Please pass HB 211. Teachers are not consistently prepared to teach children how to read using evidence-based literacy instruction grounded in science-based reading research. Out of the 31 Undergrad and Graduate Educator Prep programs in VA audited by the National Council on Teacher Quality (NCTQ) in Jan 2023, only 9 (36%) of the 25 programs reviewed were found to accurately teach all 5 components of Early Literacy (phonemic awareness, systematic phonics, fluency, vocabulary, comprehension.) Over the last 2 years LCPS has spent over $2 million dollars to retrain reading specialists and elementary general education teachers on how to teach reading. They have spent even more for Special Education teachers. This cannot continue. If we do not conduct a baseline audit of all Educators Prep Programs to make certain they are teaching evidence based literacy instruction according to science based reading instruction and just allow the 7 year cycle to continue, we will have decades of teachers who graduate from teacher prep programs not prepared to teach reading. Who pays for that afterwards? The school districts and counties will continue to pay millions of dollars for decades to reteach teachers foundational literacy instruction. Other states like Colorado have conducted literacy baseline audits of educator preparation programs and found them to be woefully insufficient. They are now requiring them every 5 years. In Virginia, only new endorsement programs include a review by content specialists that all of the competencies required by the Board of Education and the Code of Virginia are incorporated in the programs. After initial approval, there is no continuing audit of syllabi and instructional materials by VDOE and no focus on literacy instruction. This is a problem. The 2018 General Assembly passed legislation to require that "Each education preparation program offered by a public institution of higher education or private institution of higher education that leads to a degree, concentration, or certificate for reading specialists shall include a program of coursework and other training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder." The Department of Education advised institutions of higher education (IHE) of this new requirement and only requested IHE self-report that they included this preparation. VDOE did not review content, syllabi, lectures, etc. to make certain that there was compliance. This is a larger problem. Institutes of Higher Education has had meetings with SCHEV to discuss what evidence based literacy instruction should look like in 2020 with SB904. They should be in compliance by now and they are not. Please help to fix these issues with a 2 year baseline audit so that teachers come out of educator prep programs knowing how to teach reading in accordance with VLA. Pass HB211.

ExcelinEd in Action has been a supporter of comprehensive evidence-based literacy legislation across the country and enthusiastically support the work the Commonwealth has already undertaken around the Virginia Literacy Act to ensure that all students are taught using research and science. We are equally supportive of ensuring alignment of teacher preparation programs with evidence-based practices and scientific reading research, as prep programs play a critically role in ensuring teachers are equipped to teach young learners during their formative years. We are in support of this legislation which would require more frequent reviews of educator preparation programs and ensure their alignment with science-based reading research and evidence-based literacy instruction.

I agree there needs to be a decrease. Family needs to be involved. I support guidance counselors as along as they first contact the home to get written permission from the parent(s) or legal guardian before speaking to the child. Transparency is essential.

We need laws to ensure the safety of the students of the commonwealth. And it starts with accountability. That’s why I support this bill.

To the patrons of this bill, I think that it is very important to protect the rights of parents to be sure of the instructional materials that their children are exposed to. In this bill and bills where references are made to parents examining instructional materials I think that it should be added that the student Not be given any materials to be examined until after the parents have approved. Once the child’s been exposed it would be too late. I would not vote for any bill where they specification was not made. Please consider this change. Teresa Langille

HB958 - A minor who can't act for themselves doesn't belong on a school board. SB positions should be positions of honor not putting up a minors who's brains haven't matured yet (by medical science). HB1528 - Unless you think forced relations are ok, this is needed. Stat occurs when someone having relations is under a certain age. HB571 - Move to report.

