified Scale STEP Inconsistencies

Budget Process, Crystal Pate
Draft FY 2027-2028 Budget Development Calendar and draft FY 2027-2028 through 2032-2033 CIP calendar
➡️Budget supports strategic framework, and every dollar should support student achievement, school safety, staff recruitment and retention, while operating effectively and efficiently and has long-term stability
➡️Budget guiding principles ensure alignment with Strategic Plan priorities, support student achievement and operational needs, fiscal responsibility and sustainability, complicitness with state and local requirements, and promotion of transparency and stakeholder engagement
➡️Major Revenue Sources (based on FY 26/27)
♦️Local contribution (VB City Council) - 48.5%
♦️State Budget- 40.3%
♦️State Sales Tax - 9.2%
♦️Federal (primarily impact aid and medicaid)- 1.5%
♦️Other Local - 0.5%
➡️Major Expenditures
♦️Personnel Services - 61.8%
♦️Fringe Benefits - 24.2%
♦️Purchased services - 5.4%
♦️Materials and Supplies - 4.05
♦️Other charges - 2.8%
♦️Transfers to other funds - 1.7%
♦️Capital Outlay - 0.1%
Transportation, utilities, instructional materials, contracted services, technology maintenance, supplies, and other operational needs are the major covered areas outside of wages/benefits

Annual Budget Development Timeline
🔷July - September: budget evaluation and planning
🔷September - December: budget development and 5-year forecast (departments look at needs)
🔷December - January: revenue projections and guidance as information becomes available
🔷February: SEON (Superintendent Estimate of Needs) presented to School Board
🔷February - March: School Board budget workshops and adoption, and public input
🔷April - May: City Council review and adoption
🔷July 1: Budget implementation

➡️Outlined the roles of the School Board vs. Administration
➡️Departmental presentations will continue as part of the Budget Development process in a consistent format: guiding principles, department organization summary, responsibilities of department, department operating budget summary, future considerations & anticipated adjustments, departmental budget highlights/closing
➡️Major budget drivers are: enrollment trends, compensation & benefits, state funding changes, inflationary pressures, legislative mandates, and capital & operational needs
➡️Challenges: uncertainties around federal funding, compensation competitiveness, and infrastructure needs
➡️School Board feedback will be incorporated into the FY 2027/28 budget calendar and the proposed calendar will be presented in September
School Board comments of note:
➡️ Kimberly Melnyk
🟡 This year’s budget process was the best, and the addition of meetings for the department presentations was really important and allowed for more discussion and understanding

➡️ Melinda Rogers
🟡 The way things were presented this year made everything easier to understand
🟡 Staffing is directly related to student success and we need to keep that in mind. Even though are staffing needs are filled, are we filling them with quality staff or are the quality staff leaving/not coming because of how we fund compensation

➡️ David Culpepper
🟡 Always concerned with grants and other program funding that created a program, and then that funding goes away and we’re left trying to fill from our operating budget. Wants to see those types of programs highlighted and put at the top of the chopping block when choices are made, because other needs keep falling behind like the CIP. Need to plug that gap.

➡️ Kathleen Brown
🟡 Some challenges connecting the budgetary items to the employees and employee groups and would like more clarity with what that exactly looks like in the future
🟡Liked there was more time for public input and discussions

Addressing Unified Scale STEP Inconsistencies, Crystal Pate, Dr. Darnita Trotman & Judith Wood
➡️Compass to 2030, Goal 3: Value and Invest in Staff
➡️Current Unified Scale has two different STEP values, 0-14 years work experience receive 1% between each step, and 15+ years experience receive 1.5%
‼️More than half of staff on the Unified Scale are on steps 0-14
➡️Mid-year implementation is intentional as it does not require moving anyone's STEP or an entry-level adjustment, it allows employees to benefit sooner, and it will be creditable for the Virginia Retirement System (VRS)

Two strategies were presented and both would be effective either October 1, 2026 or February 1, 2027
🟢Strategy 1:
Full correction to a 1.5% STEP across the whole scale - achieves one scale, one value
Associated cost - October 1: $14.6 million / February 1: $8.1 million
🟡 Strategy 2:
Bridge correction to 1.25% for STEP 1-14, the gap is cut in half
Associated cost - October 1: $8.6 million / February 1: $4.8 million

