Public Comments for 01/26/2022 Education - Early Childhood
HB251 - School boards and local governing bodies; unexpended local funds, etc.
During the 2017-18 School Year, Huntington Middle School, a historic former high school for African Americans during segregation, was closed to the cost needed to repair many aging systems in the facility. This once proud educational institution with years of alumni in our community, closed without ceremony due to infestation, mold, and roof leaks. I am speaking today in support of this legislation because it will enable school divisions like Newport News Public Schools, who are not receiving even half of the requested capital dollars needed to manage infrastructure needs, to adequately meet current needs and more importantly plan for future capital renovations and new construction. Newport News currently receives on average, in a good year, approximately $10-12 million for the capital maintenance of the existing 40+ schools and offices. These dollars are quickly depleted as the school divisions manages projects such as roof replacements, HVAC Replacements, Plumbing, Paving and other school infrastructure projects. I can say with clarity that providing school boards the authority to plan and raise revenue for future construction needs as well as the ability to use unspent EOY Operating Revenue for future construction will lower the burden on local governments and allow them to work in a more productive way to manage larger projects. In closing, I would like to say that even larger urban areas such as Newport News are dealing with this problem. This is not a rural issue. I thank you for your consideration and want to assure you that this would be impactful for schools divisions for many years to come.
I support HB-251. Often our localities (Chesterfield) allows far too much high-density growth than the school division can handle. Funding responsibly set aside for future growth in school maintenance and infrastructure is paramount to quality education, and frankly, ALL of Virginia needs this bill to balance growth and educational infrastructure.
HB252 - School division maintenance reserve tool; Department of Education to develop or adopt and maintain.
As the Chair of Newport News Public School Board I would like to emphasize that having data on the maintenance of schools will be extremely helpful in strategically planning our capital needs. Being able to more accurately capture the cost of our capital planning will increase transparency with the public.
During the 2017-18 School Year, Huntington Middle School, a historic former high school for African Americans during segregation, was closed to the cost needed to repair many aging systems in the facility. This once proud educational institution with years of alumni in our community, closed without ceremony due to infestation, mold, and roof leaks. I am speaking today in support of this legislation because it will enable school divisions like Newport News Public Schools, who are not receiving even half of the requested capital dollars needed to manage infrastructure needs, to adequately meet current needs and more importantly plan for future capital renovations and new construction. Newport News currently receives on average, in a good year, approximately $10-12 million for the capital maintenance of the existing 40+ schools and offices. These dollars are quickly depleted as the school divisions manages projects such as roof replacements, HVAC Replacements, Plumbing, Paving and other school infrastructure projects. I can say with clarity that providing school boards the authority to plan and raise revenue for future construction needs as well as the ability to use unspent EOY Operating Revenue for future construction will lower the burden on local governments and allow them to work in a more productive way to manage larger projects. In closing, I would like to say that even larger urban areas such as Newport News are dealing with this problem. This is not a rural issue. I thank you for your consideration and want to assure you that this would be impactful for schools divisions for many years to come.
HB253 - Literary Fund; open application process for loans, maximum loan amounts, etc.
During the 2017-18 School Year, Huntington Middle School, a historic former high school for African Americans during segregation, was closed to the cost needed to repair many aging systems in the facility. This once proud educational institution with years of alumni in our community, closed without ceremony due to infestation, mold, and roof leaks. I am speaking today in support of this legislation because it will enable school divisions like Newport News Public Schools, who are not receiving even half of the requested capital dollars needed to manage infrastructure needs, to adequately meet current needs and more importantly plan for future capital renovations and new construction. Newport News currently receives on average, in a good year, approximately $10-12 million for the capital maintenance of the existing 40+ schools and offices. These dollars are quickly depleted as the school divisions manages projects such as roof replacements, HVAC Replacements, Plumbing, Paving and other school infrastructure projects. I can say with clarity that providing school boards the authority to plan and raise revenue for future construction needs as well as the ability to use unspent EOY Operating Revenue for future construction will lower the burden on local governments and allow them to work in a more productive way to manage larger projects. In closing, I would like to say that even larger urban areas such as Newport News are dealing with this problem. This is not a rural issue. I thank you for your consideration and want to assure you that this would be impactful for schools divisions for many years to come.
HB319 - Virginia Literacy Act; early student literacy, evidence-based literacy instruction, etc.
I'd like to thank Del. Coyner and Sen. Lucas for introducing this vitally important piece of legislation, HB319, to address literacy instruction and assessment. I'm a student with dyslexia who grew up in the public school system here in Fairfax, and although it's one of the best public school systems in the nation, I've seen since the time I was in second grade the gross inequalities in the access to reading instruction and support. My family was able to afford tutors and private reading instruction, my parents were able to read with me every night, and because of that additional out-of-school support I received for years, I was able to eventually read at grade level. Those kind of resources should be considered a fundamental right that we need to guarantee to every student as part of their free appropriate public education, and not just offered to those whose families can afford it. I'm immensely excited about this bill, particularly the provision related to intervention services, which have been a source of major inequities, and I look forward to seeing the positive impact this bill will have over the next decade in expanding opportunities for students like me. Thank you again for the legislators who have signed on, and the advocates for your tireless work on this important issue.
I support HB1047, HB319, HB418, and HB419.
Dear Education - Early Childhood/Innovation Subcommittee, my name is Tyvon Bates, and on behalf of American Federation of Teachers Virginia, I am writing to urge you to support HB 319 chief patroned by Delegate Coyner. Virginia does not have a comprehensive statewide approach for teaching literacy. This is one reason that children are falling below benchmarks on state reading assessments. COVID-19 has only exacerbated this issue, causing a near twofold increase in the number of at-risk K-2 readers.8 We urge lawmakers to support Delegate Carrie Coyner’s bill, which would create a literacy plan for Virginia that is aligned with the science of reading, a body of research outlining how schools can best teach and assess early reading, including the use of evidence-based practices to promote literacy. I hope you will join me in supporting HB 319.
Please support HB319, HB 418, and HB 419. These bills will make great strides for Virginia's children and their literacy. We cannot afford to wait any longer. I hope as you consider these bills you will also champion the need for urgency . We risk the continued loss of years waiting for districts to begin implementation. Our children do not have the time to wait they need these bills implemented as quickly as possible. Thank you.
I am writing to urge you to support HB 319, HB 418, and HB 419. I am a first grade teacher in Fairfax County Public Schools and for the past two years I have immersed myself in learning everything I can about the science of reading. Even though I have taught 1st and 2nd grade for ten years now, I am embarrassed to say that before learning about the science of reading, I didn't understand a lot about how children developed the skills to become proficient readers. I had been trained in teaching reading using the "balanced literacy" approach. In the early grades, students taught through a balanced literacy approach can appear to be fluent readers. They read formulaic "leveled texts" filled with memorized high-frequency words and peppered with other words that students are meant to guess based on the picture and maybe the first letter. Students move through these levels with just enough picture support to suggest that they are becoming proficienct readers, but then when they reach 3rd grade and beyond where they encounter more unfamiliar multisyllabic words and the picture support drops off, it becomes apparent that they never learned the skills to break down and read words using phonics. After learning about the science of reading, I now know that decoding skills (the ability to read the words on the page) are developed in a sequential and systematic way through explicit phonics instruction where students first learn basic phonics patterns and then move to more challenging ones as they develop mastery. I am grateful that my district, FCPS is adopting a new approach to literacy that aligns with the science of reading. I hope that by passing these three bills, we can move Virginia toward ensuring that every new teacher learns reading instructional practices that align to the science of reading, that we are using evidence-based interventions to address reading gaps and abandoning programs based in balanced literacy such as Reading Recovery, and that we are giving every early reading educator the training and tools they need so that they are equipped to unlock the potential in every child to become a proficient reader.
Literacy is a human right without which there is no freedom and there is no justice. The last two school years have brought unprecedented challenges. The loss of life, health, and economic security has been devastating and the crushing toll on student learning will be felt for years. In a time where all students have suffered, the learning loss for Black and Hispanic children has been catastrophic. These losses are particularly concerning when viewed through the lens of the long-standing minority student achievement gap. This disparity in learning begins the moment children enter school and are not taught effectively to read. The Fairfax County Branch of the NAACP is committed to equity in education and to ensuring that all children are given an opportunity to excel academically. It is with this core mission at heart that we wholeheartedly support HB319. We are grateful to our fellow advocates in the educational equity and disability communities for continuing to press for this change in public policy, and we are grateful to our legislature for bringing forth such a powerful bill which will enrich the lives and futures of countless children.
Please vote for this. So, teachers can learn how to help with reading issues. Thanks
Please pass the literacy bill. I have friends whose kids would greatly benefit from this. Thanks
Fellow Virginians, you have the very rare opportunity to give EACH Virgina student the greatest gift they will ever receive. That being the gift of reading. YOU can do this by voting yes to the HB 319 Literacy Act. I am the 77-year-old grandmother of two grandsons that have dyslexia. They are in my heart. I am also a former 3rd grade teacher from the 70s. I still remember, after all these years, the struggles that I encountered while trying to teach some of my students the skills of reading on very thin information that was taught to those entering into the field of education back then. These students also have my heart! Of course, reading is taught much differently now. But it can be even much better, by using DECADES of studies and research, where science-based instructions and testing will begin in grade K. I do believe that this will give each Virginia student an equal start from DAY ONE. And, also, make YOU the giver of a the most wonderful gift.
Submitting written testimony in support of HB 319 -- The Virginia Literacy Act -- on behalf of ExcelinEd in Action. Thank you for your consideration of this important legislation!
I wish to convey my support for house bill 318, 319, and 418. What makes Virginia strong is commitment to meeting the learning needs of all students through the various stages of language skill acquisition. In truth, there are many steps which could be undertaken to strengthen education throughout the Commonwealth. What these bills have in common is a focus on demonstrated approaches to further learning outcomes using what are really modest levels of resources. Please pass each of these measures out of committee! Respectfully Norm Hall Vienna VA
Please VOTE YES and support this critically important bill! Explicit, systematic, cumulative literacy instruction based on the science of reading is critical for teaching our VA students how to read. Decades of research supports this methodology. As an education advocate I have dedicated many years to helping our students thrive. Literacy education based on the science of reading is best practice for ALL students regardless of ability. It is long past time, that our VA schools teach reading effectively. Thank you!
Thank you for this opportunity to speak to literacy concerns in Virginia. Dyslexia runs in my family and we all live in Virginia. My oldest child was seven years old when we had him diagnosed in 2002. The same was true for his brother in 2004. My dream was that one day my grandchildren could start their public education with a foundation in reading that had been accurately assessed and support provided. My hopes are waning. There is a sense of urgency to this bill, so please support HB319 as it is written and implement that start date and do not delay. I am an intake coordinator for a psychology practice and every day I talk to parents who are surprised and frustrated that their children are not reading. I have seen so much damage that is done within a lifetime of poor reading skills. Please support HB319.
HB319/SB616 We are in a literacy crisis in Virginia and we need to invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. They deserve teachers who can well trained and hit the ground running and impart foundational literacy skills at the beginning of their academic careers without the current wait-to-fail model .This comprehensive literacy bill will pull multiple levers, simultaneously, to support all VA divisions as they transition their staff and curriculum to science-based reading research and evidence-based literacy instruction. My daughter is 17, about to graduate Fairfax County Schools and is not capable of reading her college applications. Thankfully she is recieving private remediation now but the challenge is undoing poor instruction from poorly trained teachers without fidelity. Please support these bills to improve the outcomes of the children of Virginia.
Please support HB319 and bring the current body of knowledge about how to comprehensively provide early reading instruction and evidence-based literacy assessment to the Commonwealth. It is time for Virginia to provide consistent and comprehensive early literacy instruction. I am asking as a parent with two dyslexic children serviced by special education in public schools. I know first-hand that instruction using the science of reading and evaluation for reading difficulties as early as Kindergarten and 1st grade can avoid or minimize costly special education services necessary without proper early reading instruction. There is a robust body of research that has found that “students who are on track and reading at the end of first grade are almost invariably still good readers at the end of fourth grade, whereas students who are not readers at the end of first grade are highly unlikely (88%) to be reading at the end of fourth grade” (Juel, 1988). Similarly, 70% of below average readers in 3rd grade remain below average readers in 8th grade (Landerl & Wimmer, 2008). Simply put, it is far better to teach reading using the science of reading from the beginning and assess, identify, and appropriately address problems as early as possible. HB319 outlines a multi-faceted statewide literacy plan that embraces 40 years of research and evidence regarding the creation of proficient readers; HB319 aims to support and empower teachers, students, and parents. Virginia's data shows that current practices are not working and that the pandemic has only exacerbated these problems. Thank you for your service to the Commonwealth and please support HB319.
Please support HB 319, 418 and 419. These bills will help Virginia's children learn to read and gain more proficiency in acquiring language arts skills. BUT also please consider shortening the time frame as we can no longer sit around and wait as we will be losing precious time waiting on the implementation. We need action NOW to give these children a better start in life with acquiring the reading skills that they deserve to be taught by a public education system! Thank you. Signed - Mom of a dyslexic son whose top notch public school could not provide the basic Science of Reading remediation desperately needed after not being diagnosed until mid 3rd grade.
As a Virginia educator and educational leader specializing in literacy and social emotional learning for the past 15 years, I wish to support HB319 | Coyner | Virginia Literacy Act; early student literacy, evidence-based literacy instruction, etc. and HB419 | Delaney | Institutions of higher education; education preparation programs; coursework; audit. Data in northern Virginia schools have long demonstrated that our most vulnerable populations: minority students, economically disadvantaged, English learners and students with disabilities do not achieve basic literacy standards at the same rate as their peers, when receiving instruction based in "balanced literacy" practices alone. This failure to provide an equitable educational experience resulting in equitable access to higher level education is unnecessary when we have over 40 years of government funded research which empirically tells us the instructional practices that work. As someone who has been responsible for instructing hundreds of children in scientifically based early literacy (direct instruction and structured literacy) interventions and has witnessed the positive shift in progress firsthand, I can attest to its success. Should appropriate literacy instruction based in science (direct instruction and structured literacy) be delivered to all students as their first form of instruction, we would not be spending the amount on intervention, remediation and staffing which we currently are in our public schools. More recently in my career, as someone who has been responsible for teaching thousands of Virginia teachers literacy practices through post-service professional development, I can also attest to the fact that the vast majority of new and veteran teachers alike are not aware of the differences in literacy approaches that are evidence-based versus those which are not. This currently is requiring a great deal of retraining, substitutes to cover classrooms and time away from instruction, all which come at the expense of taxpayer dollars. Should universities be required to rewrite their coursework to include skills and competencies grounded in research, that burden would be alleviated from our public school systems. These bills support one another in a two pronged approach to eliminate the negative outcomes created by widespread and long-standing miseducation in literacy: require school systems to implement evidence-based curriculum for the students of today, and better prepare our teachers of tomorrow. We need all citizens to be critical thinkers, effective communicators and problem solvers. Without acquiring literacy skills at a proficient enough rate to access factual information in current contexts, as well as historically, the knowledge of others who came before us, that is simply not possible. Without having the deep level of literacy necessary to access higher education opportunities, choices in adulthood are severely limited. When significant portions of our overall population do not have access to information, because we have not equipped them with adequate literacy skills to effectively read and critically think, the impacts on the individual's quality of life, as well as the societal and workforce impacts are immeasurable. Scientifically based literacy instruction is a human right and civil rights issue, and implore our commonwealth's leaders to take the first step in addressing it by passing these bills. Thank you!
As the parent of a child with dyslexia, I would like to support these 3 bills. Our sons reading disability was missed by multitudes of educators and once identified the schools were ill-prepared to instruct him using a structured literacy program. The Commonwealth must have a data-driven literacy program. This ultimately benefits all students.
To Whom it May Concern, We are in the midst of a literacy crisis in Virginia and we need to invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. They deserve teachers who can hit the ground running and impart foundational literacy skills at the beginning of their academic careers without the current wait-to-fail model that was in place for my own daughter who couldn't learn to read. I urge you to send this bill to the House for a vote and to pass this bill into law for the betterment of our children and future workforce of the Commonwealth. Thank you for your time, Melissa Martin Teacher Decoding Dyslexia Advocate.
We lost our good friends and their beautiful family to a move they needed to make due to the need of sufficient education for their two boys with dyslexia.
As a veteran teacher of 15 years, with instructional/leadership experience in special education, general education, and literacy intervention, this house bill is tailored for a specific type of learner and needs for specialized instruction. Yes, it is critical that our teacher programs better prepare teachers with literacy knowledge and assessment tools to determine best fit instructional practices for each student. Classrooms have a diverse set of students to include students with disabilities, English as a Second Language Learners, typically developing students, as well as above average and gifted learners. This is 2022 - we have advanced in education well beyond a blanket approach to instruction. What's good for some is NOT good for all. We need to be prescriptive and intentional with our decisions. Any approach that overemphasizes one aspect of literacy over another will neglect other important areas. The Science of Reading is body of research that has recently re-ignited the “Reading Wars” of balanced literacy approach versus phonics-only approach which has resulted in schools frantically snatching up phonics instructional books and putting them into the hands of untrained teachers. There is no argument that systematic and explicit phonics instruction is a key component of literacy instruction; however, proper training and appropriate and engaging methodologies are essential so that children can apply what is learned in the context of reading and writing. I respect the work that has been done by the Science of Reading researchers and, as a result, have been trained various instructional approaches grounded in this body of research. As a reflective practitioner, I have adjusted my instructional practices while using assessment information to determine if either of these programs would be a best fit methodology for students. On the other hand, I also respect and honor the work done by the decades of research compiled by leading researchers in the field of literacy Fountas and Pinnell, Dr. Marie Clay and other psychologists, educators, professors, and literacy specialists as they have studied children reading engaging, continuous text. Decades of research and success results exist amongst many with children of various abilities and demographics with this specific body of research. In conclusion, I am not debating that explicit and systematic phonics instruction is a key component to teacher preparation and literacy instruction in Virginia. I am, however, fearful of that HB318 overemphasizes one approach of skills-based teaching tailored to 20% of the total population with severe reading difficulties, thus having a detrimental impact on the progress and growth on the vast majority.