HB571: AGAINST: The Bill is redundant; it is already in the Code of Virginia and already says that it shall not be construed to permit the censoring of books in any public or elementary school. It is redundant. HB654: NO POSITION: I Commend the idea, but as a data analyst and a parent, I am concerned about how the data will be kept safe and if it will be sold or provided to 3rd party vendors without parental consent. The cost concerns me as well - initial and ongoing – will it mean higher taxes at some point? Especially if the Ed Department passes on the responsibility to local school divisions. Local school divisions, especially the smaller ones cannot afford this price tag and will have to raise taxes to pay for this. I ask that you consider these concerns and pass it by for further discussion and consideration. HB659: FOR 1. The bill is permissive: Uses ‘May’, not ‘shall’. 2. Helps students not be stuck into the zip code they were born into. 3. Makes it easier for families to find out prior to school starting or ahead of the spring semester if there are any open seats and be informed on waitlists or lottery with the schools they are interested in. 4. Ensures families will not be charged additional tuition within their own school division if there is an open seat in a school outside zoned attendance, as they are already paying taxes for the use of their division’s public schools. 5. This is common sense. If you advocate for equity, vote Yes for this bill. HB670: FOR: Anyone who claims to care about children and their physical and mental health should be voting for Yes on this bill. If you Vote No, and one more child ends up going through what Sage went through, then that will be on you! HB757: FOR: This is a no-brainer. If you vote No, then you are anti-parents and anti-children. HB1120: NO Positions/FOR: Please PBI this bill and Vote Yes for HB1229 instead. HB1229: FOR: If you vote against this bill then you are undoing all the years, sweat, and tears that went into making Title IX a reality. You are anti-woman; you are aiding and abetting men by occupying female spaces and snatching female achievements. If you vote no, you are also a science denier. Males are born with increased lung capacity and higher muscle mass, and regardless of how many puberty blockers and cross-gender hormones they take, they will always have physical advantages.

As a former early childhood educator and current children's librarian, I strongly urge the passing of this bill, which would clarify SB656 to prevent its use for censorship of school libraries.

The Virginia Coalition for Fine Arts Education supports this bill with its current wording and would request similar protections for other instructional materials, including play scripts, short stories, poems, and artworks.

Please pass HB571. This bill will prevent misapplication of SB656, which is being used to censor school library collections.

I urge you to pass HB571. This bill will bring clarity to the law by codifying the enactment clause of 2022's SB656, "That the provisions of this act shall not be construed as requiring or providing for the censoring of books in public elementary and secondary schools." This enactment clause was not published in the online version of the Code of Virginia and thus has been ignored by a number of school boards. Misunderstanding and misapplication of the law has consumed school board meetings, frightened students, divided communities, censored books, and driven teachers to change careers.

I watched this bill die in committee last year. I watched organizations like that School Board Association and Superintendent Association speak against it. It was then that I understood that they are organizations that put the business of running a school before the task if educating children. They cited scheduling and staffing issues. As a veteran teacher of 22 years, I started when it was already hard in Virginia. Older colleagues blamed the onslaught of testing due to NCLB and lack of autonomy, they retired during the Great Recession. I carried on. Threats of a looming teacher shortage began. I carried on. Pay still didn't increase much for a decade, save a bonus or 1-2% here or there, eaten by rising health care, housing, or child care costs. I carried on. The pandemic hit and there is still a wake of effects. I carry on. Now, I don't just have larger class sizes...we have students that are severely behind, parental involvement that swings from non-existent to snowplowing through curriculum and classroom libraries, and adults in classrooms that though caring, are utterly unqualified adults leading classrooms, pressuring licensed or tenured teachers in the role of uncompensated on-the -ob trainer, and so much more! This bill should be viewed as a teacher retention bill. Personally, I already only have 25 mins in my schedule for lunch. After, supervising behavior in line and making my way to an adult bathroom and grab my lunch it's really 15 min, before I have to be back to pick up my class. And, truthfully, it is too short for students. Some are still carrying food items back with them that they didn't finish. I give an additional 5 mins of talk time after returning because they haven't met that social need. Please consider this bill. It is important for staff and student mental health. It is important for retention- it is important to feel treated like a professional that can go to the bathroom, heat a 4 min frozen meal, and enjoy it with colleagues.

HB583 addresses concerns that many of our members who are Elementary teachers have brought to our attention over several years. Therefore, we strongly support HB583.

Fairfax County Special Education PTA supports this bill. One of the major factors in special education teacher attrition is the lack of planning and lunchtime - especially for teachers teaching in self-contained settings where there are often multiple grade levels being taught at the same time. For example, in elementary school teachers often get their planning time while their classes are at their "specials" classes (music/art/pe,etc) - and they eat lunch at the same time as their students. For self-contained teachers teaching multiple grade levels, especially those who have K-6 all in one classroom, when one grade level is at specials and/or lunch, they still have another grade level to teach in their classroom. There's never a time when they don't have students in their room for academics. School divisions must be required to identify this need and plan accordingly to ensure that these teachers have the same lunch and planning time as their general education counterparts. This is an important part of special education teacher retention and recruitment, in light of the nationwide staffing crisis. Thank you.