🛑The recommendation from division leadership presented at the July 14, 2026 Abridged School Board meeting was Strategy 2 with a February 1 implementation - this is the LOWEST investment
➡️The annual cost of Strategy 1 is $19.5 million and Strategy 2 is $11.5 million - this will need to be factored into the FY 2027/28 budget

School Board comments of note;
➡️ Dr. Alveta Green
🟡For the recommendations that were made, was it based on who was under contract as of June 30 or is it open-ended? What are the parameters for who would get the STEP adjustment?
As we do recruitment for the 27/28 school year, will this be what is in place, and also help with retention?
♦️Judith Wood responded: it is based on our current contract, but any employee coming in after the adjustment would benefit from it as they would be placed on the STEP according to experience, and yes it will be in place for SY 27/28

➡️ Melinda Rogers
🟡Where does the funding come from immediately since it doesn’t just come out of nowhere? If we wanted to do the whole thing, where would we get that money?
🟡There was something about an increase in benefits, what was that in reference to?
🟡Now the cost to our employees will go up, and their paychecks get eaten up by these increases. This hurts us in recruitment and retention. Need to be intentional with what we’re doing and recognize our staff need more.
♦️Crystal Pate responded:
🔵we would have to look at what was presented last night and make adjustments to those recommendations, and then it would be built into the base budget for future budgets.
🔵With the revenue sharing formula with the city, we are to stay in parity with the city. Currently the city has put forth a 10% increase for the employee premiums and we are now to stay with them. ‼️The figures discussed during the spring budget talks and Mercer presentations already included a 10% increase to employee premiums. This notation should only impact future years’ discussions on premiums.

➡️ Kathleen Brown
🟡Wants to clarify the impact it would have to go to 1.5 on the higher STEP on the unified scale.
🟡This is not valuing one employee group over others, but when you look at a grade 7 at STEP 15 versus the upper grades on the Unified Scale, it’s a huge difference in what they see in a raise. There’s a potential flowthrough of 7%-8% for grades 15 and above. Struggles with the continued lower raises being given to those that need it the most.
🟡Some of our highest vacancy ratings are in food services and custodial services, and it’s hard grapple with it
♦️Crystal Pate responded: yes, the change will flow up through the higher steps
♦️Judith Wood responded: yes, the upper levels would see a larger percentage
♦️Dr. Trotman responded: some of our school based staff are on that Unified Scale, and it causes a lot of thought because there are so many varying positions on that pay scale

➡️ David Culpepper
🟡Sees a 3rd option, sees longevity as something that needs to be rewarded, but waiting 15 years is a long time. Maybe look at 1% up to year 5 and 1.25% to 10 years and then 1.5% at 10+
♦️Dr. Darnita Trotman responded: that thinking aligns with some of the research

Tuesday’s Takeaways on a Wednesday: School Board Retreat 7/15/26
Attendance Notes: Michael Callan (absent), Carolyn Weems (Zoom)
Arrived Late: Rose Dwyer, Mark Bohenstiel
Day 2, Part 3 - Dual Language Immersion (DLI) Update

Review actions taken to support the long-term sustainability of the DLI program
➡️Original plan included current MS housed at Great Neck MS and Landstown MS with the projection to expand to Bayside MS and Virginia Beach MS in SY 2027-2029 - staffing difficulties raised concerns about being able to implement the program with fidelity
➡️Nov. 10, 2025 the SB approved the recommendation to shift to a 1 location MS which will be housed at Virginia Beach MS. Students in 5th - 7th grades in SY 25-26 will not be affected. ➡️Beginning SY 27-28, 6th grade DLI will be at VBMS, and continue on in subsequent years.
➡️An Ad Hoc committee was formed to gather parent feedback, and monthly meetings were held around 3 key themes: staffing, funding, and student interests