My middle school daughter is dyslexic. It is because of the phonemic based literacy intervention she received in school that she is currently an A student. She has received support since second grade and lives school. She would be in a much different position without the early intervention she received. Please support these literacy bills.
It is time for Virginia to provide literacy instruction based on the science of reading. Children learn best when they are taught to read explicitly by teaching phonics, phonemic awareness, and fluency. In addition, according to the simple view of reading, reading equals decoding ability as well as comprehension and as a result, literacy instruction should also focus on the acquisition of background knowledge. I would love to see a curriculum that actually enables students to acquire background knowledge implemented across Virginia schools. An example of such a curriculum would be Wit & Wisdom, ARC Core, and Core Knowledge Language Arts.
Upport our students and families
I'm Donna Owens. For over a decade, we tried to work with our public schools to identify and teach our dyslexic children to read, spell, and write. But despite the schools' good faith efforts, the public school system was miserably ill-prepared to help. Thankfully, our family had the financial resources and knowledge to privately teach our children. Thousands of dollars and countless hours later, one dyslexic child is now a financially independent working adult and the other dyslexic child is a dean's list college student. They probably would not have graduated from high school if they had only been given access to the public schools' balanced literacy instruction. Balanced literacy does not work. Virginia has been failing to teach too many children to read for decades. Although fully implementing Delegate Coyner's Literacy Act will be challenging, we have no other choice lest we suffer the consequences of having a semi-literate Commonwealth.
Please evaluate our literacy programs and institute science based proven instruction. My 8 year old has an IEP and is being evaluated for a reading disability. There needs to be more options to help these struggling readers! Thank you
I lost a good friend because they had to sell their home and move to an area that had a private school for their dyslexic children
Good afternoon, Delegates of the House Education Committee! My name is Melinda Mansfield and I am writing to ask for your support of: HB319 - Delegate Carrie Coyner's Virginia Literacy Act that will ensure that Virginia's children will learn to read. HB319 https://drive.google.com/file/d/1GqECg9POKdBRySvAFtpYd13gyVQHoJfD/view SB616 - (after crossover) Senators Lucas and McClellan's Virginia Literacy Act that will ensure that Virginia's children will learn to read. SB616 Bill Support https://drive.google.com/file/d/1GqECg9POKdBRySvAFtpYd13gyVQHoJfD/view HB419 - Delegate Karrie Delaney's bill ensures Virginia's Institutes of Higher Education use science-based reading research and evidence-based literacy instruction in their curriculum and confirms compliance at least every 5 years with an audit. HB419 Bill Support https://docs.google.com/document/d/1-pK5JoqwjI039tDe9HcCsnYQlOYKVKWKbPyD5RQOgJ4/edit HB418 - Delegate Karrie Delaney's bill removing the product name 'Reading Recovery' from our Virginia educational code HB418 Bill Support https://docs.google.com/document/d/1-pK5JoqwjI039tDe9HcCsnYQlOYKVKWKbPyD5RQOgJ4/edit Virginia is in the midst of a literacy crisis and we must invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. Children deserve teachers and reading specialists who can hit the ground running and impart foundational literacy skills at the beginning of their academic journey. Teachers deserve adequate tools and preparation so they may teach children how to read, handwrite, write and spell “to make the difference that they want to make.” School districts deserve support and guidance in picking professional development, curriculum, intervention, computer and supplemental literacy programs so that they are not subject to slick marketing campaigns. The consequences of a slow start in reading become titanic in middle school and beyond because they exponentially accrue over time. Therefore, this must be done in elementary school before a child moves to middle and high school. Moreover, the middle and high school model is not adequately set up for real remediation. WE must move from a “remediation” model to a “preventative” model of literacy instruction. The investment in our children, teachers and school districts is way overdue. If you cannot read or write…you cannot do math, history, science, civics, computer programming, etc. Literacy is the foundation for all learning. Please co-patron these bills and encourage your colleagues to do the same. The chief patron's and their staff are ready to answer any questions you have about the bills. Although the challenge ahead of us is enormous, I am hopeful that future generations of Virginia's children will have an opportunity to learn to read write proficiently and grow to be productive members of our society. Literacy is a right!
It is imperative that Virginia base its literacy instruction on methods that are evidence-based. I am a tutor for dyslexic students in Arlington, one of the highest-ranked systems in the country, yet many students require extra support for reading instruction that they should be getting in school. Many students cannot afford to pay upwards of $70 per tutoring session, nor should they have a need if schools are teaching them to read. Please implement the requirement that all teachers, not only reading teachers or special education teachers, are trained in teaching reading through evidence-based methods. (HB319, HB418, HB419)
Literacy is a basic human right! Thank you for supporting our children!
I believe in literacy being a basic right of every human
I believe that every school should do their best to ensure every child has the best literacy instruction possible. This needs to be the primary focus in k-2 grades as research shows that students who are behind by 3rd grade will most likely never “catch up.” The emphasis on phonics and language acquisition is vital in order to teach all students to read!
I believe in literacy being a basic right of every human and we lost good friends because they had to sell their home and move to an area that had a private school for their dyslexic children.
My name is Susan King, and I live in New Kent County.. My daughter, Emma Claire, was diagnosed with dyslexia in first grade. To say that Dyslexia is an important issue that impacts my family every day is an understatement. It’s frustrating, confusing and impacts Emma Claire’s self esteem. It’s left her with anxiety . She’s been failed by the public school system, which doesn’t not consistently use evidence-based practices to teach literacy and provide the appropriate reading intervention services. Our daughter’s elementary school neither recognized the issue – instead attributed her frustration and confusion to her behavior – and had no reading specialists or teachers with the appropriate training and qualifications to deliver the specialized instruction that she needed. In order to get her the appropriate intervention, we had to hire a private tutor, at a cost of more than $200 a week, driving from our home in New Kent to Richmond. That’s 100 miles (50 miles each way), 2 times a week so Emma Claire could meet with her after school. With the pandemic and virtual school, and after our difficult experiences trying to obtain the appropriate accommodations for our daughter at her public school, we’ve abandoned the public school system all together. Opting for a private school that can provide the services she needs. And we are not alone. I’ve heard parents, like us say they’ll never send their children to public school again because of the lack of support they received and the negative impact that had on their child. When it comes to dyslexia, it definitely isn’t a “one size fits all” approach. Our teachers need the training and skills necessary to provide the appropriate instruction and intervention for students, like our daughter. This bill also provides parents with tools to use at home to further help their young learner. I’m incredibly fortunate to be able to provide my daughter with tutors and a specialized private school. But the majority of parents do not have this same luxury. They need to partner with schools to ensure their child reaches his or her full potential. As the parent of a child with dyslexia, I’m asking for your help in ensuring that our schools, teachers, and administrators have the tools to provide a quality education to all students. They deserve every opportunity not just to learn but to excel. I’m asking for you to please support HB319.
I believe quality education is a basic right
Both of our children, now ages 8 and 10 have been diagnosed with dyslexia. Our 10-year-old is currently reading at a first grade level our eight-year-old cannot yet read at all. After spending more than $50,000 out of pocket, every ounce of energy we have and strong advocacy with their school in Loudoun County Virginia, they finally received services, after initially being declined. The services being provided are the bare minimum of what they need. My oldest is going into middle school next year and he is considered “at risk”. We uprooted our entire family and moved to the Richmond area so that he could attend a private school that costs $33,000 a year where he would finally receive the proven structured literacy program that works for all struggling readers not just dyslexic students. It should not be this way, not in 2022 . All students are entitled by law, to a free and appropriate education. I have teacher friends that have are part of a Facebook group called “things I should have learned in college” that was created by teachers and is for teachers. Why aren’t teachers being taught the science of reading? There is no excuse.
Our children with learning disabilities deserve more!
I am writing in support of bills HB318, HB418, and HB419. I am a parent of two elementary school kids in Loudoun county. We desperately need improves screening and literacy programs for our kids. My sons are in 4th and 2nd grade. They both were in virtual learning during the first year and half of the pandemic. My 2nd grader is in the process of getting an IEP. He has dyslexia and other specific learning disabilities. We need programs that teach all of our kids how to read and identify those with dyslexia and other learning disabilities sooner. My son is now over a year behind in reading and writing as his dyslexia was not discovered until this year. His confidence has taken a huge blow. The more I have educated myself about dyslexia and now learned that 15-20% of kids have dyslexia I was surprised to learn that we aren’t doing an adequate job providing proven multi sensory structured literacy for all our kids. The literacy scores for our students have continued to fall and a major revamp is needed. Thank you for your thoughtful consideration of these bills. All our kids deserve a fair and good education.
I am writing in support of these important bills (HB319, HB418, HB419) that will provide vital improvements to our education system. We need evidence-based curriculum and should be looking at what is best for all our students, not lining the pockets of curriculum companies.
HB319 | Coyner | Virginia Literacy Act; early student literacy, evidence-based literacy instruction, etc.--YES! YES! YES! Long overdue! Thank you from a Teacher/Reading Interventionist! HB356 | Tata | Public schools; regional charter school divisions.--YES! YES! YES! Long overdue! Thank you from a teacher with experience in a magnet school in Texas and a charter school in Maryland!
Reading should be a fundamental priority in education. We know what works with a large percentage of students with dyslexia and other reading challenges, and yet our curriculum does not provide the support for these proven methods. Please support empirical programs for literacy.
HB319/SB616 We are in the midst of a literacy crisis in Virginia and we need to invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. They deserve teachers who can hit the ground running and impart foundational literacy skills at the beginning of their academic careers without the current wait-to-fail model that was in place for my own daughter who couldn't learn to read in Fairfax County Schools. This comprehensive literacy bill will pull multiple levers, simultaneously, to support all VA divisions as they transition their staff and curriculum to science-based reading research and evidence-based literacy instruction. HB319 & SB616 Talking Points for Support of the Bill https://drive.google.com/file/d/1GqECg9POKdBRySvAFtpYd13gyVQHoJfD/view HB319 & SB616 Support Flyer https://drive.google.com/file/d/1enxMHOdS3nRo4cU6gR7Lx5FLcJbrvZuR/view HB418 Reading Recovery is a product name and should not be a part of VA Education Code Talking Points for Support of HB418 https://docs.google.com/document/d/1-pK5JoqwjI039tDe9HcCsnYQlOYKVKWKbPyD5RQOgJ4/edit HB419 We are in the midst of a literacy crisis in Virginia and we need to invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. They deserve teachers who can hit the ground running and impart foundational literacy skills at the beginning of their academic careers without the current wait-to-fail model that was in place for my own daughter who couldn't learn to read. This bill ensures Virginia's Institutes of Higher Education use science-based reading research and evidence-based literacy instruction in their curriculum and confirms compliance at least every 5 years with an audit. Talking Points for Support of HB419 https://docs.google.com/document/d/1-pK5JoqwjI039tDe9HcCsnYQlOYKVKWKbPyD5RQOgJ4/edit
Please support this bill. For too long districts have been staffed by those who received erroneous training on how literacy in children really worked. That has led to adoption of many balanced literacy curricula that receive failing grades when it comes to how the curricula teach kids to read. Our most disadvantaged kids lose out the most under balanced literacy, which doesn't work for many, but all kids benefit from using structured literacy methods. We've known for 40 years how to teach kids how to read. John McWhorter says it well in a pair of op-eds published 11 years apart: https://www.theroot.com/we-know-how-to-teach-black-kids-1790881629 https://www.nytimes.com/2021/09/03/opinion/kids-reading-spelling.html Look at Tennessee and Colorado where bills like this one have been adopted to see that they truly work.
Good afternoon, Delegates of the House Education Committee! My name is Melissa Martin and I am a member of Decoding Dyslexia Virginia, as well as a teacher. I am writing to ask for your support of: HB319 - Delegate Carrie Coyner's Virginia Literacy Act that will ensure that Virginia's children will learn to read. HB319 Bill Support SB616 - (after crossover) Senators Lucas and McClellan's Virginia Literacy Act that will ensure that Virginia's children will learn to read. SB616 Bill Support HB419 - Delegate Karrie Delaney's bill ensures Virginia's Institutes of Higher Education use science-based reading research and evidence-based literacy instruction in their curriculum and confirms compliance at least every 5 years with an audit. HB419 Bill Support HB418 - Delegate Karrie Delaney's bill removing the product name 'Reading Recovery' from our Virginia educational code HB418 Bill Support We are in the midst of a literacy crisis in Virginia and we need to invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. They deserve teachers who can hit the ground running and impart foundational literacy skills at the beginning of their academic careers without the current wait-to-fail model that was in place for my own daughter who couldn't learn to read. Please co-patron these bills and encourage your colleagues to do the same. The chief patron's and their staff are ready to answer any questions you have about the bills. Although the challenge ahead of us is enormous, I am hopeful that future generations of Virginia's children will have an opportunity to learn to read efficiently and grow to be productive members of our society. Reading is a right! Best regards, Melissa Martin Decoding Dyslexia Virginia 434-242-9496
HB340 - High school graduation; multiple pathways to advanced studies diploma, associated diploma seals.
Dear Delegates, Regarding HB 340, it is important for all Virginian high school students to have the opportunity to study world languages as part of an advanced diploma. As a teacher in a Cambridge International School with a World Language Program, every day I see the benefits of students learning other languages. It helps students build their critical thinking, language development, and interpersonal skills. HB 340 makes students choose between studying world languages or CTE. The reality is that being multilingual is a skill that benefits everyone. CTE students, as well as all other students, need the 21st Century cross-cultural and language skills that come from learning other languages in addition to English. Students should not have to choose either one or the other, they should be able to study both as part of an advanced diploma. Sincerely, Rebecca Timothy Bristow, VA
As a longtime World Language educator, I would like to express my opposition to this bill. I strongly believe that our students need the multicultural experience and view that is acquired when they take classes in WL. I have had so many students tell me how thankful they were to have these classes and how it made their entry into the workforce with added advantages. Another negative of this bill is that it pits the 2 departments of CTE and WL as opposed to each other, rather than 2 programs that can, do, and should work together to provide the 21st Century skills needed for our students.
I oppose HB340. I do not agree that language arts should be interchangeable with Career and Tech education for an advanced diploma. Virginia is number 4 in education because we do require exposure to foreign languages. Let's lift Virginia's students up and continue to be one of the most educated states in the United States. Let's focus on equitable funding, teacher retention and agin buildings.
Please move to report HB344, HB346, HB356, HB789, HB1188, HB221, HB340, HB1125, HB1215, HB988, HB1023, HB1093. Please gently PBI HB486 so that academic merits ONLY decide who gets in.
Please do not support the changing of the advanced diploma and graduation requirements to not include world languages. In a global world and work force, students need to develop the soft skills of working and learning with others of a diverse background. This includes learning and collaborating with people of different cultural and socioeconomic backgrounds, communicating and working towards proficiency. Languages cannot be replaced or compared with CTE courses.
The Foreign Language Association of Virginia opposes HB 340, not because we oppose the creation of alternate curricular paths for students but because the current requirements of the advanced diploma allow for different pathways, including advanced work in Career and Technical Education. Since HB 340 was proposed, numerous parents and teachers have sent examples of students who successfully graduated with an advanced diploma while pursuing CTE courses. One parent wrote, "If a child knows the requirements and what they want to do, they can plan well and get both CTE credits/certifications and the advanced diploma as it stands currently.” That argues for better information and guidance rather than changes in the advanced diploma. In the 21st century, in a Virginia deeply embedded in the global economy in fields ranging from agriculture to national security, all Virginians need the interpersonal and cross-cultural communication skills gained in world language learning. When 2100 U.S. Human Resources departments were surveyed, 93% of the respondents said they value employees able to work effectively across a range of different countries and cultures, 66% identified foreign language skills as part of the hiring process, and 41% reported a hiring preference for multilingual applicants. Virginia needs career-ready global citizens. HB 340 sets up an unnecessary opposition between career and technical education and world languages, which is unacceptable in the modern workplace. The two disciplines must work together to prepare all Virginians for work in this century's economy. World languages and career and technical education are both needed and are not in opposition to each other. The attached infographic illustrates how world language learners develop the skills identified in the Employability Skills Framework for Career and Technical Education. The new Secretary of Education has spoken about the need for an education system that prepares "all Virginians for life, career, and college." Governor Youngkin talks about "restoring high expectations for excellence" in education. Removing components from the advanced studies diploma contracts these goals and lowers expectations for Virginians in high school.