Support. Addressing the teacher shortage is going to take more than just a salary increase. A 30-minute lunch break is expected in any other employment and should be provided for our teachers as well. However, this also means that our schools need to be adequately staffed so that providing a basic work break doesn’t create a need for daily “volunteer-staffing”.

Good afternoon, my name is Krista Arnold and I am the Executive Director of the Virginia Association of Elementary Principals. We currently have 1000 members. In theory, we wholeheartedly agree with the concept of a 30 minute duty free lunch for all elementary teachers. Unfortunately, in practice, a 30 minute unencumbered lunch is not feasible due to the lack of staffing in many of our schools.

The Virginia Coalition for Fine Arts Education supports HB 583 bill in its intent but would recommend the following additions: ‘Elementary teachers’ are defined to include art, music, and physical education teachers. ‘Thirty minutes planning time’ is defined as a contiguous duty-free period.

My name is Michael Payne and I am a CTE teacher at Powhatan High School. I teach electricity and building trades to over 100 students. I am in support of HB 632 for a couple of reasons. Finding quality teaching candidates to teach CTE courses has been cumbersome at best with the current licensure and certification of teachers. There are many qualified individuals with content-specific knowledge who have experience through their employment. Opening opportunities for these individuals is crucial if we want to address the CTE teacher shortage. I also believe that giving the locality the control to make decisions is always the best option. Who knows better than the locality on what is needed to staff their classrooms?

Distinguished members of the k-12 Subcommittee, My name is John Aughenbaugh and I have been a full time CTE educator in the Commonwealth for twelve years. I am writing to you today to congratulate all who have contributed to HB 632 and to encourage all members of the General Assembly to support this bill. The provisions included are long overdue and greatly increase the ability of school systems to staff their classrooms. I am excited about the modifications to licensure and re-licensure for all Virginia educators and I believe that reciprocity with additional supports for educators joining the Commonwealth's classrooms is vital. While there are many excellent provisions included in this bill, there is but one crucial element which is missing. Industry and career professionals, subject matter experts, and others interested in entering the classroom for the first time MUST be provided with a period of teaching internship with a fully certified Virginia teacher who has a minimum of five years of experience. I urge you to think of this teaching internship experience in the same way as the requirement for tandem skydiving. If you are unfamiliar, there is a requirement that first time skydivers must jump in tandem with a seasoned professional. Please remember that the lesson here is that bravery and a parachute is not enough - a first experience must be conducted within the guidance of a seasoned professional.

As a retired administrator of a Regional CTE Center, I support HB 632. On Virginia’s list of critical teacher shortage areas, Career and Technical Education teachers rank 4th in Virginia. This bill would go a long way in reducing teacher shortages in the Commonwealth by allow flexibility in the hiring process and licensure. In addition the flexibility would provide our business and industry partners an easier transition into the teaching profession

As the President-Elect for The Virginia Association for Career and Technical Education, I support HB632. The VA ACTE public policy committee has reviewed the bill as well offering support from the organization. Career and Technical Education teachers ranked fourth in Virginia’s 2023-2024 top-10 list of critical teacher shortage areas. Virginia continues to experience a critical shortage of qualified teachers, especially in its most challenged schools and in career & technical subject areas. School divisions increasingly have difficulty finding qualified CTE teachers; the shortage is predicted to expand over the next five years. This bill would allow school divisions flexibility in hiring highly qualified teachers from business and industry into the teaching profession.

We currently have 8 open AgEd teaching positions across the commonwealth and schools have not been able to find qualified candidates to fill them. This bill will provide broader access to high-quality candidates interested in applying. Out of the 330 AgEd teachers in VA, 187 have less than 3 years of experience and 70 are eligible to retire at any point in time. At this time, there are not enough traditional graduates in AgEd coming out of the qualifying universities (VT, VSU, Ferrum) to fill these positions. Addressing licensure and certification provisions as outlined in HB632 is necessary in closing this gap.

Support. Access to timely student data and the ability for students and parents to view their assessment performance compared to the student's school, the student's school division, and the Commonwealth provides a valuable tool for students, parents, and teachers to make data-informed decisions to guide future instruction. Virginia has the largest population of military connected students in the nation and having access to a central Parent Data Portal would provide continued access to assessment data for our military connected youth through moves to other school divisions. Virginia PTA supports solutions that leverage existing local school divisions’ parent portals and integrated into a central Virginia reporting system as well as improved resources and tools that enable parents to interpret and use student assessment data to support student learning.