Share work and recommendations of the Ad-Hoc Parent Group DLI Advisory Committee
➡️Committee has 5 recommendations:
✅create a local grant through VBCPS that establishes a dedicated pathway for individuals and corporations to make contributions specifically to the DLI program
✅provide a stipend and sign-on bonus for teachers and provide a stable funding model
✅Pay for the ITeach and Praxis requirements for eligible DLI staff in exchange for a 3-year contract after completion of student teaching
✅allow 7 years after program’s full implementation before changing the model
✅use existing VTFT and world languages programs (Tallwood’s Global Studies Academy) to create a pipeline for future DLI teachers

Updates on current staffing and recruitment efforts for the DLI program
❗Elementary DLI vacancies: 6 total
❗Middle School DLI vacancies: 1 total
5 ES DLI programs: Alanton, Bayside ES, Christopher Farms, Cooke, Trantwood
2 MS DLI programs: Great Neck, Landstown MS

➡️ Demand is growing for bilingual educators. In January 2026 the VDOE now has a Dual-Language add-on endorsement pathway, Governor Spanberger signed legislation entering VA into the Interstate Teacher Mobility Contract, reducing barriers for teachers looking to come from partnering states, and for SY 26-27, portions of the DoDEA grant will provide a $1000 stipend to DLI teachers for translation requirements
➡️The division has a new contract with a company to assist with DLI teacher recruitment, is using ODU partnerships for student teaching and recruitment initiatives, and is gathering feedback from current TAs and paraprofessionals who are interested in pursuing licensure

Survey data was shared from the feedback from parents regarding sending students to VBMS for DLI - and there was stronger support than opposition

School Board comments of note:
➡️ Matthew Cummings
🟡Visits to the programs are always so great and it’s a phenomenal experience for the students
🟡Wants help understanding recommendation 3 (ITeach and Praxis) and what the cost is
🟡Question about the contract company
🟡Will these recommendations come to the Board for a vote? Is supportive of earmarking funds to support the program. Would love to see the expansion of more language and across more schools
♦️Dr. Trotman responded: $3500 is the cost for the ITeach with a $200 application fee. Once candidates are accepted they move through modules with support from the division as well as ITeach. Tuition reimbursement funds would be eligible, they have to send the acceptance letter to get the $200 for the application reimbursed. Would need to specifically follow up with ITeach to see if there are candidates for DLI
♦️Dr. Wilkerson responded: the company worked with in the past helped candidates with Visas who would come for a period of 3 years but then they’d return to their home country, but now they are no longer able to provide qualified applicants. The new company does not due Visas due to the increased cost, so they are pulling from a closer geographical range
♦️Dr. Robertson: these will just come to administration, but if any chosen to be followed need Board approval then it would come to the Board. Right now they are just guiding leadership. The request for item 3 is a great one, but there are other areas of great need like special education and other world languages. What is offered to one area would have to be extended to others.

➡️ Melinda Rogers
🟡Commends the recommendations on the PRAXIS exams as the exams are very expensive in Virginia especially when you have to pay to retake if necessary
🟡Is there a way to create volunteer opportunities or internships for our Tallwood students who are also VTFT to get more involved with the DLI programs
🟡How does our chromebook policy in K and 1st grade affect this program?
♦️Dr. Wilkerson responded:
🔵 that’s the intent with recommendation 5
🔵There are some translation usages that will be impacted, but we have a plan to come up with alternative ways for them to engage in the language

➡️ Kathleen Brown
🟡Disappointed that there’s an inequity of access for the DLI programs because if you don’t live in the zone of those 5 elementary schools in K or 1st grade you don’t have the opportunity to participate
🟡Will continue to advocate for equal access to the DLI programs
♦️Dr. Wilkerson responded: there is an out of zone application, but sometimes there’s a waitlist if the schools are already at program capacity. Once a student is admitted they are allowed to follow their cohort as long as they are interested.

➡️ Kimberly Melnyk
🟡Noted that there’s a huge dropoff in the program because parents from Christopher Farms don’t want to send their children to Landstown MS, and parents that can send their children to Great Neck MS instead of Lynnhaven MS want to keep that option. For this reason, she’s glad to see a centralized location for the MS program instead of parents picking which MS they do or don’t want to send their children to.