Protest against HB 340
On behalf of the Foreign Language Association of Virginia (FLAVA), I am writing to express our overwhelming opposition to HB340. This bill seeks to “[e]stablish a pathway to the advanced studies high school diploma, and an associated diploma seal for students who successfully follow and demonstrate excellence on such pathway, that requires advanced coursework in a career and technical education field but does not require coursework in world language.” While the intent of this bill is to elevate the prestige of career and technical education, Virginia's students need both career readiness and global readiness skills to succeed after high school. It is imperative that we not diminish the important role of world languages in our students' development. If anything, we need more world language study for both advanced and standard diploma students coupled with career and technical courses. HB340 in its current status, requires one curriculum to rival another. But as the world becomes increasingly interconnected, we should continue to encourage the study of world languages in support of Virginia’s profile of a graduate and as a work readiness skill. In addition to eliminating an opportunity for students to develop soft skills that are important to ensuring our students are equipped to be successful in the workforce, HB340 would do students a second grave disservice. Most four-year universities in Virginia require 2-3 years of world language studies to apply for admission. Top-tier schools across the nation require 3-4 years of world language studies for admission. Language study is valued because it develops both global competency and literacy and contributes to soft skills that successful businesses seek in their employees. Not only would this bill prevent many of our students from gaining admission to the four-year universities of their choice, but it would hamper their economic futures. Currently there is a critical need for speakers of world languages in Virginia. A quick search of indeed.com reveals that there are over 6400 open positions for proficient world language speakers of American Sign Language, French, German, and Spanish, which are taught throughout Virginia's public schools. As President of FLAVA, I join my voice with the administrators and employers who understand the economic value and the cognitive benefits of world language study and in opposition to HB340 in its original and revised forms. I hope that you consider our reasoned opposition as you discuss the bill. Let’s set our students up for success in a globally competitive economy by ensuring they possess the linguistic skills and global competence to succeed.
Thank you for taking the time to hear my thoughts on HB340. As everyone knows, with the invention of the Internet and advancements of technology, the world is becoming "smaller", but what many may not know is that about 75% of the world's population does not speak English. Why is this fact important? It shows the importance of being proficient in a World Language. So why should we not have separate pathways for World Language and CTE? Any educator in either of these content areas will tell you that both content work together to make sure our students are work or world- ready. Ensuring that Virginian students need to be work or world-ready has been part of most school districts 5C's for the past few years. In fact the American Council for Teacher of Foreign Languages has an article that is dedicated to how acquiring a World Language helps students to be World-ready. In one article published by ACTFL "Making Languages our Buisness" (2019) states "(there is) a high and growing demand for language skills in the workplace with 9 put of 10 employers surveyed citing a reliance on bilingual employees and 1 in 3 reporting a Language skill gap." There are about 79 career pathways identified in the 16 major career clusters where being proficient in a World Language gives the applicant an advantage. 56% of employers have stated their need for bilingual speakers will increase in the next 5 years, and this was stated in 2019. My eldest daughter currently works for Hamilton Beach in Richmond as a Bilingual consultant. She was given this employment because of her proficiency in French which she gained by attending and graduating amaury High School in Norfolk. Part of the skills employers look for is intercultural and global competence. These skills are achieved in a World Language course. This does not just apply to students who plan to attend college/University, but to all students. In Virginia alone, there are over 800 internationally owned companies. These companies prefer that a potential employee be proficient in a World Language so they do not have to pay to send the employee through Language classes. Virginia ranks 12th in employment from Europe in the U.S. according to the Bureau of Economic Analysis. Now, imagine if more of our students were hired due to not only the skills they acquire in CTE, but their ability to converse and interact in a World Language. Currently 14,500 Virginia's are hired by companies like Airbus, Andros, and Thales, to name a few French companies. Final thought, by creating separate pathways and separating CTE and World Languages, you are essentially putting one content area against the other. The Math department does not try to outshine the Social Studies department because they both know they are essential in creating a well-educated member of society. World Languages and CTE have worked together to do the same; creating a student who is not only well-educated but also globally competent and ready plus have a cultural understanding and awareness to be empathetic to various situations. These students need to be creative and critical thinkers, problem-solvers and innovators. This is accomplished through the skills they acquire in World Languages and CTE. Last consideration, several states have World Languages as a cor subject and not elective, look how far there students go. World Languages is no longer for traveling abroad, not when it is heard locally. Thank you for your time.
I ask that the House vote against HB-340. As a professional educator and teacher of World Languages, I feel that this bill is undercutting the importance of the study of world languages and it's role in creating well-rounded citizens of the Commonwealth. The creation of two different advanced diplomas, one with world languages included and one without world languages included sets up an opposition between CTE and the interpersonal, cross-cultural skills all Virginians need in the 21st century. In a global economy, all of our citizens need to have a perspective and understanding of other cultures, which can be gained as students in a world language classroom. Students should be asked to engage in both CTE and language study as part of the advanced high school diploma requirements.
Dear Members of the Education Committees, I ask that you not delete world languages from high school graduation requirements. There is value to language study. See below and in the attached document. Please follow the links to gain more information in those categories of relevance and where information is grounded in research. Please do not shortchange our students. Respectfully, Dick Kuettner Benefits of studying another language - 1. Improves memory – the more you learn new skills, the better your brain functions work. Learning a new language forces you to learn new vocabulary and grammar rules. This trains you brain to remember new words, make connections between them, and use them in contextual situations 2. Enhances multitasking ability – having the ability to think and communicate in different languages helps train multitasking. 3. Improves Attention 4. Improves performance in other academic areas – while learning a language you engage in extracurricular activities in that language, such as communicating with other peers. 5. Develop empathy and compassion – while learning a new language, you are also learning about a new culture. This can lead to thinking in different perspectives and develop understanding for those in that culture. 6. Reduced risk for dementia and Alzheimer’s – the brain creates more neural pathways while learning, keeping it strong a. In a study of more than 200 bilingual and monolingual patients with Alzheimer’s disease, bilingual patients reported showing initial symptoms of the disease at about 77.7 years of age—5.1 years later than the monolingual average of 72.6. Likewise, bilingual patients were diagnosed 4.3 years later than the monolingual patients (80.8 years of age and 76.5 years of age, respectively). 7. Can help math and science - When you learn a language you become used to sorting and processing new information in your target language. Also, there is a correlation between learning a new language and the ability to develop scientific hypotheses. 8.Increased creativity- forces you to think creatively to get you point across, especially if you have a limited vocabulary. 9. Landing jobs – roughly 23% of Americans are bilingual, giving those who are a bilingual a chance to stand out. 10. Improve confidence – the more languages you can speak the more confident you are to put yourself out there. Plus can put you in situations that you never thought you would be in. 11. According to the NIH, millions of Americans use a language other than English in their everyday lives outside of the home, when they are at work or in the classroom. 12. Bilingual people perform better on inhibitory control tests, conflict management, task switching 13. Higher proficiency in a second language, as well as earlier acquisition of that language, correlates with higher gray matter volume in the left inferior parietal cortex 14. Bilingualism positively influences attention and conflict management in infants as young as seven months. a. Navigating a multilingual environment imparts advantages that transfer beyond language. Another useful Link: https://www.actfl.org/center-assessment-research-and-development/what-the-research-shows/cognitive-benefits-students ^ACTFL citations, with papers cited https://www.ostaz.com/english/blog/eu-blogs/benefits-of-learning-a-new-language
We have alternative pathways for learning and provisions like 8VA20C-131-110, allowing students to replace the 140 hours seat time for high school credit by taking, and passing state approved assessments. This bill clearly targets the study of World Languages, and is contrary to the recommendations from the US Department of Education, and business organizations. We have data showing that Virginia is experiencing a foreign language skills gap, and that the study of World Languages and Cultures is aligned with the Virginia Profile of a Graduate. The demand for multilingual employees will double in the next five years. 9 out of 10 employers, who took part of a study conducted by the American Council of Teachers for Foreign Languages "Make Languages our Business" (2017) stated that they need bilingual employees. All career clusters have a demonstrated demand for bilingual employees to meet local and global demands. Instead of eliminating the requirement, we ought to expand the offering of foreign language learning. Employees with language skills have higher incomes in comparison to monolingual employees. This bill will be a disservice to the students of our Commonwealth, who not only need to engage in language learning, but also will need 21st Century soft skills, like intercultural competence, creative problem solving, communication, collaboration, and critical thinking. Learning a language develops and strengthens analytical skills, and gives students different insights and perspectives. Having a 21st century, career ready workforce, and a school system that values global competence and world language studies, will attract future investors to consider Virginia, instead of Atlanta or the NC research triangle. This bill is by no means innovative. Quite the contrary! It moves the needle back and forces students on predetermined tracks or learning silos without regard for data and evidence that we need to lead with languages. We strongly oppose this bill.
Dear Delegates. I ask that you please reconsider HB340, in its revised and previous form, before you take action and move this forward. I ask so for the following reasons: 1. The Bill singles out one discipline in favor of others. 2. Language is the root of communication and is a significant part of our being. 3. Society cannot function without language. 4. Virginia is one state where many languages are spoken because of the diverse communities we have established throughout our history. 5. Not all cultures around the world rely on English language as the main language of communication...no, not even here at home. 6. Language and culture study enhances knowledge of various countries, time-periods, perspectives, and ways of life. 7. Language and culture study improves analytical, critical thinking, and communication skills. 8. If our legislators want us to be more inclusive, more diverse, and more global, how do we do it without world languages to accomplish these goals? 9. If language study is, as I foresee your ambitions, cancelled, you will be shortchanging many Virginia high school students who will not even be able to apply for admission to some of the Commonwealth’s better colleges and universities, which require language for entry. 10. I can vouch first-hand the statistics that state that employers seek potential employees who are beyond being monolingual. Language study and/or fluency is often a deciding point between two good candidates. Paul R. Kuettner
I support HB 340.
Providing this type of support and flexibility to educators and students is one of the things we repeatedly hear is needed. Students need to be able to learn and develop in the skills in which they are interested. There are many examples of students who excel outside of the traditional classroom in a career and technical education environment. CTE schools in Chesapeake, Virginia Beach, and on the Peninsula have success stories of students who were not doing well in a traditional classroom environment, but thrived when taking a hands on class about aerospace engineering, nursing, or technology, to name a few. This bill supports the approach of recognizing students strengths and supporting their career interests, and it is a step forward in putting the student first and the Hampton Roads Chamber supports the bill.
On behalf of the Virginia Organization of World Language Supervisors (VOWLS), I am writing to express our overwhelming opposition to HB340. This bill seeks to “[e]stablish a pathway to the advanced studies high school diploma, and an associated diploma seal for students who successfully follow and demonstrate excellence on such pathway, that requires advanced coursework in a career and technical education field but does not require coursework in world language.” While the intent of this bill is to elevate the prestige of career and technical education, Virginia's students need both career readiness and global readiness skills to succeed after high school. It is imperative that we not diminish the important role of world languages in our students' development. If anything, we need more world language study for both advanced and standard diploma students coupled with career and technical courses. HB340 in its current status, requires one curriculum to rival another. But as the world becomes increasingly interconnected, we should continue to encourage the study of world languages in support of Virginia’s profile of a graduate and as a work readiness skill. In 2017, after years of data collection and evaluation of employees, Google found among the most important qualities of their top employees were all soft skills. These skills include, but are not limited to: communicating and listening well, possessing insights in others (including others’ different values and points of view), having empathy toward and being supportive of colleagues, and being able to make connections across complex ideas. Google goes on to report that good team members demonstrate generosity, empathy, emotional intelligence, emotional safety (meaning each team member can feel confident in speaking up and in making mistakes), and can exhibit a curiosity toward the ideas of their teammates. Each of these soft skills are practiced and are an integral part of the world language curriculum, classroom, and community, so much so they have been identified by ACTFL in their World Readiness Standards for Learning Languages. In 2022, The Center for Global Education Asia Society pondered in their article “Global Competence Through Career and Technical Education” how to ensure students are prepared with skills to connect, to compete, and to collaborate in a global economy. And as the world becomes more interconnected with 1 in 5 jobs tied to international trade, how do we prepare students for work and civic roles in an environment where success increasingly requires the ability to work with others from diverse backgrounds in a global market? The Association for Career and Technical Education concluded that critical thinking and problem solving, communication, collaboration, along with creativity and innovation were imperative for work readiness standards. It takes only a glance at Virginia’s Standards of Learning for World Languages to conclude that world language courses are instrumental in supporting students in these areas. In addition to eliminating an opportunity for students to develop soft skills that are important to ensuring our students are equipped to be successful in the workforce, Most four-year universities in Virginia require 2-3 years of world language for admission. Language study is valued because it develops both global competency and literacy and contributes to soft skills that successful businesses seek in their employees. Oppose HB 340.
I am against the passage of VA HB 340 and ask that you oppose this legislation as well. VA HB 340 is misguided legislation and bad policy for the future of our students and workforce. We can do better in educating our students for employability and success in their future. This is an insidious effort to dilute and divest the learning and study of world languages. You should be supporting and advocating for more study and learning of world languages ---not less for all graduation pathways. Eliminating world language study to further the attainment of an advanced diploma does nothing to further Virginia’s prestige as a preeminent leader in education. What is the purpose of an advanced diploma; what is the intended outcome? In all facets, HB 340 misses the mark! Why not cut or eliminate other disciplines of knowledge and learning? Most of us don’t use much math, science, biology, music, or history these days. Why would the future workforce need to know the Pythagoras theory? Why would they need to know about the massacres in Bosnia, much less where is Bosnia? Why would they need to know the difference between meiosis and mitosis? Why would they need to know about covalent bonding? Why would they need to know about the law of gravity? Why would they need to know about the great works of literature and art? The answer is they need to know about all of these; they need to care about them and understand them. I submit that CTE graduates will find themselves in a very diverse, if not the most diverse work environment than almost any other career field. Likely more diverse in all sense of diversity: ethnic, racial, cultural and cognitive than this august chamber. Studies and research indicate that employers across the spectrum want employees with language and intercultural skills –soft skills. The construction sector, healthcare and social assistance/services sector report the highest foreign language skills gap. 39% of employers in the construction sector and nearly 30% in the professional and technical services sector are most likely to be unable to pursue or have lost business in the past three years due to a lack of world language skills in their employee. This is the CTE space! World language study involves perspective taking and sense making; it develops interpersonal skills, intercultural awareness, and empathy. It provides an expanded Weltanschauung to better understand the other –any other! Expanded critical thinking and cognitive clarity are unquestionable outcomes from world language study. Our student’s world is an ever increasingly diverse and complex place and they need the cognitive and critical thinking skills that learning world language and these other disciplines gives them: a well-rounded education.
Please move to report HB221, 340, 533, 873, 1032, 1100, 1125, 1347. Thank you.
Dear Delegates: The following written feedback relates to HB 340. In the attached letter, you will find my thoughts on the bill, but please find here a summary of the letter itself. In regards to the declaration, “The Board of Education shall establish pathways to the advanced studies high school diploma, and associated diploma seals for students who successfully follow and demonstrate excellence on such pathways, that require advanced coursework in a career and technical education field such as advanced manufacturing or robotics in lieu of world language courses or any other required course that the Board deems appropriate," it is important to keep in mind that career and technical education is not in opposition to the study or exploration of world languages and cultures; the two disciplines can and should work together to prepare career-ready global citizens. If one of our primary goals as a state—and as educators—is to produce highly skilled, well-rounded, and culturally sensitive individuals who will eventually become strong job candidates (technical or otherwise) who can compete with those of other states or nationalities, this bill must not pass as it is in its current state. As expressed by ACTFL (the American Council on the Teaching of Foreign Languages), learning a second or third language (other than English) in the 21st century is not only beneficial, but necessary for success in life. If we want our students and citizens of the Commonwealth to become integrated in the local and world community and thus able to function in the modern global marketplace, learning another language is an essential component of any education. Language learning has been associated with enhanced problem solving skills, improved verbal and spatial abilities, improved memory function, enhanced creative and flexible thinking capacity, not to mention enhanced tolerance of individuals and groups from other cultures. Thank you for your time and consideration of this feedback. Sincerely, Antonia Delgado-Poust, Ph.D. Fredericksburg, Virginia
HB 340 is currently before the House Education Committee. I’m commenting as a Virginia voter, a parent, and an educator to ask that you oppose this bill, which clearly aims to eliminate world language courses from the advanced studies diploma. I certainly understand the need to differentiate educational paths for Virginia students based on their talents, interests, and goals. Outlining various curricular paths for students who aspire to the advanced studies high school diploma can serve this goal. However, the original wording of HB 340 unnecessarily prejudges the curriculum that might be established by these new pathways and unfairly targets the world language courses that teach skills--communication and cross-cultural awareness--essential to all Virginians, no matter their career orientation. When representatives of the Foreign Language Association of Virginia expressed our concerns to Delegate Davis, he was kind enough to meet with us and gave us his draft of a substitute HB 340. Unfortunately, this bill sets up a direct opposition between world languages and career and technical education by creating an advanced diploma with no world language requirement and another with no career and technical education requirement. This is unacceptable. All Virginians will pursue careers in a multilingual, multicultural society within the global economy. Career and technical education is not in opposition to world languages; the two disciplines can work together to prepare career-ready global citizens. Finally, HB 340 is unnecessary. Since this bill was proposed, parents and teachers have sent numerous examples of students who successfully met the advanced diploma requirements while pursuing career training in CTE programs. One parent wrote “If a child knows the requirements and what they want to do, they can plan well and get both CTE credits/certifications and the advanced diploma as it stands currently.” That argues for better information and guidance rather than changes in the advanced diploma. Governor Youngkin has talked extensively about "reestablishing expectations of excellence" in public education. Lowering the standards for the advanced diploma by taking away any components of the advanced diploma directly contradicts his goal. For all these reasons I ask that you oppose HB 340. Thank you. Sincerely, Sharon Guinn Scinicariello, Ph.D. University of Richmond (retired) Advocacy Chair, Foreign Language Association of Virginia
The study and acquisition of a World Language is vital to the youth of Virginia. Not only does becoming proficient in a language other than English make a person more marketable in the work place but for our students who decide to attend a University, it makes the student more competitive for admittance. The study of 3 or more years shows the student is dedicate, resilent and prepared for a challenge. These students can think critically and creatively, have an understandinh and empathy of various cultures, not to mention have the ability to deliver their message with clarity and detail. All areas and soft skills desired in the work place. Let's look beyond the multitude of skills taught in a World Language class. There are multitude of published and peer reviewed studies in the area of brain health that show a correlation between the study and continued use of a World Language and the delaied on-set of dementia and Alzeheimer's. We tend to say that our students recieve top education in the state of Virginia, but you are now considering taking away the ability for all of the Virginian students to be Globally competitive in a state that has thousands of international and multinational companies who hire bilingual and multilingual Virginians. Therr is also the military installations which welcome fellow military personnel from our allied countrirs and NATO families typically live in Norfolk/Virginia Beach during their station time here in Virginia. My eldest daughter is a graduate of Maury High School in Norfolk. She was fortunate to study French from Monsieur and Madame Bouziane while she was there. She took French her whole high school career. When she began to study to become a teacher at Virginia Wesleyan University, she was able to place in an advance French class and had her minor of French completed by the end of her Fall semester of her Sophomore year. Today, she works for Hamilton Beach in Richmond as a French-speaking consultant and handles calls from all Francophone countries, mostly Canada and France. There are several states where the study of a World Language is a core subject, such as Massachusetts and Louisiana. We want our students to take the world by storm and use every tool they have been taught to make positive changes to the world and community around them. How can they do this when they cannot communicate with 75% of the world? That's right 75% of the world do not speak English or cannot speak English proficiently enough to have a basic conversation. The U.S. is only 4% of the World's population and we need our students to represent that 4% in a matter that will bring effective change in their future. Some may say that there are translation apps and sites that can be used. That's true but those tools do not know the difference of some of the finer nuances in various languages nor understand slang nor idioms of the languge they are trying to communicate in. Besides having to rely on such tools take away from the flow of a conversation as you build a relationship. Our students, all students, need a World Language so they can be challenged, learn to persevere, and interact with a World that is becoming smaller every single day.