HB571: AGAINST: The Bill is redundant; it is already in the Code of Virginia and already says that it shall not be construed to permit the censoring of books in any public or elementary school. It is redundant. HB654: NO POSITION: I Commend the idea, but as a data analyst and a parent, I am concerned about how the data will be kept safe and if it will be sold or provided to 3rd party vendors without parental consent. The cost concerns me as well - initial and ongoing – will it mean higher taxes at some point? Especially if the Ed Department passes on the responsibility to local school divisions. Local school divisions, especially the smaller ones cannot afford this price tag and will have to raise taxes to pay for this. I ask that you consider these concerns and pass it by for further discussion and consideration. HB659: FOR 1. The bill is permissive: Uses ‘May’, not ‘shall’. 2. Helps students not be stuck into the zip code they were born into. 3. Makes it easier for families to find out prior to school starting or ahead of the spring semester if there are any open seats and be informed on waitlists or lottery with the schools they are interested in. 4. Ensures families will not be charged additional tuition within their own school division if there is an open seat in a school outside zoned attendance, as they are already paying taxes for the use of their division’s public schools. 5. This is common sense. If you advocate for equity, vote Yes for this bill. HB670: FOR: Anyone who claims to care about children and their physical and mental health should be voting for Yes on this bill. If you Vote No, and one more child ends up going through what Sage went through, then that will be on you! HB757: FOR: This is a no-brainer. If you vote No, then you are anti-parents and anti-children. HB1120: NO Positions/FOR: Please PBI this bill and Vote Yes for HB1229 instead. HB1229: FOR: If you vote against this bill then you are undoing all the years, sweat, and tears that went into making Title IX a reality. You are anti-woman; you are aiding and abetting men by occupying female spaces and snatching female achievements. If you vote no, you are also a science denier. Males are born with increased lung capacity and higher muscle mass, and regardless of how many puberty blockers and cross-gender hormones they take, they will always have physical advantages.

I am an advocate for Augmentative and Alternative Communication (AAC). This subject has previously been addressed in the 2023 general assembly; however, the previous bill HB 1512 did not cover the communication needs for members that suffer in restricted places of service, such as Nursing Facilities and Skilled Nursing Facilities. Attached is a bill addressed to the Committee Chair, further outlining my request. Thank you.

Open enrollment policies in K-12 education refer to the practice of allowing students to enroll in a public school outside of their designated, or zoned, school. These policies are designed to provide families with more flexibility in selecting a public school that best fits their child’s needs and preferences. While not all school buildings can house every student who wishes to attend, we do believe, by state policy, every public school should be open to every student who lives in that state. The creation of a model policy to guide local divisions as they navigate policy decisions around open enrollment is a positive step, ensuring that flexibility and transparency are paramount.

NA

Please support HB 659. This bill will provide all students equal opportunity and not limit opportunity based on zip code.

HB571: AGAINST: The Bill is redundant; it is already in the Code of Virginia and already says that it shall not be construed to permit the censoring of books in any public or elementary school. It is redundant. HB654: NO POSITION: I Commend the idea, but as a data analyst and a parent, I am concerned about how the data will be kept safe and if it will be sold or provided to 3rd party vendors without parental consent. The cost concerns me as well - initial and ongoing – will it mean higher taxes at some point? Especially if the Ed Department passes on the responsibility to local school divisions. Local school divisions, especially the smaller ones cannot afford this price tag and will have to raise taxes to pay for this. I ask that you consider these concerns and pass it by for further discussion and consideration. HB659: FOR 1. The bill is permissive: Uses ‘May’, not ‘shall’. 2. Helps students not be stuck into the zip code they were born into. 3. Makes it easier for families to find out prior to school starting or ahead of the spring semester if there are any open seats and be informed on waitlists or lottery with the schools they are interested in. 4. Ensures families will not be charged additional tuition within their own school division if there is an open seat in a school outside zoned attendance, as they are already paying taxes for the use of their division’s public schools. 5. This is common sense. If you advocate for equity, vote Yes for this bill. HB670: FOR: Anyone who claims to care about children and their physical and mental health should be voting for Yes on this bill. If you Vote No, and one more child ends up going through what Sage went through, then that will be on you! HB757: FOR: This is a no-brainer. If you vote No, then you are anti-parents and anti-children. HB1120: NO Positions/FOR: Please PBI this bill and Vote Yes for HB1229 instead. HB1229: FOR: If you vote against this bill then you are undoing all the years, sweat, and tears that went into making Title IX a reality. You are anti-woman; you are aiding and abetting men by occupying female spaces and snatching female achievements. If you vote no, you are also a science denier. Males are born with increased lung capacity and higher muscle mass, and regardless of how many puberty blockers and cross-gender hormones they take, they will always have physical advantages.