Tuesday’s Takeaways on a Wednesday: School Board Retreat 7/15/26
Attendance Notes: Michael Callan (absent), Carolyn Weems (Zoom)
Arrived Late: Rose Dwyer, Mark Bohenstiel
Day 2, Part 2 - Gifted Update

Gifted Update, Dr. Crystal Wilkerson
This was a review of the 2024-2029 local plan for the education of the gifted. Each SB member has been provided a packet of data on gifted outcomes, some of which was presented to GCAC (Gifted Community Advisory Committee)
🔷There was a shift of services from 2nd to 3rd grade in the 24/25 SY
🔷CogAT continues to be used for applicant testing, but is no longer a grade 1 universal screener. The 1st grade performance based task has also been eliminated
🔷Student Interviews have been shifted from grades 5-12 to grades 6-12
🔷These changes reduced barriers for ELL (English Language Learners) and students with disabilities.
🔷All 2nd graders are universally screened using Naglieri non-verbal test and talent development lessons were extended through 2nd grade
♦️The #1 top rated gifted applicant per elementary school is offered a position at ODS
➡️Professional Development includes that led by GRTs for staff, Renaissance staff and administrators also received targeted PD, and ITS & AVID are included in cross-collaborative partnerships
➡️Continued focus on strengthening Cluster models, developing personalized pathways for GRTs, refining practices
➡️Refined elementary math and science lessons to allow students demonstrate advanced thinking
➡️ The decrease in the number of identified students with the shift of screening from 1st grade in SY 23-24 (1666) to 2nd grade in SY 25-26 (1266) - universal 2nd grade screenings did not happen in SY 24-25 as those students had already been screened in 1st grade, but were tested if referred
➡️After Action Review Committee included elementary administrators and GRT from both Title I and non-Title I, a representative from office of Programming, Innovation and Achievement and Office of Psychological Services provided input
➡️Plan includes: enhance and expand talent development lessons, working with teachers & GRTs on strengths-based anecdotal note taking, and monitoring identification data outcomes

School Board comments of note:
➡️Melinda Rogers
🟡ODS capacity is 1300 for grades 3-8, the cluster model at zoned schools supports the majority of gifted students
🟡GRTs are asked to service inequitable numbers of students - 1 GRT per school regardless of student numbers, these inequitable numbers and what GRT services can be provided is varied, doesn’t allow resources to be equitably distributed to our gifted cluster. Should be able to have the same amount of attention regardless of numbers
🟡Maybe the division should cluster the cluster to better allocate our staff - you could have more GRTs in one clustered cluster site to serve the students instead of every site getting one
Asked how we know that once a student is in ODS that they continue to be the ones with the highest need for gifted services
🟡Heard there is a different discipline expectation for applicants, worries that may limit the ability of some students who have the high need from applying
🟡Concerned with the limited number of seats, particularly in grades 4-8 since openings are limited since the prior grade level automatically gets a seat, and that highest need students may be missing out since there’s not a reevaluation of those already at ODS
🟡The largest population of gifted MS students is at PAMS and there is only 1 GRT for 400 students, and does not see how it’s possible for 1 GRT to individualize for 400 students. In our cluster model, students should be able to access the same resources that ODS students have access to
♦️Dr. Wilkerson responded
🔵VBCPS ensures each school has a GRT, but that is not a requirement by VDOE - this is one of the SOQ areas VBCPS funds above state requirements
🔵Following the 5 year plan as written, considerations for staffing can be revisited when the next plan is written
🔵Staff are always evaluating the needs of all students, gifted or otherwise. Once a student is identified and enters the program at ODS that student is not formally reevaluated, but if a student who is not initially selected for the limited spots that student must be reevaluated to apply again in a different grade level

➡️ Dr. Alveta Green
🟡Thinks it’s important for the community to understand the historical context, and that the gifted identification process in VB has always had refinement and worked through systemic issues where there were practices in the identification process that adversely affected students of color and language. There’s a systemic problem that we have to continually address.
🟡Saplings is still going on, but it is not the same program that it was with parental engagement and educational components
🟡There’s extensive training with school counselors, GRTs and other staff that were part of the identification process to insure they were inclusive.
🟡It is important that we do a redesign of how we do gifted education to ensure we are capturing all students. We need to reach and tap everyone's potential. With the academy programs, we are able to cast the net wide. With ODS it’s not a fair comparison. We need to look at the processes. When you look at the research, this is the most expensive model to implement.
🟡It’s not just about preserving the legacy of those who’ve been through there, but also being more inclusive so others can be part of the legacy