I oppose HB 340 with the creation of an advanced diploma without the world language requiremen. World languages are a crucial component to the advanced studies diploma. Language learning reflects the 21st century skills of communication, collaboration, critical thinking, and creativity. Students who study world languages also learn invaluable soft skills, such as interpersonal communication which involves listening and adjusting what you say accordingly ; possessing and understanding different points of view; empathy; critical thinking; and making connections across complex ideas. Recently Google announced that “The seven top characteristics of success at Google are all soft skills: being a good coach; communicating and listening well; possessing insights into others (including others different values and points of view); having empathy toward and being supportive of one’s colleagues; being a good critical thinker and problem solver; and being able to make connections across complex ideas.” (Washington Post). If one of the world’s top tech companies is placing more emphasis on the soft skills, does this not indicate the importance of language learning and the skills that world language educators are instilling in their students on a daily basis? It is not only Google that sees the importance of these soft skills fostered in the language classroom. According to NACE’s Job Outlook 2016 survey, important hirable attributes include “written communication skills, problem-solving skills, verbal communication skills, and a strong work ethic”. By placing a focus on soft skills, as well as 21st century skills, we are preparing language students to be ready for the competitive global society in which we live. In addition to marketability, learning a language has a multitude of other benefits for students. In order for students to be successful in the global society, they need to develop a sense of interculturality. In the language classroom, students learn to understand and appreciate other cultures and how those cultures relate to their own. Students’ perceptions of the world change and they become more understanding of others. Language truly is a product of a culture, and the knowledge that comes with learning different ways of seeing the world is something that we need more of in today's society. HB 340’s current wording unnecessarily prejudges the curriculum that might be established by the new pathways, unfairly targeting courses that teach skills--communication and cross-cultural awareness--of use to all Virginians, no matter their career orientation. All Virginians live in a multilingual and multicultural society within a global economy. Virginia graduates are expected to “build connections and value for interaction with diverse communities,” one goal of world languages courses. Moreover, all world languages courses teach students interpersonal and communication skills, essential in any workplace. Because they teach such necessary skills, I oppose any advanced studies high school diploma that does not contain world language components.
I am writing to oppose the inclusion of language singling out World Language programs in HB340 and weakening the requirement for world language study in the advanced diploma coursework. The publication _France-Amerique_ reported in 2018 that every US state has a French business operating in it and that in 2017 France was "the third biggest foreign employer" in the US. The same report from the embassy of France in Washington, DC, as commented on by _France-Amerique_, states that 16,500 jobs in Virginia exist because of the presence of French companies. It is crucial to maintain robust language programs in the state of Virginia so that our state can, with the same ease shown by French companies, continue to do business abroad ourselves and create strong links with international business. By grade 8, as far back as the 1980s, students in France were already learning two world languages, with the addition of Latin or Greek as a third language for those aiming for advanced studies. Many of our local middle schools do not offer any world language until grade 8, and then only offer one world language option. It is through universal world language study that France has been in the position to have at least one business in each of our states. All students can learn another language. Best practices in world language instruction are rapidly changing to emphasize proficiency in communicating in the language and to promote the use of authentic language resources. All students should be learning languages long before high school. It is time to strengthen rather than weaken our state's world language education. https://france-amerique.com/en/a-french-company-in-every-u-s-state/ The 2020 report https://frenchtreasuryintheus.org/la-relation-bilaterale/
Please do not support HB340. Proficiency in World Language(s) is a career skill and essential for adults to live, work and thrive in a diverse world. Languages offer a competitive advantage not only within the job market but with many colleges and universities around the planet. World Languages offer more than simply grammar or words, they offer the development of soft skills in being productive global citizens including culture, problem solving, collaboration and organization. All are valuable, but World Languages cannot be replaced by CTE or IT or coding courses for the high school credit requirement or advanced diploma in that they are completely different skill sets.
Dear Committee Members: I am writing to request that the term "in lieu of world language courses" be removed from HB340. It is essential for young people entering the workforce to have the skill of bilingualism . The effectiveness of private businesses and government agencies are minimized by an inability to make international connections. Additionally, world languages uniquely express customs, traditions, values, and history that are not able to be replicated through alternative means. Students should be encouraged to gain proficiency in another language in order to support their cognitive development and communication skills, making them more well-rounded individuals. Virginia must make this a priority for our students - not an alternative.
I am opposed to eliminating foreign languages as a requirement for advanced studies high school degrees. Foreign languages provide invaluable tools to understand the development of words and thus strengthens vocabulary. Also studying foreign languages makes one appreciates one's own language rules, as well as the culture of other countries. Let us keep this useful discipline in our schools.
Students now more than ever need world languages to compete in the global market place. If they do not have access to this important skill in high school it will be detrimental to them obtaining jobs that require languages in the future. Removing world languages from the advanced diploma will hurt all world language departments all over the state. Students in high school need exposure to world languages and if it is no longer a requirement for at least one diploma, they will be less inclined to enroll. This decision has long term impacts for their economic growth in the future.
Yes to HB - 340 - (An amendment could include students with disabilities to allow them to focus on their natural strengths and not force them to take courses they would likely fail, so, differentiated special education instruction...) I support HB 340 in the interest of differentiated instruction in order for students to focus on their career goals. Each students' pathway is different, and flexibility in focusing on what they and their parents choose for them is paramount to post secondary education success in their lives and in our communities.
HB 340 is currently before the House Education Committee. I’m writing as a Virginia voter, a parent, and an educator to ask that you oppose the wording of this bill, which clearly targets world language courses: “The Board of Education shall establish pathways to the advanced studies high school diploma, and associated diploma seals for students who successfully follow and demonstrate excellence on such pathways, that require advanced coursework in a career and technical education field such as advanced manufacturing or robotics in lieu of world language courses or any other required course that the Board deems appropriate.” I certainly understand the need to differentiate educational paths for Virginia students based on their talents, interests, and goals. Outlining various curricular paths for students who aspire to the advanced studies high school diploma can serve this goal. However, the wording of HB 340 unnecessarily prejudges the curriculum that might be established by these new pathways and unfairly targets courses that teach skills--communication and cross-cultural awareness--essential to all Virginians, no matter their career orientation. All Virginians live in a multilingual and multicultural society within a global economy. When 2100 U.S. Human Resources departments were surveyed, 93% of the respondents said they value employees able to work effectively across a range of different countries and cultures, 66% identified foreign language skills as part of the hiring process, and 41% reported a hiring preference for multilingual applicants. Career and technical education is not in opposition to world languages; the two disciplines can work together to prepare career-ready global citizens. Therefore, I ask that you vote to amend the wording of HB 340 to read ““The Board of Education shall establish pathways to the advanced studies high school diploma, and associated diploma seals for students who successfully follow and demonstrate excellence on such pathways, that require advanced coursework in a career and technical education field such as advanced manufacturing, robotics, or other courses that the Board deems appropriate.” Thank you. Sincerely, Sharon Scinicariello, Ph.D. University of Richmond (retired)
Dear Delegates. I ask that you please reconsider HB340 before you take action and move this forward. I ask so for the following reasons: 1. The Bill singles out one discipline in favor of others. 2. Language is the root of communication and is a significant part of our being. 3. Society cannot function without language. 4. Virginia is one state where many languages are spoken because of the diverse communities we have established throughout our history. 5. Not all cultures around the world rely on English language as the main language of communication...no, not even here at home. 6. Research shows that language and culture study enhances knowledge of various countries, time-periods, perspectives, and ways of life. 7. Research shows that language and culture study improves analytical, critical thinking, and communication skills. 8. If our legislators want us to be more inclusive, more diverse, and more global, how do we do it without world languages to accomplish these goals? 9. If language study is, as I foresee your ambition, cancelled, you will be shortchanging many Virginia high school students who will not even be able to apply for admission to some of the Commonwealth’s better colleges and universities, which require language for entry. What a disservice! 10. I can vouch first-hand statistics that show that employers seek potential employees who are beyond being monolingual. Language study and/or fluency is often a deciding point when two equally good candidates compete. Thank you for taking these items into consideration. Sincerely, Dr. Paul R. (Dick) Kuettner
As the 2019 ACTFL Language Teacher of the Year finalist, FLAVA (Foreign Language Association of Virginia) President, a world language educator in Loudoun County, and a Virginia resident, I am horrified by House Bill 340 which would “establish pathways to the advanced studies high school diploma, and associated diploma seals for students who successfully follow and demonstrate excellence on such pathways, that require advanced coursework in a career and technical education field such as advanced manufacturing or robotics in lieu of world language courses or any other required course that the Board deems appropriate”. Career and technical education (CTE) classes cannot replace World Language classes. By doing so, you and your fellow legislators are doing a disservice to ALL students in the Commonwealth of Virginia. Furthermore, by allowing the substitution of CTE classes for World Language classes, you would create a system that is not in alignment with the newly approved Virginia Profile of a Graduate. House Bill 340 undermines the career and college readiness of students in the Commonwealth of Virginia. Most colleges and universities in Virginia require several years of world language study and do not allow CTE classes to replace World Language requirements. All students and therefore all college and career pathways (including computer science) need world language instruction to be successful in the job market of the 21st century. In order for students to be successful in the global society, they need to develop a sense of interculturality. In the language classroom, students learn to understand and appreciate other cultures and how those cultures relate to their own. Students’ perceptions of the world change and they become more understanding of others. CTE courses do not afford students any opportunities to develop cultural competence. Language truly is a product of a culture, and the knowledge that comes with learning different ways of seeing the world is something that we need more of in today's society. HB 340’s current wording unnecessarily prejudges the curriculum that might be established by the new pathways, unfairly targeting courses that teach skills--communication and cross-cultural awareness--of use to all Virginians, no matter their career orientation. All Virginians live in a multilingual and multicultural society within a global economy. Virginia graduates are expected to “build connections and value for interaction with diverse communities,” one goal of world languages courses. Moreover, all world languages courses teach students interpersonal and communication skills, essential in any workplace. Because they teach such necessary skills, I oppose any advanced studies high school diploma that does not contain world language components. Career and technical education classes should not be a substitute for world language classes for the advanced studies diploma. I respectfully oppose any attempts to substitute CTE classes for language study, which is vigorously and uniformly rejected by those in the career and technical field and world language educators. If House Bill 340 resurfaces for a vote, I urge you to consider these facts and vote against it.
Please read the attached letter regarding House Bill 340. I oppose the wording of HB 340, as it clearly targets world language courses: “The Board of Education shall establish pathways to the advanced studies high school diploma, and associated diploma seals for students who successfully follow and demonstrate excellence on such pathways, that require advanced coursework in a career and technical education field such as advanced manufacturing or robotics in lieu of world language courses or any other required course that the Board deems appropriate.” I advocate that the bill be amended to read: “The Board of Education shall establish pathways to the advanced studies high school diploma, and associated diploma seals for students who successfully follow and demonstrate excellence on such pathways, that require advanced coursework in a career and technical education field such as advanced manufacturing, robotics, or other courses that the Board deems appropriate.” Cordially, Heidi L. Trude FLAVA President
Please do not remove or replace World Languages from the diploma requirements. World languages are required for most four year universities. Changing this would start a domino effect of changes for so many students and their career paths. Any world language can be a wonderful addition to any career. CTE has their own standards and tests for competition to be able to receive a license to work in that field. World Languages and CTE are both equally important but are in two different categories. In addition, world languages teach our students to speak and to speak confidently! These languages are a trade in their own and help our students to learn more about the world around them. Learning a World Language will ALWAYS be a useful tool for any student to have. I should know because I grew up learning both French and Spanish just like the majority of my students.
Dear Delegate Davis: HB 340 is currently before the House Education Committee. I’m writing as a Virginia voter, a parent, and an educator to ask that you oppose the wording of this bill, which clearly targets world language courses: “The Board of Education shall establish pathways to the advanced studies high school diploma, and associated diploma seals for students who successfully follow and demonstrate excellence on such pathways, that require advanced coursework in a career and technical education field such as advanced manufacturing or robotics in lieu of world language courses or any other required course that the Board deems appropriate.” I certainly understand the need to differentiate educational paths for Virginia students based on their talents, interests, and goals. Creating various curricular paths for students who aspire to the advanced studies high school diploma can serve this goal. However, the wording of HB 340 unnecessarily prejudges the curriculum that might be established by these new pathways and unfairly targets courses that teach skills--communication and cross-cultural awareness--essential to all Virginians, no matter their career orientation. All Virginians live in a multilingual and multicultural society within a global economy. When 2100 U.S. Human Resources departments were surveyed, 93% of the respondents said they value employees able to work effectively across a range of different countries and cultures, 66% identified foreign language skills as part of the hiring process, and 41% reported a hiring preference for multilingual applicants. Career and technical education is not in opposition to world languages; the two disciplines can work together to prepare career-ready global citizens. Therefore, I ask that you vote to eliminate the words “in lieu of world language courses” from HB 340. Thank you. Sincerely, Natalia Dudnik
I am writing as a World Language teacher and as Vice President of the Virginia Organization of World Language Supervisors (VOWLS) to express my opposition to HB 340, in particular the part that states ‘in lieu of world language courses.’ There is no doubt that CTE courses are a valuable part of students’ education. However, replacing or eliminating the World Language requirement for the Advanced Studies Diploma is not required to support student enrollment in CTE courses. All Virginians live in a multilingual and multicultural society within a global economy. World Language courses help Virginia graduates to "build connections and value for interaction with diverse communities," an identified goal of the profile of a Virginia graduate, and teach interpersonal and communication skills essential in any workplace. World Languages and CTE should be encouraged equally to encourage student success in the skills they will need to be successful and productive adults in an ever changing world. I invite you to read the February 2017 report from the American Academy of Arts and Sciences which addresses the needs of investing in language education in the 21st century, demonstrating that learning a World Language "would have real benefits for our personal lives as well as for commerce, security, and diplomacy. Researchers are discovering that language learning, particularly among young children, improves learning outcomes in a variety of other disciplines over a long period of time. New empirical evidence suggests that it also encourages the development of empathy and effective interpretive skills. Bilingualism enhances overall cognitive ability..... and that a greater public emphasis on language education would yield results far greater than any initial financial investments." ACTFL’s Lead with Languages (2018) reports there is a significant shortage of employees who speak another language. 6400 current job postings IN VIRGINIA that require a second language: these range from Data Analysis, Defense, Healthcare, Energy, Translators, Customer Service and Instructors. World Languages do not hinder CTE careers but only can enhance them making students more marketable. I appreciate your consideration and ask you to vote against HB 340 or at minimum remove the ‘in lieu of world languages’ phrasing.