➡️ Kimberly Melnyk
🟡Of the 80+ schools, 33% have more than 100 gifted students in them, and in elementary this is just grades 3-5 as that is where they’re receiving services. Some middle schools have almost 400, and OLHS has 605. We’re not dealing with small numbers, so we need to be asking what are we doing to meet the needs of everyone.

➡️ Matthew Cummings
🟡Is the number of students identified the number of students enrolled in our programs to receive services?
🟡Sad to see that a school that is distinguished and making significant strides in academic performance, but there’s a very low number of students who apply. Wants to know if there’s a plan on how we can broaden the net and increase applications.
🟡Think it's important to rethink or reframe the deliverables for students, and we should look at if there are inflated numbers in VB, and if the opportunities are being made available to all students
♦️Dr. Wilkerson responded
🔵They start receiving services the year following identification
🔵Working on ways to improve enhancements to lessons to provide more exposure, as well as enrichment opportunities to ESI schools.

➡️ David Culpepper
🟡Thinks the plan to cluster the cluster has great merit and would like to see that pursued in elementary school, but not looking to rewrite the 5-year plan in the middle of it
🟡In regards to feelings that there is racism in the selection process, great strides have been made to eliminate that including a double blind process for those who evaluate the criteria.
🟡Asked for clarification of students who applied versus those just identified
♦️Dr. Wilkerson responded:
🔵 all students are screened, but based on state regulations the parents must submit an application for the further testing for full identification. 90% is when the division notifies all parents of the opportunity, and sometimes there are outliers where staff will reach out to parents to proceed with the process even though they weren’t in the 90th+ percentile

➡️ Rose Dwyer
🟡Feedback from the parents shows 92% are happy with their child’s education, seems it’s more Board members that have a “beef” with what’s being done for gifted
🟡Doesn’t feel a majority are overly concerned with what their students are receiving for gifted services

➡️ Kathleen Brown
🟡It’s impossible to uncouple ODS from the long-range gifted plan
🟡Concerns from constituents regarding cluster model are that they hear from people in neighboring schools that one place is getting greater resources than at another. Some families are very, very happy, and some families feel like they are not getting anything
🟡Related to budget, there are a number of things in the gifted budget, wants to know why the instructional staff assigned to ODS are part of the gifted budget, but other staff. Wants to see the gifted budget without the personnel cost of ODS to see how the resources are being allocated. 🟡Wants to see what the gifted budget dollars are being spent on at ODS, and what they are being spent on outside of ODS
🟡Asked about the role and level of coordination school counselors play in the identification process, would like to see increased communication from counselors regarding the process
♦️Dr. Wilkerson responded:
🔵the model is the same at every school, the services will be dependent on the student. She encourages those families to contact the division so they can address their concerns
🔵At ODS there’s not a GRT because each teacher is trained in gifted
🔵School counselor coordination/roles vary school to school, they get training and are part of the committees, and there is coaching that happens

➡️Mark Bohenstiel
🟡Are any GRTs assigned to more than 1 school?
♦️Dr. Wilkerson: we have 10.2 FTE who are additional and serve more than one building as an addition to their assigned GRT

➡️ Carolyn Weems
🟡Would like a true differentially budget that actually has the number and cost of serving students at ODS that doesn’t include the teachers
🟡With the clusters and our GRTs they are overworked because of the numbers, but progress is being made
🟡Looking at statistics, our numbers in VB are extremely high and wants to look at that again. It doesn’t “stack up” to national and state norms

Tuesday’s Takeaways on a Wednesday: School Board Retreat 7/15/26
Attendance Notes: Michael Callan (absent), Carolyn Weems (Zoom)
Arrived Late: Rose Dwyer, Mark Bohenstiel
Day 2, Part 1 - Compass to 2030 and Data Dashboard

Compass to 2030, Dr. Lisa Banicky
➡️Two main updates given to the School Board to date on Compass to 2030
✅ July 8, 2025 - A closer look at Compass to 2030 update
✅ December 9, 2025 - Key Navigation Markers, Compass to 2030 update
🟡There were 11 other updates that were directly linked to Compass to 2030.

Highlights & Key Navigational Markers
➡️ Challenge & Support Each Student to Excel and Be Future Ready
Expanded accessibility to rigorous coursework, new CTE pathways, and integrated AI in secondary classrooms
92% of seniors reported having a solid plan after graduation
➡️ Enhanced student well-being, resilience, and responsibility
Reduced su***de risk assessments, strengthened early intervention for those at risk to chronic absenteeism
➡️ Value and invest in staff
Structured support series for teachers in first 3 years, targeted PD for support staff and central office, expanded pipeline into the profession through alternative licensure pathways, strengthening university partnerships and a Grow Your Own program
➡️ Partner with Families and the Community to Support Students
Deepened multilingual outreach and language access, partnerships with YMCA and Parks & Rec, and awareness of student lunch debt. ❗ Family awareness of events programs and resources is up 8 percentage points
➡️ Advance Organizational Excellence
Modernized operations in school security, human capital management, bus routing, and other processes, reorganized custodial & maintenance operations, and there were many budget workshops ‼️There was a drop in the percentage of staff reporting their school has the necessary resources to support students’ needs 🌊 We would love to know specifics around not having the resources needed - we can only advocate for what we’re aware of

Strategic Action Agenda for 2026-2027
Overarching Focus: equip every student with strong academic foundations supporting future-ready skills
➡️Priority 1: Maximizing the impact of Tier 1 instructions
♦️Learning intentions and success criteria with student agency at the center
♦️ Moving the Future Ready profile from vision to practice through design fellows (3 cohorts: classroom level, school level and central office level)
♦️Purposeful use of AI by high school students
➡️Priority 2; Strengthening Systems and Conditions to support students’ readiness to learn
♦️Student Belonging
♦️️ Multi-tiered systems of support (MTSS) - there’s a need to reduce the cognitive load on teachers with standardized & predictable ways to respond, increase Tier 2 and Tier 3 supports, and behavior management (responses need to be coordinated, tracked and consistent from school to school)
♦️Emotional regulation and resilience - targeted PD on behavior management with hands on training for staff to support students’ needs and recognize that adversity shows up differently in different students
♦️Access to and use of mental health resources
➡️Priority 3: Investing in a professional culture of learning, collaboration and belonging
♦️Professional Learning Communities - use data, set goals and improve their practice together
♦️Peer-to-peer learning - cross-school visits, vertical conversations across grade levels and structured chances to learn from one another
♦️ Staff belonging - ‼️ “The quality of learning for students is inseparable from the quality of professional culture for the adults who serve them.”
📢 Say it louder for the people in the back - we’ve been shouting this for years: Educators’ working conditions ARE students’ learning conditions. ‼️ “You can’t ask staff to build a culture of belonging for students in a culture that doesn’t extend the same belonging to them” (video: approximately 20:50) 🌊 Every staff member needs to feel safe, seen and supported 🌊
♦️ AI as a practical tool
➡️Priority 4: engaging families as partners in their students’ learning and success
♦️ School-specific, meaningful engagement - Not just kept informed but brought in
♦️ School communities where families feel welcomed, valued, and engaged - Need to work to improve our systems, building on what’s working and refining what needs to be

✅ Shared two quotes from James Clear (Atomic Habits):
➡️ “You should be far more concerned with your current trajectory than with your current results.”
➡️ “You do not rise to the level of your goals. You fall to the level of your systems.”