I am writing with concern about HB340. I am a Spanish teacher and have been for 33 years. I see the need now more than ever for students to learn a world language. I feel that it is very important for students to have a background in a world language - many colleges and universities require it and it does help when people get into the workforce. I have had many former students tell me that they use their Spanish more than they would have thought. I know that taking a World Language is not for everyone, but I think it is important for as many students as possible to take one in school. I do feel that CTE classes are important as well. I don't understand having the alternative. I hope you will reconsider pushing through this alternative to world languages for an advanced diploma. Thank you.
I am writing to express my opposition to HB 340, in particular the part that states ‘in lieu of world language courses.’ There is no doubt that CTE courses are a valuable part of students’ education. However, replacing or eliminating the World Language requirement for the Advanced Studies Diploma is short sighted. ACTFL’s Lead with Languages (2018) reports there is a significant shortage of employees who speak another language. This includes many jobs in technology. Our district, Roanoke County Public Schools, has students that qualified for scholarships and jobs in STEM ONLY because they had competency in another language. It is short sighted to trade one competency for another. Schools’ current schedules frequently allow a student to take up to 8 classes a year and there is adequate room in a schedule for both types of courses. A search of indeed.com lists over 6400 current job postings IN VIRGINIA that require a second language: these range from Data Analysis, Defense, Healthcare, Energy, Translators, Customer Service and Instructors. You can see this is not an isolated skill. I appreciate your consideration and ask you to vote against HB 340 or at the least remove the ‘in lieu of world languages’ phrasing. Cammie Williams Supervisor of World Language and ELL Roanoke County Public Schools
Virginia Secretary of Education, Aimee Guidera, pledged to ensure that each and every student in the Commonwealth will have a "world class" education. A world class education comprises proficiency in a language other than English, preparing our students to be career ready. Being globally ready starts right here in the Commonwealth, with local language needs in every career cluster. HB340 is asking for alternative pathways for students on the expense of World Language acquisition. I oppose this bill in its current form. There is nothing innovative about the nature of the bill. It is taking us backwards. What we need, and what the Virginia Chamber of Commerce clearly prioritizes on their VA Blueprint 2030, are language skills for all. The Seal of Biliteracy is an option for all students to earn a distinguished credential on their high school diploma, demonstrating language proficiency in a language other than English. What we should be asking for is a bill that would ensure that students who successfully earns a Seal of Biliteracy earns high school credit. Passing a VDOE approved standardized test with intermediate mid proficiency in all modes of communication, should be rewarded with 3 WL high school credits. To this day, there are inequitable practices in awarding high school credit for passing the Seal of Biliteracy. Some divisions award credit by exam others don't. Let's change the language of HB340 and include the Seal of Biliteracy. This would truly serve our students, and ultimately Virginia's economic growth potential.
We are faced with yet another attack on world languages instruction in the Commonwealth. With the ability to communicate in another language at the top of employers' desired skills lists, why would we consider this step backwards? Replacing world language education with something else is not the right way to promote alternate pathways. We can work with the sponsor of this bill to keep world languages as a priority in Virginia while providing access to alternate pathways. Removing the requirement for coursework in world languages, coursework that promotes inclusion, understanding, intercultural competence, and interpersonal skills, would set Virginia back, not move us forward. The Commonwealth needs this valuable 21st century skill to be promoted and expanded.
HB340 At this time, more than ever, we are living in a global economy and our Virginia students deserve a chance to fully engage internationally. As an upper-level French and Spanish teacher for the last 20 years, I have had students double and triple major in math, computer science, economics, finance AND a language. Because of their stellar AP language scores, they were able to add a language major or minor to another field of study in order to be competitive in the multi-lingual global marketplace. Now is the time to encourage all Virginians to become proficient in another language. HB340, does not provide the support that our students need to develop global competencies. Virginia educators and the VDOE have been working tirelessly to promote the benefits of multilingualism with our World Language Governor's School Program and the Virginia Seal of Biliteracy. Students should be challenged to expand their horizons, not limit them. According to the Virginia Economic Development Partnership, in Virginia alone, we have over 1200 international business locations operating within our commonwealth. These international companies come from all over the world and speak a myriad of languages. Do not sell our students short. Their future depends on you! https://internationaldirectory.vedp.org/
While I applaud the intent of this bill to elevate the prestige of career and technical education, the devil is always in the details. Virginia's students need both career readiness and global readiness skills to succeed after high school. Please don't diminish the important role of world languages in our students' development. If anything, we need more world language study for both advanced and standard diploma students.
I am writing in opposition to HB 340. In a world that is increasingly multilingual and multicultural, we should be encouraging students to study more world languages for longer, not offering ways to avoid learning world languages. I oppose any advanced studies diploma that does not include world language components. The wording of this bill "in lieu of world language courses" unnecessarily prejudices the curriculum that might be established by these new pathways, unfairly targeting courses that teach skills -- communication and cross-cultural awareness -- of use to all Virginians, no matter their career orientation. All Virginians live in a multilingual and multicultural society within a global economy. World language courses help Virginia graduates build connections and value for interaction with diverse communities, an identified goal of the profile of a Virginia graduate, and teach interpersonal and communication skills, essential in any workplace. Please do not approve HB340 as it is currently written. Do not intentionally put Virginia students at a disadvantage in both the college application process and in the work world. All of us need the skills learned in our world language classrooms.
Hello, I write today in opposition to the current wording of HB340 which unnecessarily targets world language education as part of the high school advanced diploma. Education in world languages provides intellectual and cognitive benefits far beyond the actual language learned. Despite what some think, language learning is accessible to all students, including those with benefits, but should absolutely be a part of any honor or advanced educational program or diploma. World language education is an integral part of Global Readiness standards, 21st Century skills, as well as a core element of all International Baccalaureate programs, including the IB Career Readiness Diploma. The rest of the world understands the importance of communication skills as seen by the requirements of 2nd and 3rd language studies for students in most industrialized countries. Any exclusions of world language learning from the Virginia Advanced Diploma would be a detriment to our students. Thank you for time.
HB 340 is currently before the House Education Committee. I’m writing as a Virginia voter and an educator to ask that you oppose the wording of this bill, which clearly targets world language courses: “The Board of Education shall establish pathways to the advanced studies high school diploma, and associated diploma seals for students who successfully follow and demonstrate excellence on such pathways, that require advanced coursework in a career and technical education field such as advanced manufacturing or robotics in lieu of world language courses or any other required course that the Board deems appropriate.” I certainly understand the need to differentiate educational paths for Virginia students based on their talents, interests, and goals. Creating various curricular paths for students who aspire to the advanced studies high school diploma can serve this goal. However, the wording of HB 340 unnecessarily prejudges the curriculum that might be established by these new pathways and unfairly targets courses that teach skills--communication and cross-cultural awareness--essential to all Virginians, no matter their career orientation. All Virginians live in a multilingual and multicultural society within a global economy. When 2100 U.S. Human Resources departments were surveyed, 93% of the respondents said they value employees able to work effectively across a range of different countries and cultures, 66% identified foreign language skills as part of the hiring process, and 41% reported a hiring preference for multilingual applicants. Career and technical education is not in opposition to world languages; the two disciplines can work together to prepare career-ready global citizens. Therefore, I ask that you vote to eliminate the words “in lieu of world language courses” from HB 340. Thank you. Sincerely, Cristina Berry
In 2017, the US Department of Education developed a framework for Global and Intercultural Competence, in which the need for language proficiency and intercultural competence is clearly outlined. This constitutes an essential commitment to all students, and today, more than ever, we need to prepare all of our students to be career ready to meet local and global demands . Whether hospitality, construction, EMT, police, healthcare or any other career cluster, our Virginia employers are looking not only for technical skills, but global century career skills, which comprise socio-cultural competence and the ability to speak at least one other foreign language. Virginia already offers alternate pathways of learning. What we need is to prepare all students to be globally ready. The Virginia Chamber of Commerce also understands this necessity and prioritizes world language learning Prek-12 in their Virginia 2030 blueprint p.9: Support and expand Dual Language Immersion and the Seal of Biliteracy as seminal pathways toward industry credentialing Emphasize language instruction in earlier grades where children more easily learn other languages Partner with and create internships with multinational companies emphasizing language and technical skills Virginia is already behind our neighboring states, who have invested in world languages studies K-12. Students in Georgia, NC, and SC are graduating multilingual with increased job opportunities and higher starting salaries. I strongly oppose HB 340, as it constitutes a disservice to the students in the Commonwealth.
World language skills are a vital part of 21st Century Skills and global competency for any works, and should be a central part of Virginia's Advanced Diploma. "The ability to communicate with respect and cultural understanding in more than one language is an essential element of global competence.* This competence is developed and demonstrated by investigating the world, recognizing and weighing perspectives, acquiring and applying disciplinary and interdisciplinary knowledge, communicating ideas, and taking action." ACTFL In the 21st century, language learning meets real world needs: Rewards learners with a resume differentiator – the ability to communicate and collaborate in another language across cultures and time zones Provides access to information and collaboration in any field - including science, technology, engineering, mathematics; business; and health care Develops critical literacies by practicing skills to understand, exchange opinions, and present ideas Develops flexible and adaptable thinking, plus an ability to function in new and unfamiliar situations Prepares learners to think and interact in a global community Language learning develops these 21st century skills as learners: Participate in face-to-face interactions via technology, internships and volunteer opportunities in the community. Apply their competence in a new language to their career and personal goals, broadening their thinking beyond self-serving goals. Become more adept in understanding diverse cultural perspectives and their own identity. I oppose any Advaanced Studies Diploma that excludes world langauges and vehemently oppose the wording of HB340 that seems like a personal vendetta of a particluar sponsor.
HB389 - Early childhood care and education; regional entities, Child Care Subsidy Program Overpayment Fund.
HB418 - Elementary and secondary education, public; at-risk add-on funds.
To Whom It May Concern, Thank you for the opportunity to comment on HB 1034. As a public high school school teacher and parent of two young children (ages 5 and 2) in Virginia, I have serious concerns that this bill will wind up doing more harm than good for the children of our state. I have worked in two different public school systems in Virginia over 13 years, and I have seen first hand how beneficial counseling services can be to a wide variety of students. If parents are allowed to prohibit their students from accessing counseling services in the school, these students may be cut off from not only critical mental health support, but but also the academic, career, and community support that school counselors and mental health team members provide. All members of a school mental health team must undergo rigorous education before obtaining their licenses, and as such they should be trusted as the professionals they are to provide only services that they deem necessary for students well-being. I strongly urge you to let the trained mental health professionals do their jobs. Don't make students get tied in the mire of adult squibbles. Thank you, Sara Watkins Mother Teacher Concerned Virginia Citizen
To Whom It May Concern, Thank you for the opportunity to comment on HB HB1032. As a public high school school teacher and parent of two young children (ages 5 and 2) in Virginia, I have serious concerns that this bill will wind up doing more harm than good for the children of our state. As VA Senator Peterson said on January 27 of this year, regarding a similar bill, "I don't think we should be involved in micromanaging school libraries...The problem is that you’re going to sweep up books that you don’t intend to sweep up" (Matthew Barakat, abcnews.go.com). I strongly urge you to leave the books in the libraries for the kids. They deserve to have the opportunity to decide with their own parents and personal support systems what books to read. Thank you, Sara Watkins Mother Teacher Concerned Virginia Citizen
I support HB1047, HB319, HB418, and HB419.
Please support HB319, HB 418, and HB 419. These bills will make great strides for Virginia's children and their literacy. We cannot afford to wait any longer. I hope as you consider these bills you will also champion the need for urgency . We risk the continued loss of years waiting for districts to begin implementation. Our children do not have the time to wait they need these bills implemented as quickly as possible. Thank you.
I am writing to urge you to support HB 319, HB 418, and HB 419. I am a first grade teacher in Fairfax County Public Schools and for the past two years I have immersed myself in learning everything I can about the science of reading. Even though I have taught 1st and 2nd grade for ten years now, I am embarrassed to say that before learning about the science of reading, I didn't understand a lot about how children developed the skills to become proficient readers. I had been trained in teaching reading using the "balanced literacy" approach. In the early grades, students taught through a balanced literacy approach can appear to be fluent readers. They read formulaic "leveled texts" filled with memorized high-frequency words and peppered with other words that students are meant to guess based on the picture and maybe the first letter. Students move through these levels with just enough picture support to suggest that they are becoming proficienct readers, but then when they reach 3rd grade and beyond where they encounter more unfamiliar multisyllabic words and the picture support drops off, it becomes apparent that they never learned the skills to break down and read words using phonics. After learning about the science of reading, I now know that decoding skills (the ability to read the words on the page) are developed in a sequential and systematic way through explicit phonics instruction where students first learn basic phonics patterns and then move to more challenging ones as they develop mastery. I am grateful that my district, FCPS is adopting a new approach to literacy that aligns with the science of reading. I hope that by passing these three bills, we can move Virginia toward ensuring that every new teacher learns reading instructional practices that align to the science of reading, that we are using evidence-based interventions to address reading gaps and abandoning programs based in balanced literacy such as Reading Recovery, and that we are giving every early reading educator the training and tools they need so that they are equipped to unlock the potential in every child to become a proficient reader.
HB 418 Please support this bill. Reading recovery must be removed as it does not sufficiently address the key deficits of young struggling readers – phonemic awareness and phonics. Names of literacy programs should not be named in VA code. At-risk add-on funds should not be used on any education that is known to be ineffective.All funding must be reserved for programs that are explicit, systematic, cumulative and based on the decades of research that we have showing us that the science of reading works best for all people learning to read, regardless of ability or background.
Please vote for this! So, the funds can be redirected to a evidence based reading program. Thanks
I wish to convey my support for house bill 318, 319, and 418. What makes Virginia strong is commitment to meeting the learning needs of all students through the various stages of language skill acquisition. In truth, there are many steps which could be undertaken to strengthen education throughout the Commonwealth. What these bills have in common is a focus on demonstrated approaches to further learning outcomes using what are really modest levels of resources. Please pass each of these measures out of committee! Respectfully Norm Hall Vienna VA
Please support HB418 - Reading Recovery is ineffective for teaching literacy to struggling readers. We can no longer waste money on programs that are not supported by the science of reading (SOR). All funding must be reserved for programs that are explicit, systematic, cumulative and based on the decades of research that we have showing us that the science of reading works best for all people learning to read, regardless of ability or background. Thank you!
Reading Recovery is not an evidence-based reading program. Reading Recover actually creates bad habits. It teaches children to guess at words and to look at pictures. This method of reading only works with kindergarten books Can you picture the frustration of a child who actually needs accurate decoding skills to get to the next level to achieve basic literacy? Parents expect an effective reading program when their children are pulled out for extra services. Reading Recovery creates frustration for a student and to a teacher who has to re-teach skills. Your support of HB418 will save critical funds and divert those monies to effective reading programs. Thank you for your time and service.
I am providing comments in order to ask you to support HB418 and HB419. HB418 removes Reading Recovery from Virginia Code; please note that names of literacy programs should not be listed in Virginia code. Furthermore, Reading Recovery is inconsistent with Virginia code § 22.1-253.13:1 D.13 as it does not sufficiently address phonemic awareness and phonics which are both key deficits exhibited by young struggling readers. It is time for the Commonwealth to focus resources on evidence-based literacy instruction and remediation approaches that are rooted in science-based reading research. HB419 provides consistency and accountability for higher education institutes' teacher preparation programs. HB419 requires students in early childhood education, special education, and reading specialist courses of study to demonstrate mastery in science-based reading research and evidence-based literacy instruction. HB419 empowers future teachers with knowledge to instruct and support their students and recognize and assist struggling students. Virginia K-12 students will benefit from appropriately prepared teachers and the Commonwealth can begin to tackle the equity issues related to literacy and reduce the need for costly remediation when students are not taught to read using evidence-based literacy instruction rooted in science-based reading research. Thank you for your service to the Commonwealth and please support HB418 and HB419.
Please support HB 319, 418 and 419. These bills will help Virginia's children learn to read and gain more proficiency in acquiring language arts skills. BUT also please consider shortening the time frame as we can no longer sit around and wait as we will be losing precious time waiting on the implementation. We need action NOW to give these children a better start in life with acquiring the reading skills that they deserve to be taught by a public education system! Thank you. Signed - Mom of a dyslexic son whose top notch public school could not provide the basic Science of Reading remediation desperately needed after not being diagnosed until mid 3rd grade.
As the parent of a child with dyslexia, I would like to support these 3 bills. Our sons reading disability was missed by multitudes of educators and once identified the schools were ill-prepared to instruct him using a structured literacy program. The Commonwealth must have a data-driven literacy program. This ultimately benefits all students.
We lost our good friends and their beautiful family to a move they needed to make due to the need of sufficient education for their two boys with dyslexia.
My middle school daughter is dyslexic. It is because of the phonemic based literacy intervention she received in school that she is currently an A student. She has received support since second grade and lives school. She would be in a much different position without the early intervention she received. Please support these literacy bills.
Literacy is a human right and in order to achieve true equity, every child in Virginia needs to be able to read at grade level. It is time for Virginia to provide literacy instruction based on the science of reading. Children learn best when they are taught to read explicitly by teaching phonics, phonemic awareness, and fluency. In addition, according to the simple view of reading, reading equals decoding ability as well as comprehension and as a result, literacy instruction should also focus on the acquisition of background knowledge. I would love to see a curriculum that actually enables students to acquire background knowledge implemented across Virginia schools. An example of such a curriculum would be Wit & Wisdom, ARC Core, and Core Knowledge Language Arts. Please stop funding Reading Recovery. It is not evidence based.