From SB comments/questions:
➡️Kimberly Melnyk
🟡commented on how huge it is that our seniors have a plan for after graduation, and the intentional work that’s being done to support students - she used the work “magic” several times, and how it’s great the framework doesn’t just get “put on a shelf” and that it’s constantly used
🟡 feels the division is paying attention, and they truly believe they are doing what is needed for staff satisfaction, and that our staff feel safe, seen and supported. Kimberly Melnyk gave a singular example of someone she knows and how things had been mentioned to her and something was done about it. She spoke again of theory versus reality.
🌊 What is your reality with resolution of issues and having a working environment where you are safe, seen and supported? We want to hear your reality.🌊

➡️Melinda Rogers
🟡commented on how Dr. Banicky mentioned at the beginning what we owe our staff, and how the SB needs to really keep that in the forefront. Liked how the Strategic Framework was referred to as “living” because that means it can be adjusted to meet the needs of the community.
🟡would like to still see a higher number of seniors ready with a plan for after graduation so they can be successful community members.
🟡remarked on the decrease of students reporting they have a trusted adult at school. Our staff need to be taken care of. We cannot ask something of someone who is empty themselves.
🟡commented on the decrease in staff reporting job satisfaction and this is something the SB really needs to pay attention to.
🟡real-world learning experiences is only 79% which is a C-average, if we want our students to be successful in the real world, they need real-world experiences
🟡 there are three areas where staff are saying they are unsatisfied, and we need to do something about this. A flexible calendar is a small thing we can do for them.
🟡 with our priorities, how well we support our staff with either help or hurt our students.
🟡Site-based decision making hinders the process when the implementation of some of the things we want varies from site to site. Is there a data sharing of what is working and what isn’t among principals? This is supposedly already happening, but is it truly?
♦️Dr. Banicky commented on how tricky it is to balance the tight and loose to ensure there is flexibility for site needs. What are the non-negotiable outcomes, and what’s your plan to get there. They’re being more intention on building in more time for the reflective piece.
🟡Sometimes when you’re struggling it’s translated into failure of your abilities, and not as a way of seeking assistance/another approach to do things better. She’s heard from staff that when you admit something isn’t working the way you wanted, that people try to cover it and pretend it’s OK because they don’t want to be seen as a failure. There need to be conversations on how to change this perception so it’s conducive to admit when help is needed. You can’t improve something you don’t know about. We need to shift our mindset that just because something isn’t going right doesn’t mean you’re a failure, and allow people to admit when something isn’t working so they can get support to truly improve
🟡questions if staff have a sense of belonging in the whole division and not just at their one location

➡️Dr. Alveta Green
🟡very excited that MTSS is a priority and in action now, and that we are drilling down to meet the needs of our students in a comprehensive manner
🟡glad to see parents are now asking different questions due to our community engagement and the awareness piece from our schools
🟡looking forward to the data dashboard

➡️Matthew Cummings
🟡 asked a question about design fellows and how they’re selected, and is a fan of the approach
Dr. Banicky responded that the design fellows applied and were chosen at the end of last school year, and we tried to ensure various years of experience, levels and content areas were represented. Even though design fellow cohorts have been used for other things, this is the first time the 3 layer approach has been used.
🟡 commented on the results of staff satisfaction data and asked what the navigational markers are that are used ❗There will be a presentation to the SB made in the fall

➡️Rose Dwyer
🟡likes the vision to challenge and support each student
🟡thinks it’s huge that students report a sense of belonging at their schools is huge, parents satisfied with their students’ educational experience is up, and staff and students feel safe
🟡concerned that students participating in extracurricular activities needs to be more, and hopes parents step in to do their part and encourage their students to be more involved for their own well-being

➡️Felton
🟡appreciates how the division is moving to a wrap-around and meeting families where they are
🟡really impressed with FACE department, asked for a little more explanation about the mental health resources
🟡commented on AP classes and Dual-Enrollment and how the participation has grown, as well as Academy participation
🟡 asked for explanation on what changes are happening to strengthen cultural connections and DEI - Dr. Banicky referenced the TIDE coalition and the heavy emphasis of student voice, and Dr. Robertson referenced Ambassadors for Change, led by the Hannah Family (at the Sportplex) to grow student leaders
🟡 asked about the cross school learning - Dr. Banicky reiterated it is the Peer-to-Peer learning and they’re being more intentional about building time in for that work for staff

➡️Carolyn Weems
🟡commented on how centered the framework is on students, highlighted the workforce development and student well-being components, and intentional professional development especially for early years teachers
🟡asked what the lowered results in resources for students was in reference to, wants a deeper dive into what it references - Dr. Banicky says they don’t really know if it’s allocations or something else
🟡asked for an expansion on how the MTSS model is helping staff
♦️ Matthew Delaney responded that organizational efficiency is how it helps the most, it’s digitized and more user friendly, and housed in a more accessible location. He noted there are approximately 10,000 student reading plans logged in that helps staff track transitioning students. It has removed a lot of frustrations for administrators and teachers.