Upport our students and families
Please evaluate our literacy programs and institute science based proven instruction. My 8 year old has an IEP and is being evaluated for a reading disability. There needs to be more options to help these struggling readers! Thank you
I lost a good friend because they had to sell their home and move to an area that had a private school for their dyslexic children
Good afternoon, Delegates of the House Education Committee! My name is Melinda Mansfield and I am writing to ask for your support of: HB319 - Delegate Carrie Coyner's Virginia Literacy Act that will ensure that Virginia's children will learn to read. HB319 https://drive.google.com/file/d/1GqECg9POKdBRySvAFtpYd13gyVQHoJfD/view SB616 - (after crossover) Senators Lucas and McClellan's Virginia Literacy Act that will ensure that Virginia's children will learn to read. SB616 Bill Support https://drive.google.com/file/d/1GqECg9POKdBRySvAFtpYd13gyVQHoJfD/view HB419 - Delegate Karrie Delaney's bill ensures Virginia's Institutes of Higher Education use science-based reading research and evidence-based literacy instruction in their curriculum and confirms compliance at least every 5 years with an audit. HB419 Bill Support https://docs.google.com/document/d/1-pK5JoqwjI039tDe9HcCsnYQlOYKVKWKbPyD5RQOgJ4/edit HB418 - Delegate Karrie Delaney's bill removing the product name 'Reading Recovery' from our Virginia educational code HB418 Bill Support https://docs.google.com/document/d/1-pK5JoqwjI039tDe9HcCsnYQlOYKVKWKbPyD5RQOgJ4/edit Virginia is in the midst of a literacy crisis and we must invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. Children deserve teachers and reading specialists who can hit the ground running and impart foundational literacy skills at the beginning of their academic journey. Teachers deserve adequate tools and preparation so they may teach children how to read, handwrite, write and spell “to make the difference that they want to make.” School districts deserve support and guidance in picking professional development, curriculum, intervention, computer and supplemental literacy programs so that they are not subject to slick marketing campaigns. The consequences of a slow start in reading become titanic in middle school and beyond because they exponentially accrue over time. Therefore, this must be done in elementary school before a child moves to middle and high school. Moreover, the middle and high school model is not adequately set up for real remediation. WE must move from a “remediation” model to a “preventative” model of literacy instruction. The investment in our children, teachers and school districts is way overdue. If you cannot read or write…you cannot do math, history, science, civics, computer programming, etc. Literacy is the foundation for all learning. Please co-patron these bills and encourage your colleagues to do the same. The chief patron's and their staff are ready to answer any questions you have about the bills. Although the challenge ahead of us is enormous, I am hopeful that future generations of Virginia's children will have an opportunity to learn to read write proficiently and grow to be productive members of our society. Literacy is a right!
Literacy is a basic human right! Thank you for supporting our children!
I believe in literacy being a basic right of every human
I believe that every school should do their best to ensure every child has the best literacy instruction possible. This needs to be the primary focus in k-2 grades as research shows that students who are behind by 3rd grade will most likely never “catch up.” The emphasis on phonics and language acquisition is vital in order to teach all students to read!
I believe in literacy being a basic right of every human and we lost good friends because they had to sell their home and move to an area that had a private school for their dyslexic children.
I believe quality education is a basic right
Both of our children, now ages 8 and 10 have been diagnosed with dyslexia. Our 10-year-old is currently reading at a first grade level our eight-year-old cannot yet read at all. After spending more than $50,000 out of pocket, every ounce of energy we have and strong advocacy with their school in Loudoun County Virginia, they finally received services, after initially being declined. The services being provided are the bare minimum of what they need. My oldest is going into middle school next year and he is considered “at risk”. We uprooted our entire family and moved to the Richmond area so that he could attend a private school that costs $33,000 a year where he would finally receive the proven structured literacy program that works for all struggling readers not just dyslexic students. It should not be this way, not in 2022 . All students are entitled by law, to a free and appropriate education. I have teacher friends that have are part of a Facebook group called “things I should have learned in college” that was created by teachers and is for teachers. Why aren’t teachers being taught the science of reading? There is no excuse.
Our children with learning disabilities deserve more!
I am writing in support of bills HB318, HB418, and HB419. I am a parent of two elementary school kids in Loudoun county. We desperately need improves screening and literacy programs for our kids. My sons are in 4th and 2nd grade. They both were in virtual learning during the first year and half of the pandemic. My 2nd grader is in the process of getting an IEP. He has dyslexia and other specific learning disabilities. We need programs that teach all of our kids how to read and identify those with dyslexia and other learning disabilities sooner. My son is now over a year behind in reading and writing as his dyslexia was not discovered until this year. His confidence has taken a huge blow. The more I have educated myself about dyslexia and now learned that 15-20% of kids have dyslexia I was surprised to learn that we aren’t doing an adequate job providing proven multi sensory structured literacy for all our kids. The literacy scores for our students have continued to fall and a major revamp is needed. Thank you for your thoughtful consideration of these bills. All our kids deserve a fair and good education.
I am writing in support of these important bills (HB319, HB418, HB419) that will provide vital improvements to our education system. We need evidence-based curriculum and should be looking at what is best for all our students, not lining the pockets of curriculum companies.
HB319/SB616 We are in the midst of a literacy crisis in Virginia and we need to invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. They deserve teachers who can hit the ground running and impart foundational literacy skills at the beginning of their academic careers without the current wait-to-fail model that was in place for my own daughter who couldn't learn to read in Fairfax County Schools. This comprehensive literacy bill will pull multiple levers, simultaneously, to support all VA divisions as they transition their staff and curriculum to science-based reading research and evidence-based literacy instruction. HB319 & SB616 Talking Points for Support of the Bill https://drive.google.com/file/d/1GqECg9POKdBRySvAFtpYd13gyVQHoJfD/view HB319 & SB616 Support Flyer https://drive.google.com/file/d/1enxMHOdS3nRo4cU6gR7Lx5FLcJbrvZuR/view HB418 Reading Recovery is a product name and should not be a part of VA Education Code Talking Points for Support of HB418 https://docs.google.com/document/d/1-pK5JoqwjI039tDe9HcCsnYQlOYKVKWKbPyD5RQOgJ4/edit HB419 We are in the midst of a literacy crisis in Virginia and we need to invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. They deserve teachers who can hit the ground running and impart foundational literacy skills at the beginning of their academic careers without the current wait-to-fail model that was in place for my own daughter who couldn't learn to read. This bill ensures Virginia's Institutes of Higher Education use science-based reading research and evidence-based literacy instruction in their curriculum and confirms compliance at least every 5 years with an audit. Talking Points for Support of HB419 https://docs.google.com/document/d/1-pK5JoqwjI039tDe9HcCsnYQlOYKVKWKbPyD5RQOgJ4/edit
As an educator, I value evidence-based pedagogy. It seems that the Reading Recovery program is not supported by evidence, and to that end, it is proper to stop funding it.
Good afternoon, Delegates of the House Education Committee! My name is Melissa Martin and I am a member of Decoding Dyslexia Virginia, as well as a teacher. I am writing to ask for your support of: HB319 - Delegate Carrie Coyner's Virginia Literacy Act that will ensure that Virginia's children will learn to read. HB319 Bill Support SB616 - (after crossover) Senators Lucas and McClellan's Virginia Literacy Act that will ensure that Virginia's children will learn to read. SB616 Bill Support HB419 - Delegate Karrie Delaney's bill ensures Virginia's Institutes of Higher Education use science-based reading research and evidence-based literacy instruction in their curriculum and confirms compliance at least every 5 years with an audit. HB419 Bill Support HB418 - Delegate Karrie Delaney's bill removing the product name 'Reading Recovery' from our Virginia educational code HB418 Bill Support We are in the midst of a literacy crisis in Virginia and we need to invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. They deserve teachers who can hit the ground running and impart foundational literacy skills at the beginning of their academic careers without the current wait-to-fail model that was in place for my own daughter who couldn't learn to read. Please co-patron these bills and encourage your colleagues to do the same. The chief patron's and their staff are ready to answer any questions you have about the bills. Although the challenge ahead of us is enormous, I am hopeful that future generations of Virginia's children will have an opportunity to learn to read efficiently and grow to be productive members of our society. Reading is a right! Best regards, Melissa Martin Decoding Dyslexia Virginia 434-242-9496
HB419 - Higher educational institutions; education preparation programs, coursework, audit.
I support HB1047, HB319, HB418, and HB419.
Please support HB319, HB 418, and HB 419. These bills will make great strides for Virginia's children and their literacy. We cannot afford to wait any longer. I hope as you consider these bills you will also champion the need for urgency . We risk the continued loss of years waiting for districts to begin implementation. Our children do not have the time to wait they need these bills implemented as quickly as possible. Thank you.
I am writing to urge you to support HB 319, HB 418, and HB 419. I am a first grade teacher in Fairfax County Public Schools and for the past two years I have immersed myself in learning everything I can about the science of reading. Even though I have taught 1st and 2nd grade for ten years now, I am embarrassed to say that before learning about the science of reading, I didn't understand a lot about how children developed the skills to become proficient readers. I had been trained in teaching reading using the "balanced literacy" approach. In the early grades, students taught through a balanced literacy approach can appear to be fluent readers. They read formulaic "leveled texts" filled with memorized high-frequency words and peppered with other words that students are meant to guess based on the picture and maybe the first letter. Students move through these levels with just enough picture support to suggest that they are becoming proficienct readers, but then when they reach 3rd grade and beyond where they encounter more unfamiliar multisyllabic words and the picture support drops off, it becomes apparent that they never learned the skills to break down and read words using phonics. After learning about the science of reading, I now know that decoding skills (the ability to read the words on the page) are developed in a sequential and systematic way through explicit phonics instruction where students first learn basic phonics patterns and then move to more challenging ones as they develop mastery. I am grateful that my district, FCPS is adopting a new approach to literacy that aligns with the science of reading. I hope that by passing these three bills, we can move Virginia toward ensuring that every new teacher learns reading instructional practices that align to the science of reading, that we are using evidence-based interventions to address reading gaps and abandoning programs based in balanced literacy such as Reading Recovery, and that we are giving every early reading educator the training and tools they need so that they are equipped to unlock the potential in every child to become a proficient reader.
I support HB419 however, strongly suggest a 3 year, not 5 year audit period.
Please support HB419 We must ensure that Institutions of higher education; education preparation programs are preparing future Teachers to teach children how to read using evidence-based literacy instruction grounded in science-based reading research. My daughter has had years of poor instruction by VA trained teachers and reading teachers who "meant well" but were not following evidenced based literacy instruction. They did not know "what they did not know" and frequently told my child she would read if she only tried harder ,look at the picture for clues, and other student blaming horrible practices. These future teachers deserve better and to be prepared upon graduation to actually teach reading. My daughter was identified early to have reading struggles but after years of inefffective instruction is still struggling in high school with graduation on the horizon.Thank you.
Please vote for this. So, teachers can learn how to help with reading issues. Thanks
I wish to convey my support for house bill 318, 319, and 418. What makes Virginia strong is commitment to meeting the learning needs of all students through the various stages of language skill acquisition. In truth, there are many steps which could be undertaken to strengthen education throughout the Commonwealth. What these bills have in common is a focus on demonstrated approaches to further learning outcomes using what are really modest levels of resources. Please pass each of these measures out of committee! Respectfully Norm Hall Vienna VA
Please vote yes and support HB419! There is a national movement to improve literacy instruction in the US, and Virginia is no exception. Decades of research show us that explicit, systematic and cumulative instruction based on the Science of Reading (SOR) is critical best practice for effective literacy instruction. We have bipartisan support for this initiative, however, our higher institutions that are training our teachers are not teaching our teachers how to TEACH according to the science of reading. This bill will ensure our teachers have the knowledge and preparation they need to teach our VA students to read effectively. We cannot expect teachers to teach practices that they themselves have never learned! Without this bill, our efforts to improve literacy in VA are at risk of failing.
Our incoming teachers deserve to know how to truly teach a child to read by understanding the science of reading. Teachers want to help, now let's give them the tools, by supporting HB419 as it is written. Our universities can become the start of literacy skills by providing an evidence-based curriculum to teachers. This bill also requires an audit to ensure that these programs are in compliance. Our Virginia teaching universities have been acting in a silo far too long while receiving public funds and the money of pre-service teachers. I have seen a retiring teacher realize she had failed so many of her first-grade students and it was not her fault, it was because the university had failed her. Let's help our kids by helping new teachers gain the tools they need. Thank you.
I am providing comments in order to ask you to support HB418 and HB419. HB418 removes Reading Recovery from Virginia Code; please note that names of literacy programs should not be listed in Virginia code. Furthermore, Reading Recovery is inconsistent with Virginia code § 22.1-253.13:1 D.13 as it does not sufficiently address phonemic awareness and phonics which are both key deficits exhibited by young struggling readers. It is time for the Commonwealth to focus resources on evidence-based literacy instruction and remediation approaches that are rooted in science-based reading research. HB419 provides consistency and accountability for higher education institutes' teacher preparation programs. HB419 requires students in early childhood education, special education, and reading specialist courses of study to demonstrate mastery in science-based reading research and evidence-based literacy instruction. HB419 empowers future teachers with knowledge to instruct and support their students and recognize and assist struggling students. Virginia K-12 students will benefit from appropriately prepared teachers and the Commonwealth can begin to tackle the equity issues related to literacy and reduce the need for costly remediation when students are not taught to read using evidence-based literacy instruction rooted in science-based reading research. Thank you for your service to the Commonwealth and please support HB418 and HB419.
Please support HB 319, 418 and 419. These bills will help Virginia's children learn to read and gain more proficiency in acquiring language arts skills. BUT also please consider shortening the time frame as we can no longer sit around and wait as we will be losing precious time waiting on the implementation. We need action NOW to give these children a better start in life with acquiring the reading skills that they deserve to be taught by a public education system! Thank you. Signed - Mom of a dyslexic son whose top notch public school could not provide the basic Science of Reading remediation desperately needed after not being diagnosed until mid 3rd grade.
As a Virginia educator and educational leader specializing in literacy and social emotional learning for the past 15 years, I wish to support HB319 | Coyner | Virginia Literacy Act; early student literacy, evidence-based literacy instruction, etc. and HB419 | Delaney | Institutions of higher education; education preparation programs; coursework; audit. Data in northern Virginia schools have long demonstrated that our most vulnerable populations: minority students, economically disadvantaged, English learners and students with disabilities do not achieve basic literacy standards at the same rate as their peers, when receiving instruction based in "balanced literacy" practices alone. This failure to provide an equitable educational experience resulting in equitable access to higher level education is unnecessary when we have over 40 years of government funded research which empirically tells us the instructional practices that work. As someone who has been responsible for instructing hundreds of children in scientifically based early literacy (direct instruction and structured literacy) interventions and has witnessed the positive shift in progress firsthand, I can attest to its success. Should appropriate literacy instruction based in science (direct instruction and structured literacy) be delivered to all students as their first form of instruction, we would not be spending the amount on intervention, remediation and staffing which we currently are in our public schools. More recently in my career, as someone who has been responsible for teaching thousands of Virginia teachers literacy practices through post-service professional development, I can also attest to the fact that the vast majority of new and veteran teachers alike are not aware of the differences in literacy approaches that are evidence-based versus those which are not. This currently is requiring a great deal of retraining, substitutes to cover classrooms and time away from instruction, all which come at the expense of taxpayer dollars. Should universities be required to rewrite their coursework to include skills and competencies grounded in research, that burden would be alleviated from our public school systems. These bills support one another in a two pronged approach to eliminate the negative outcomes created by widespread and long-standing miseducation in literacy: require school systems to implement evidence-based curriculum for the students of today, and better prepare our teachers of tomorrow. We need all citizens to be critical thinkers, effective communicators and problem solvers. Without acquiring literacy skills at a proficient enough rate to access factual information in current contexts, as well as historically, the knowledge of others who came before us, that is simply not possible. Without having the deep level of literacy necessary to access higher education opportunities, choices in adulthood are severely limited. When significant portions of our overall population do not have access to information, because we have not equipped them with adequate literacy skills to effectively read and critically think, the impacts on the individual's quality of life, as well as the societal and workforce impacts are immeasurable. Scientifically based literacy instruction is a human right and civil rights issue, and implore our commonwealth's leaders to take the first step in addressing it by passing these bills. Thank you!
As the parent of a child with dyslexia, I would like to support these 3 bills. Our sons reading disability was missed by multitudes of educators and once identified the schools were ill-prepared to instruct him using a structured literacy program. The Commonwealth must have a data-driven literacy program. This ultimately benefits all students.
We lost our good friends and their beautiful family to a move they needed to make due to the need of sufficient education for their two boys with dyslexia.
My middle school daughter is dyslexic. It is because of the phonemic based literacy intervention she received in school that she is currently an A student. She has received support since second grade and lives school. She would be in a much different position without the early intervention she received. Please support these literacy bills.
Upport our students and families
Please evaluate our literacy programs and institute science based proven instruction. My 8 year old has an IEP and is being evaluated for a reading disability. There needs to be more options to help these struggling readers! Thank you
I lost a good friend because they had to sell their home and move to an area that had a private school for their dyslexic children
Good afternoon, Delegates of the House Education Committee! My name is Melinda Mansfield and I am writing to ask for your support of: HB319 - Delegate Carrie Coyner's Virginia Literacy Act that will ensure that Virginia's children will learn to read. HB319 https://drive.google.com/file/d/1GqECg9POKdBRySvAFtpYd13gyVQHoJfD/view SB616 - (after crossover) Senators Lucas and McClellan's Virginia Literacy Act that will ensure that Virginia's children will learn to read. SB616 Bill Support https://drive.google.com/file/d/1GqECg9POKdBRySvAFtpYd13gyVQHoJfD/view HB419 - Delegate Karrie Delaney's bill ensures Virginia's Institutes of Higher Education use science-based reading research and evidence-based literacy instruction in their curriculum and confirms compliance at least every 5 years with an audit. HB419 Bill Support https://docs.google.com/document/d/1-pK5JoqwjI039tDe9HcCsnYQlOYKVKWKbPyD5RQOgJ4/edit HB418 - Delegate Karrie Delaney's bill removing the product name 'Reading Recovery' from our Virginia educational code HB418 Bill Support https://docs.google.com/document/d/1-pK5JoqwjI039tDe9HcCsnYQlOYKVKWKbPyD5RQOgJ4/edit Virginia is in the midst of a literacy crisis and we must invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. Children deserve teachers and reading specialists who can hit the ground running and impart foundational literacy skills at the beginning of their academic journey. Teachers deserve adequate tools and preparation so they may teach children how to read, handwrite, write and spell “to make the difference that they want to make.” School districts deserve support and guidance in picking professional development, curriculum, intervention, computer and supplemental literacy programs so that they are not subject to slick marketing campaigns. The consequences of a slow start in reading become titanic in middle school and beyond because they exponentially accrue over time. Therefore, this must be done in elementary school before a child moves to middle and high school. Moreover, the middle and high school model is not adequately set up for real remediation. WE must move from a “remediation” model to a “preventative” model of literacy instruction. The investment in our children, teachers and school districts is way overdue. If you cannot read or write…you cannot do math, history, science, civics, computer programming, etc. Literacy is the foundation for all learning. Please co-patron these bills and encourage your colleagues to do the same. The chief patron's and their staff are ready to answer any questions you have about the bills. Although the challenge ahead of us is enormous, I am hopeful that future generations of Virginia's children will have an opportunity to learn to read write proficiently and grow to be productive members of our society. Literacy is a right!
Literacy is a basic human right! Thank you for supporting our children!
I believe in literacy being a basic right of every human
I believe that every school should do their best to ensure every child has the best literacy instruction possible. This needs to be the primary focus in k-2 grades as research shows that students who are behind by 3rd grade will most likely never “catch up.” The emphasis on phonics and language acquisition is vital in order to teach all students to read!
I believe in literacy being a basic right of every human and we lost good friends because they had to sell their home and move to an area that had a private school for their dyslexic children.
I believe quality education is a basic right
Both of our children, now ages 8 and 10 have been diagnosed with dyslexia. Our 10-year-old is currently reading at a first grade level our eight-year-old cannot yet read at all. After spending more than $50,000 out of pocket, every ounce of energy we have and strong advocacy with their school in Loudoun County Virginia, they finally received services, after initially being declined. The services being provided are the bare minimum of what they need. My oldest is going into middle school next year and he is considered “at risk”. We uprooted our entire family and moved to the Richmond area so that he could attend a private school that costs $33,000 a year where he would finally receive the proven structured literacy program that works for all struggling readers not just dyslexic students. It should not be this way, not in 2022 . All students are entitled by law, to a free and appropriate education. I have teacher friends that have are part of a Facebook group called “things I should have learned in college” that was created by teachers and is for teachers. Why aren’t teachers being taught the science of reading? There is no excuse.
Our children with learning disabilities deserve more!
I am writing in support of bills HB318, HB418, and HB419. I am a parent of two elementary school kids in Loudoun county. We desperately need improves screening and literacy programs for our kids. My sons are in 4th and 2nd grade. They both were in virtual learning during the first year and half of the pandemic. My 2nd grader is in the process of getting an IEP. He has dyslexia and other specific learning disabilities. We need programs that teach all of our kids how to read and identify those with dyslexia and other learning disabilities sooner. My son is now over a year behind in reading and writing as his dyslexia was not discovered until this year. His confidence has taken a huge blow. The more I have educated myself about dyslexia and now learned that 15-20% of kids have dyslexia I was surprised to learn that we aren’t doing an adequate job providing proven multi sensory structured literacy for all our kids. The literacy scores for our students have continued to fall and a major revamp is needed. Thank you for your thoughtful consideration of these bills. All our kids deserve a fair and good education.
I am writing in support of these important bills (HB319, HB418, HB419) that will provide vital improvements to our education system. We need evidence-based curriculum and should be looking at what is best for all our students, not lining the pockets of curriculum companies.
HB319/SB616 We are in the midst of a literacy crisis in Virginia and we need to invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. They deserve teachers who can hit the ground running and impart foundational literacy skills at the beginning of their academic careers without the current wait-to-fail model that was in place for my own daughter who couldn't learn to read in Fairfax County Schools. This comprehensive literacy bill will pull multiple levers, simultaneously, to support all VA divisions as they transition their staff and curriculum to science-based reading research and evidence-based literacy instruction. HB319 & SB616 Talking Points for Support of the Bill https://drive.google.com/file/d/1GqECg9POKdBRySvAFtpYd13gyVQHoJfD/view HB319 & SB616 Support Flyer https://drive.google.com/file/d/1enxMHOdS3nRo4cU6gR7Lx5FLcJbrvZuR/view HB418 Reading Recovery is a product name and should not be a part of VA Education Code Talking Points for Support of HB418 https://docs.google.com/document/d/1-pK5JoqwjI039tDe9HcCsnYQlOYKVKWKbPyD5RQOgJ4/edit HB419 We are in the midst of a literacy crisis in Virginia and we need to invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. They deserve teachers who can hit the ground running and impart foundational literacy skills at the beginning of their academic careers without the current wait-to-fail model that was in place for my own daughter who couldn't learn to read. This bill ensures Virginia's Institutes of Higher Education use science-based reading research and evidence-based literacy instruction in their curriculum and confirms compliance at least every 5 years with an audit. Talking Points for Support of HB419 https://docs.google.com/document/d/1-pK5JoqwjI039tDe9HcCsnYQlOYKVKWKbPyD5RQOgJ4/edit
Good afternoon, Delegates of the House Education Committee! My name is Melissa Martin and I am a member of Decoding Dyslexia Virginia, as well as a teacher. I am writing to ask for your support of: HB319 - Delegate Carrie Coyner's Virginia Literacy Act that will ensure that Virginia's children will learn to read. HB319 Bill Support SB616 - (after crossover) Senators Lucas and McClellan's Virginia Literacy Act that will ensure that Virginia's children will learn to read. SB616 Bill Support HB419 - Delegate Karrie Delaney's bill ensures Virginia's Institutes of Higher Education use science-based reading research and evidence-based literacy instruction in their curriculum and confirms compliance at least every 5 years with an audit. HB419 Bill Support HB418 - Delegate Karrie Delaney's bill removing the product name 'Reading Recovery' from our Virginia educational code HB418 Bill Support We are in the midst of a literacy crisis in Virginia and we need to invest in our children's literacy by ensuring they receive a curriculum rooted in science-based reading research and evidence-based literacy instruction. They deserve teachers who can hit the ground running and impart foundational literacy skills at the beginning of their academic careers without the current wait-to-fail model that was in place for my own daughter who couldn't learn to read. Please co-patron these bills and encourage your colleagues to do the same. The chief patron's and their staff are ready to answer any questions you have about the bills. Although the challenge ahead of us is enormous, I am hopeful that future generations of Virginia's children will have an opportunity to learn to read efficiently and grow to be productive members of our society. Reading is a right! Best regards, Melissa Martin Decoding Dyslexia Virginia 434-242-9496
HB608 - School boards; unexpended local funds for capital projects.
No on HB608. When schools have 'extra funds' a percentage of those funds should be allocated to the school/school divisions most vulnerable population, students with disabilities and their necessary supports. Title I schools/students already receive vast amounts of differentiated focus, support and funding, which is necessary, however, the students with disabilities population seems to often receive a low priority and they are the ones with truly the most diverse and most significant needs. Allocate 10% of any 'extra funds' for robust education, tutoring, supplies and supports and related services for this population of students to not only exist and sustain, but perhaps thrive. If VA is not going to give tax overages back to the taxpayers, concerning the education division, invest in those with the greatest needs, the vulnerable and fragile students who tend to miss the most school due to their medical needs and obligations. More than minimum....Support these students and their families adequately, please.
HB829 - School counselors; staffing ratios, flexibility.
To Whom It May Concern, Thank you for the opportunity to comment on HB 1034. As a public high school school teacher and parent of two young children (ages 5 and 2) in Virginia, I have serious concerns that this bill will wind up doing more harm than good for the children of our state. I have worked in two different public school systems in Virginia over 13 years, and I have seen first hand how beneficial counseling services can be to a wide variety of students. If parents are allowed to prohibit their students from accessing counseling services in the school, these students may be cut off from not only critical mental health support, but but also the academic, career, and community support that school counselors and mental health team members provide. All members of a school mental health team must undergo rigorous education before obtaining their licenses, and as such they should be trusted as the professionals they are to provide only services that they deem necessary for students well-being. I strongly urge you to let the trained mental health professionals do their jobs. Don't make students get tied in the mire of adult squibbles. Thank you, Sara Watkins Mother Teacher Concerned Virginia Citizen
To Whom It May Concern, Thank you for the opportunity to comment on HB HB1032. As a public high school school teacher and parent of two young children (ages 5 and 2) in Virginia, I have serious concerns that this bill will wind up doing more harm than good for the children of our state. As VA Senator Peterson said on January 27 of this year, regarding a similar bill, "I don't think we should be involved in micromanaging school libraries...The problem is that you’re going to sweep up books that you don’t intend to sweep up" (Matthew Barakat, abcnews.go.com). I strongly urge you to leave the books in the libraries for the kids. They deserve to have the opportunity to decide with their own parents and personal support systems what books to read. Thank you, Sara Watkins Mother Teacher Concerned Virginia Citizen
The Virginia School Counselor Association opposes HB 829. VSCA believes that all individuals serving in the role of a school counselor should be fully or provisionally licensed by the Virginia Department of Education (VDOE) to ensure appropriate oversight and guidance for school counseling in Virginia. This is what is best for Virginia’s students. We have additional concerns about the undefined licensed counseling professional language that is included in this bill. VSCA attempted to meet with the patron and interested parties to discuss alternative options and address concerns but were not afforded the opportunity and were not given time to provide written input. The Department of Education already allows for individuals with appropriate credentials to apply for provisional licensure to fill the role of School Counseling. We believe that this provides the flexibility requested by the school divisions and HB 829 is not needed. This provision is in line with all other areas deemed as critical shortage areas by the State Board of Education. The VDOE study completed in July 2021, that looked at vacancies statewide in School Counseling indicated that school counselor vacancies were filled within 12 months for all but 1 division and within 6 months for all but 4. These vacancies were also regionalized, not a statewide issue. This bill allows for school systems to hire licensed counseling professionals employed by the school board or provided through contracted services without any provision for licensure or training needed for school counseling. School Counselors are specifically trained to provide academic, career, AND social emotional support to all students. This is achieved through whole school programming, classroom lessons, tiered interventions, small group and individual support, collaboration, and consultation. Licensed Professional Counselors and other licensed mental health professionals do not receive the same specific training or licensure requirements. In addition to providing social/emotional and mental health services, school counselors are uniquely trained to provide K-12 students with academic career planning services and college & career readiness initiatives required by VA state law 8VAC20-131-140; 8VAC20-131-51, 8VAC20-131-60, etc., whereas this is not an area of training or education required for any other licensed counseling professionals in the state of Virginia. Counselors, like doctors, have different education, clinical training, and specialties, and I trust that you would not want to send your child to a family physician for a heart valve replacement. I personally completed the educational requirements for LPC and School Counseling and in order to provide community counseling had to register as a resident with the state and complete the specific requirements for LPC. The two degrees are not interchangeable. In order to practice as a Licensed Professional Counselor, I had to register as a resident with the Board of Counseling, be supervised by a registered LPC supervisor and required to complete licensure requirements to be fully licensed as an LPC. The licensure process is even handled by two different boards, due to the different nature of the focus and skills needed for each position. Please join VSCA in providing the best support for Virginia's students and oppose HB 829.
Dear Members of the House of Delegates. I hope this communication finds you well. I am a School Counselor who has worked with students as a teacher and counselor on the elementary, middle, and high school levels. My 32 years honorably serving as a School Counselor in the state of Virginia, encompasses five school divisions and includes 13 years of School Counseling Leadership. I am asking (begging) that you OPPOSE HB 829 and apologize for contacting you at this hour regarding this matter. I understand the need to increase efforts needed to protect and empower our youth who are experiencing alarming mental health challenges, during one of the most unpredictable times in our society. The addition to school staff of licensed mental health professionals would be great, however, not in lieu of Licensed School Counselors. One’s training to become a School Counselor prepares he or she to contribute to the life of children in many facets. Specific training for School Counselors is captured in the areas of mental health support, social and emotional maturity, academics, and career planning to include practical experiences. The titles of these categories represent a multitude of tasks that must be put into action, by the School Counselor to help ALL STUDENTS experience levels of success. Our School Counseling Programs are comprehensive in scope and guided by the American Association of School Counselors and the Virginia School Counselors Association. It is the Best Practices for our students through these affiliations and strong commitments of our School Counselors and their prospective school divisions have had the ability to afford students outstanding opportunities and personal support in all the areas we address. In addition, I am not sure if you are aware of the additional responsibilities that School Counselors have in their schools, which are non-counseling related. During the most recent exodus of teachers, counselors have also had to hold or teach classes to ensure Virginia’s students are taught and protected. Would this and or other tasks mentioned previously be a responsibility for a licensed mental health professional? The mentioning of these tasks are not complaints, however, the sharing of information that should also be considered when addressing this bill. Again, I ask you to PLEASE OPPOSE HB 829 that would support licensed mental health professionals to be hired to fill school counseling positions (unless they have completed a master’s degree in Counseling Education). Sincerely, Rebertha Pope-Matthews. Ed. D. School Counselor: Dinwiddie County High School, DCPS Petersburg High School, PCPS Highland Springs High School – School Counseling Director, HCPS Meadowbrook High School - School Counseling Director, CCPS Swift Creek Middle School - School Counseling Director, CCPS Hermitage Elementary School, VBCPS Kingsman Academy Public Charter School, DCPS
Dear members of the Education - Early Childhood / Innovation Subcommittee, My name is Oskar Scheikl, and I have served as the superintendent in Rockingham County for the last five years. Two years ago, the General Assembly passed legislation proposed by Delegate Wilt to require the Department of Education to conduct a survey about division preferences in regard to filling school counselor positions. In rural divisions like Rockingham, the preference was clearly for additional flexibility. At that time, the idea of the potential additional flexibility was supported by members of both parties as well as the Governor's Office. I fully support this flexibility and hope you will support HB829. I understand the concerns from some corners that properly endorsed school counselors could potentially be bypassed in favor of a licensed mental health counselor without all of the classes required to be endorsed as a school counselor. However, I would ask what you, as legislators, think about when you continue to discuss lowering the ratio of students to school counselors. Are you picturing the need for additional career and academic counseling, or is the movement in that direction mostly driven by the clear understanding that students have increased significant mental health needs? I would argue that is clearly the latter. As a superintendent, I want to be able to hire the best person for an opening. All things being equal, an endorsed school counselor will be my preference. I am, however, aware of school divisions where counselor positions went unfilled for months because no endorsed school counselor even applied. One of the best counselors in my school division came as a Licensed Professional Counselor (LPC) and then acquired the additional career and academic counseling portions while already serving students. I am not asking you to devalue the status of endorsed school counselors. Rather, I am asking for flexibility in a critical area of need. The Department of Education has taken the step to allow for provisional licenses specifically for LPC's, but HB829 extends this flexibility. Our school counselors are incredibly important, and this bill provides for avenues to get some of the best people in the field into our schools with the full expectation that they serve schools in all areas designated for school counselors. I fully support HB829 and ask that you do as well. Sincerely, Oskar Scheikl, Ph.D. Division Superintendent Rockingham County Public Schools
Dear members of the early childhood / innovation subcommittee, I am very pleased with the work that has occurred to support school counselors and do what is best for students by lowering the school counselor to student ratios. This also means that more school counselors will need to be staff in school districts throughout Virginia. Today, I wanted to address the wording in House Bill 829 (Section L). The term “other licensed counseling professionals” appears to be utilized synonymously with the term “school counselors”. Staffing other licensed counseling professionals in the place of school counselors is inappropriate. School counselors are specifically trained to provide academic, career, and social emotional support to all students. This is achieved through whole school programming, classroom lesson, tired interventions, small group and individual support collaboration and consultation. Other licensed professional counselors and mental health professions do not receive the same training or academic requirements. As a current elementary school counselor for 17 years, I know this to be accurate. School counselors should be staffed for school counselor positions! The VDOE study completed in 2021 indicated that school counselor vacancies were filled within 12 months for all but 1 division and within 6 months for all but 4 divisions. Please consider revising the bill to consider only school counselors for school counseling positions in the state of Virginia. Your time and consideration are greatly appreciated! Thank you, Paige Abasolo, M.Ed. VSCA Board of Directors
As a school counselor for 10 years, I recognize the importance of the work that is done each day. School Counselors provide education on social, emotional, learning, responsive services, support to parents and staff and so much more. Having received a dual degree in clinical counseling and school counseling, I recognize that the training needed for a school counselor is different and unique. Hiring mental health counselors who do not have the training to be school counselors is a recipe to hurt children and schools. Mental health professionals have not been trained in classroom management, in providing classroom lessons, in working in the classroom and in doing in the moment crisis response. School counselors are available to fill these positions. Not only do we need to increase the number of school counselors in the schools, we need to ensure they have the proper training. Please vote no.