➡️David Culpepper
🟡 appreciated showing how many times they’ve been updated without really knowing it because it is so embedded in what they are presented.
🟡 3 percentage points isn’t really much, and that says the results are solid, is taking most of the results “with a grain of salt” as you don’t know what someone’s thinking when they respond to a survey. He particularly mentioned this with what resources are missing is something that stands out, mental health, and satisfaction
🟡personally feels the only statistically significant piece is the increase in family awareness and engagement

➡️Kathleen Brown
🟡 great that this is outlined and we are tracking the information to make sure we’re growing
🟡 a lot of this data is perception data, and is curious the number of participants who completed the survey (students 86%, staff 54% and parents 9%) - would like the specific numbers not just a percentage. ❗ Dr. Banicky commented that 9% is about the norm for parent responses.
🌊 A driving question should be why did only 54% of staff complete the survey? Is this a reflection of whether or not staff feel their responses even matter? ‼️
🟡 increase in staff feeling safe and student belonging is great

Data for our Community: a reporting calendar and public dashboard, Dr. Lisa Banicky
➡️Now that we’ve shared the data, how do we make this information clear & accessible to the community - make what we track easier to find
♦️Reporting calendar by quarter and topic - there are 9 different presentation dates, student achievement data as relates to programming varies year to year so it’s not reflected in the calendar
♦️Developing a Dashboard - initial design principals: plain language, visuals-forward, and accessible - it needs to be in plain language that anyone can understand
🟡Rockingham Model presentation had been shared from School Board Members Alliance by a SB member: did a what was provided vs what is published overview
🟡VB added a dual purpose component to improve understanding the data and add an “evergreen” metrics component
🟡Prototype shared - vbschools.com website was redesigned so the strategic plan landing page has links to Our Strategic Plan, Measuring Success (this it the key navigational markers, and Vision to Action (houses each school’s performance plan), there’s also a link to division data (previously facts & figures) which has more organized layers of the reports available and trend data
🟡Under Measuring Success - the Prototype dashboard lists each goal and has each data point that will include the data as it is available, and will include baseline data and trend for that marker. There will also be presentations related to Compass to 2030 that the SB has received, and links to cross-reference division data.
🟡 Division Data Dashboard is primarily School Quality Profiles data information as updated by the state with trend data

➡️Questions for consideration
❓Should these be workshop items or information items?
♦️Kathleen Brown responded there is less viewership in workshop session, maybe a balance between the two is best, and in information the SB is not as time bound like in workshop
❓What do you want the content of the presentations to look like: as part of a program or stand along?
❓What would make this calendar most useful for communicating to constituents

➡️Melinda Rogers
🟡 is the Rockingham model the only one we looked at? - Dr. Banicky - it was the one brought to their attention as was used as an exemplar
🟡is there a way to make some of the data collapsable to it isn’t visually overwhelming?
🟡 the most frequent question she gets is when did you make this decision, so if there’s a way to link it back to the past SB meeting when the decision was made

➡️Matthew Cummings
🟡 feels this is a great product and gives a simplistic view for the community with the added ability to dive deeper at will
🟡requests a form or other method to collect SB feedback to the questions for consideration

➡️ Kimberly Melnyk
🟡 simple is best, but this is why City Council meets weekly to have an informal and formal workshop

➡️ Dr. Alveta Green
🟡Based on overwhelming amount of data we have, suggestion is to have a data moment monthly at workshop that highlights something new, because a lot of the other program presentations have data embedded in them at the regular sessions

‼️Key Navigational Markers page and Division Data Dashboard will both go live in August