Dear Delegates Rasoul and Wilt, I am asking that, as a member of the House Education Subcommittee on Early Childhood/Innovation, you OPPOSE HB 829. School Counselors (holding VDOE licensure in School Counseling PreK-12) are specifically trained to provide all students with academic, career, social, emotional, and mental health support within the educational setting (which is significantly different from a clinical setting). All services provided in schools should be appropriate to the learning environment; those that are not risk being ineffective or even counterproductive. Just as children are not simply small adults, schools are not merely private clinics with white boards. Being trained to work within the school setting and learning context is essential to being effective (and cost effective). In addition to providing social/emotional and mental health services, school counselors are uniquely trained to provide K-12 students with academic career planning services and college & career readiness initiatives required by VA state law 8VAC20-131-140; 8VAC20-131-51, 8VAC20-131-60, etc., whereas this is not an area of training or education required for any other licensed counseling professionals in the state of Virginia. Counselors, like doctors, have different education, clinical training, and specialties, and I trust that you would not want to send your child to a family physician for a heart valve replacement. I also appreciate your ongoing support to increase student access to critical school counseling services. While I understand that the rationale for this bill is to combat "staffing shortages" in the area of school counseling, a VDOE study completed in 2021 indicated that school counselor vacancies were filled within 6 months for all but 4 school divisions (I believe there are 133 school divisions in VA). For those few divisions that are experiencing difficulties, there is already a VA Board of Education provision in licensure allowing for any school board to apply for a provisional license with an endorsement in school counseling for individuals who hold an active Licensed Professional Counseling (LPC) license, making this bill confusing and completely unnecessary. In sum, I urge you to continue providing VA's students with access to targeted, data-driven, comprehensive school counseling services provided by school counselors who have the specific education and training to provide these services within the educational setting. Thank you, Dr. Amy Gleason Carroll Director of School Counseling, William Obediah Robey High School Adjunct Professor, George Mason University
Please vote YES on HB-829. Children need accessibility to school counselors more than ever since Covid came about, and parents need to know HOW to obtain counseling for their children in need due to school related struggles and challenges. Transparency. Accessibility. Simply providing as a 'resource' mental health hospitals and facilities is not counseling at all. Waiting for outside mental health resources takes many, many months often, and by then much more damage is done to the child. This is paramount for the health and welfare of students.
Dear subcommittee members, my name is Haden Parrish and I am writing to express my strong opposition to HB829: School counselors; staffing ratios, flexibility. I am currently in my final semester of graduate school, earning my Master's degree in Human Development Counseling in the school counseling track. I take general classes in clinical mental health counseling but the majority of my classes are specialized for the school counseling track. Clinical counselors do incredible work and serve a noble and needed purpose, and yet their work and purpose are not the same as a school counselor's. I can speak first hand as to the life-saving training mental health counselors are receiving, but I can also speak to how what they are learning as mental health counselors will not prepare them to be adequate school counselors. While other mental health professionals work to support the socio-emotional needs of people, school counselors are specifically trained in three domains to support k-12 students: socio-emotional, academic, and college/career. School Counselors are the school's pillar of support to students and work to aid them from all educational angles. K-12 students can, and do, face challenges that overlap with many aspects of their life; a majority of student challenges are not just simply related to mental health, academics, or post-secondary opportunities, but likely interrelated to two or all three domains that school counselors specialize in. As an example, imagine the scenario of a student losing their parent during their junior year of high school. Immediately after the student returns to the school they will need socio-emotional support from the school community and specifically their counselor. But they will need more than that. They will need an advocate to reach out to their teachers, someone to have prepared recommendations for grief resources or tutors if needed, a facilitator to offer a grief support group for students with similar experiences, and, down the road, a reference to explain to job recruiters or college admissions offices why there should be leniency given to any discrepancies on the student's transcript that semester, not to mention to brag about the student's resilience and commitment to growth. "Other licensed counseling professionals" might be trained to support this hypothetical student in one aspect of their experience, but school counselors are trained and experienced in aiding that student in each of those ways and more because they will know the student's story and will be able to support holistically as opposed to just socio-emotionally. It doesn't have to be said that our students are struggling, or that despite the extreme level of resilience and strength they've demonstrated throughout the past few years they have more challenges now than ever before in their lives. As adults, we can support students by keeping (and increasing) school counselors in the schools; students rely on the people and positions they've grown up trusting, the people who have the training to work in the school and serve in the student-focused role, the people who are trained and experienced in supporting them mentally, academically, and with their post-secondary life in mind. However, providing alternative positions to the school counselor is not helping them, it's neglecting them. The number of school counselors needs to be increased, not swapped out. Thank you for your dedication to our students, Haden
Dear Subcommittee Members, my name is Haden Parrish and I am writing to express my strong opposition to HB829: School counselors; staffing ratios, flexibility. I am currently in my final semester of graduate school, earning my Master's degree in Human Development Counseling in the school counseling track. I take general classes in clinical mental health counseling but the majority of my classes are specialized for the school counseling track. Clinical counselors do incredible work and serve a noble and needed purpose, and yet their work and purpose are not the same as a school counselor's. I can speak first hand as to the life-saving training mental health counselors are receiving, but I can also speak to how what they are learning as mental health counselors will not prepare them to be adequate school counselors. While other mental health professionals work to support the socio-emotional needs of people, school counselors are specifically trained in three domains to support k-12 students: socio-emotional, academic, and college/career. School Counselors are the school's pillar of support to students and work to aid them from all educational angles. K-12 students can, and do, face challenges that overlap with many aspects of their life; a majority of student challenges are not just simply related to mental health, academics, or post-secondary opportunities, but likely interrelated to two or all three domains that school counselors specialize in. As an example, imagine the scenario of a student losing their parent during their junior year of high school. Immediately after the student returns to the school they will need socio-emotional support from the school community and specifically their counselor. But they will need more than that. They will need an advocate to reach out to their teachers, someone to have prepared recommendations for grief resources or tutors if needed, a facilitator to offer a grief support group for students with similar experiences, and, down the road, a reference to explain to job recruiters or college admissions offices why there should be leniency given to any discrepancies on the student's transcript that semester, not to mention to brag about the student's resilience and commitment to growth. "Other licensed counseling professionals" might be trained to support this hypothetical student in one aspect of their experience, but school counselors are trained and experienced in aiding that student in each of those ways and more because they will know the student's story and will be able to support holistically as opposed to just socio-emotionally. It doesn't have to be said that our students are struggling, or that despite the extreme level of resilience and strength they've demonstrated throughout the past few years they have more challenges now than ever before in their lives. As adults, we can support students by keeping (and increasing) school counselors in the schools; students rely on the people and positions they've grown up trusting, the people who have the training to work in the school and serve in the student-focused role, the people who are trained and experienced in supporting them mentally, academically, and with their post-secondary life in mind. However, providing alternative positions to the school counselor is not helping them, it's neglecting them. The number of school counselors needs to be increased, not swapped out. Thank you for your dedication to our students, Haden.
I am asking that you OPPOSE HB 829. School Counselors (holding VDOE licensure in School Counseling PreK-12) are specifically trained to provide all students with academic, career, social, emotional, and mental health support within the educational setting (which is significantly different from a clinical setting). All services provided in schools should be appropriate to the learning environment; those that are not risk being ineffective or even counterproductive. Just as children are not simply small adults, schools are not merely private clinics with white boards. Being trained to work within the school setting and learning context is essential to being effective (and cost effective). In addition to providing social/emotional and mental health services, school counselors are uniquely trained to provide K-12 students with academic career planning services and college & career readiness initiatives required by VA state law 8VAC20-131-140; 8VAC20-131-51, 8VAC20-131-60, etc., whereas this is not an area of training or education required for any other licensed counseling professionals in the state of Virginia. Counselors, like doctors, have different education, clinical training, and specialties, and I trust that you would not want to send your child to a family physician for a heart valve replacement. I also appreciate the House's ongoing support to increase student access to critical school counseling services, as was demonstrated when members voted in favor for HB1508 in the 2020 session to set the very same staffing ratios that we are now discussing. While I understand that the rationale for this bill is to combat "staffing shortages" in the area of school counseling, a VDOE study completed in 2021 indicated that school counselor vacancies were filled within 6 months for all but 4 school divisions (I believe there are 133 school divisions in VA). For those few divisions that are experiencing difficulties, there is already a VA Board of Education provision in licensure allowing for any school board to apply for a provisional license with an endorsement in school counseling for individuals who hold an active Licensed Professional Counseling (LPC) license, making this bill confusing and completely unnecessary. In sum, I urge you to continue providing VA's students with access to targeted, data-driven, comprehensive school counseling services provided by school counselors who have the specific education and training to provide these services within the educational setting.
HB879 - Education, Board of; qualifications of members, Governor shall consider appointing two members.
Please vote NO on Bill 879 as written. At least one (if not 2) member(s) of the Board of Education should have experience in and/or expertise regarding Special Education students and the rules and regulations pertaining to IDEA and FAPE. Suggestion is for one experienced educator with working knowledge, and one parent of a student having/having had and IEP. Our most vulnerable population of students deserves representation on the Virginia Board of Education and I offer myself as the first dedicated parent representative for the position of a parent of a student with significant and challenging disabilities. Senator Amanda Chase is one of my representatives in my county of residence and she has my phone number. Thank you. - Wendy Little
HB979 - Provisional teacher licensure; teachers licensed or certified outside of the United States.
Del. Tran's bill is a good start, but what is really needed are monetary incentives to get people to go into the teaching field. We are leaching teachers at an alarming rate; few of the best and brightest are entering the field. We need quality teaching more than ever, but the system is corrupt enough to reward only friends and buddies of the administrators. That complicates matters, too. Gov. Y's attempt to have a snitch line only exacerbates the problems teachers face.
World Education Services Statement of Support for HB979 HB979 would create a provisional teaching license for internationally licensed educators in Virginia. This legislation would create a more vibrant economy and address workforce shortages by ensuring that immigrants and refugees in the state have access to educational and career pathways—especially in high-demand fields like education. World Education Services (WES) is a non-profit social enterprise dedicated to helping international students, immigrants, and refugees achieve their educational and career goals in the United States and Canada. For more than 45 years, WES has set the standard of excellence in the field of international academic credential evaluation. Through WES Global Talent Bridge, the organization joins with institutional partners, community-based organizations, and policymakers to help immigrants and refugees who hold international credentials utilize their talents and education to achieve their academic and professional goals. WES’ philanthropic arm, the WES Mariam Assefa Fund, supports catalytic leaders and organizations working to build inclusive economies and to ensure that immigrants and refugees can achieve their aspirations and thrive. Virginia is home to 321,000 college-educated immigrants and refugees, yet 21.5 percent of these individuals are unemployed or underemployed due to systemic barriers including limited recognition of international credentials (1). At the same time, the number of unfilled teaching positions in the state has grown by 62 percent over the last three years, according to data from the Virginia Department of Education (2). Last August, 76 of Virginia’s 132 districts reported a total of nearly 5,000 educator vacancies (3). The need is clear: Virginia must ensure that immigrants and refugees who hold international teaching credentials have equitable opportunities to join the state’s workforce. In advancing HB979, Virginia has an opportunity to create teaching licensing pathways, promote more inclusive teacher workforces, and improve student attendance and outcomes (4). Thank you for the opportunity to submit this statement of support. Sources: 1. “U.S. Data Tool: Interactive Resource Featuring National and State Level Workforce Data on Immigrant Skill Underutilization,” World Education Services, October 11, 2021, https://www.wes.org/partners/global-talent-bridge/u-s-data-tool-interactive-resource-featuring-national-and-state-level-workforce-data-on-immigrant-skill-underutilization/. 2. Kate Masters, “Virginia Teacher Shortages Spiked during the Pandemic. Experts Are Worried about What's to Come.,” Virginia Mercury, December 6, 2021, https://www.virginiamercury.com/2021/12/06/virginia-teacher-shortages-spiked-during-the-pandemic-experts-are-worried-about-whats-to-come/. 3. Ibid. 4. David Figlio, “The Importance of a Diverse Teaching Force,” The Brookings Institution, August 20, 2018, https://www.brookings.edu/research/the-importance-of-a-diverse-teaching-force/.
Please see the attached document for World Education Services' Statement of Support for HB979. Please email Jacqueline Esposito at jesposito@wes.org with any questions.
Dear Education - Early Childhood/Innovation Subcommittee, my name is Tyvon Bates, and on behalf of American Federation of Teachers Virginia, I am writing to urge you to support HB 979 chief patroned by Delegate Tran. Support staff are essential in meeting the academic, social, and emotional learning needs of students in and out of the classroom, and they maintain school safety, keep school facilities functional, aid teachers, and promote healthy learning environments. Adequately staffing these positions leads to better academic and life outcomes for students and helps build a system of public education that works for all. Yet since the 2008-2009 school year, there has been a profound drop-off in state investment for support staff positions. This is because in 2009, during the Great Recession, lawmakers added language to the budget creating a “cap” on support staff funding, cutting hundreds of millions in state funding for support staff. Between 2009 and 2019, support staff in Virginia schools has declined by 2,800 positions while student enrollment increased by more than 57,000 students. HB 979 will help to provide help to put a band aid on a bigger problem facing our education system. I hope you will join me in supporting HB 979. Thank you,
HB197 - Through-year growth assessment system; BOE to seek & incorporate input & suggestions into system.
To Whom It May Concern, Thank you for the opportunity to comment on HB 1034. As a public high school school teacher and parent of two young children (ages 5 and 2) in Virginia, I have serious concerns that this bill will wind up doing more harm than good for the children of our state. I have worked in two different public school systems in Virginia over 13 years, and I have seen first hand how beneficial counseling services can be to a wide variety of students. If parents are allowed to prohibit their students from accessing counseling services in the school, these students may be cut off from not only critical mental health support, but but also the academic, career, and community support that school counselors and mental health team members provide. All members of a school mental health team must undergo rigorous education before obtaining their licenses, and as such they should be trusted as the professionals they are to provide only services that they deem necessary for students well-being. I strongly urge you to let the trained mental health professionals do their jobs. Don't make students get tied in the mire of adult squibbles. Thank you, Sara Watkins Mother Teacher Concerned Virginia Citizen
To Whom It May Concern, Thank you for the opportunity to comment on HB HB1032. As a public high school school teacher and parent of two young children (ages 5 and 2) in Virginia, I have serious concerns that this bill will wind up doing more harm than good for the children of our state. As VA Senator Peterson said on January 27 of this year, regarding a similar bill, "I don't think we should be involved in micromanaging school libraries...The problem is that you’re going to sweep up books that you don’t intend to sweep up" (Matthew Barakat, abcnews.go.com). I strongly urge you to leave the books in the libraries for the kids. They deserve to have the opportunity to decide with their own parents and personal support systems what books to read. Thank you, Sara Watkins Mother Teacher Concerned Virginia Citizen
Thank you for representation. I am writing as a citizen about a bill introduced to the education committee. HB197 allows divisions substitute MAP for the SOL Growth Assessment. Many school divisions in Virginia Region II support this bill. However, I am concerned the bill mentioning a specific product which could make it difficult to move through committee. I am sure it can be modified to provide flexibility if allowed. I feel the modification could survive committee if the language was modified directing the Department of Education to identify products that meets the needs of the original code requiring growth assessments. At the very least I would like for the committee to ask the VDOE why school divisions are not satisfied with the current implementation of the new growth assessment which was passed by legislators last year (HB2027).
I am writing in support of this amendment. The current requirement for giving the Standards of Learning three times each year is not giving us the information that would be most helpful. The NWEA growth assessment will provide data for growth of each student AND give educators the Standards of Learning that each student is “ready to learn”. Teachers can use this assessment to help them plan for learning gaps that have occurred due to the pandemic. The SOL tests are not grade adaptive. They only provide questions for that specific grade level. The MAP test provides information for standards K-8. It is imperative that ALL students show growth. Teachers have both ends of the spectrum. If a student misses every single question on the SOL through test (which did happen), they have to give another assessment to determine the instructional level. On the opposite end, we have students who get every single question correct. Those students should show growth as well, so another assessment also has to be given to them to help with their placement for learning. In closing, the NWEA MAP growth assessment will allow educators to get two pieces of information with one assessment. The data provided can monitor growth but also help teachers determine the level of instruction that a child is ready to learn. Thank you for your consideration of this amendment.
This bill is a commonsense way to ensure that local divisions have options in growth assessments. The NWEA Growth assessment is the gold standard and provides actionable data for instruction as well as clear information for families on student achievement and growth. In the school division where I work, we are currently trying to juggle both NWEA Growth assessment and VDOE growth assessments, and find this double testing to be redundant and time-consuming; if given a choice between the two we would definitely prefer NWEA Growth for its actionable, granular data and ease of administration and use.