Im a senior at a Virginia Beach city public school , I support this bill because it give students of lower income communities opportunities to go to schools that can better suit there needs. If this bill existed when I was a lower class men I could only imagine the struggles I wouldn’t have had to go through and the cool things I could have done in school. education is a right and shouldn’t be limited by tax bracket !!

I am product of Richmond Public Schools and now a RPS assistant teacher in Richmond. I support HB 659 bill. Having observed the challenges and potential in our public school system, I believe this bill is a step forward. It gives families more options and many could benefit based on needs.

Hello, I'm a mother of two in Chesapeake, and I support HB 659, the Out of Zone Attendance / Open school enrollment bill. As a Democrat, I believe in the power of inclusive policies that promote equity and empower families. This bill, despite its potential to benefit all communities, unfortunately hasn't enjoyed the bipartisan support it deserves. Providing families, especially in our minority communities, with choices within the public school system shouldn't be a divisive issue. While many legislators (on both sides) have pledged full funding for education, we're still waiting, and HB 659 can assist in bridging that equity gap by offering more educational opportunities. We need to come together to prioritize our children's futures and recognize there is more than 1 way to solve the education issues.

I, Sheryl Young, retired educator/administrator support HB659 giving access and opportunity for school CHOICE with no extra fees assigned! Sheryl Young

My name is Brenda King, and I am a former school administrator. Having experienced various schools and how they are run, my hope is that whichever bills are passed , the school administrator will make decisions based not on WHO is asking for admittance to his/her school, but on ALL students who apply. As long as those in decision- making positions have INTEGRITY, I feel comfortable that this bill has a chance at success. The other part of this situation is OVERSIGHT. You have to INSPECT what you EXPECT to make sure the process is EQUITABLE and successful.

children should be free to optimize their possibilities, not be limited by their zip codes

School Choice puts this prospective law in the hands of the local parents & not in hands of the beauacrats. Parents & guardians know which is best for children’s educational goals & objectives not the good folks in the Richmond commonwealth capital buildings. Respectfully Submitted Thomas Sansoni

Parents and children deserve the right to utilize money that best supports the educationsl needs or custom desires for their education. Government has wasted more money each year as quality of education goes down. Social experiments in school seem to abuse and exploit children to greater extents each year.

As a resident of Prince Edward County whose public schools have been below par for years, it is imperative that you approve HB659. This bill will: - Give expanded access to educational opportunities such as AP classes and learning resources. - Provide all students equal opportunity. Allowing out of zone enrollment gives low income students equal access to the quality education as their peers from wealthier neighborhoods. - Put parents – not government bureaucrats – in the driver's seat. This allows them to pick the school that is best for their child. - Ensure Virginia moves on from redlining. Underperforming public schools in the 21st century are too often located in the areas “redlined” in the 20th century. This would ensure today’s students educational opportunities are no longer determined by previous generations housing policies. Again I urge you to vote for HB 659. Our children deserve no less. Very truly yours, Michele N Schumacher

Comments Document

This testimony identifies the strengths and weaknesses of the proposal, indicating how it can be improved and how it could benefit Virginia's K-12 students.

Dear Members of the General Assembly, I support HB 659 because parents need to access good education for their children. It’s as simple as that! Many states do this already. Why is Virginia so far behind? I hope you will all vote for it. Let’s get Virginia back to high quality education by providing choice! Thank you so much. Sincerely, Mrs. Mary Cresswell

This probably is the worst legislation dealing with school safety ever written. I am assuming now law enforcement professional or teach was consulted about this bill. This bill puts our children and our teachers lives at risk. It makes no sense and should not be supported by any decent human being.

I am with Virginia Moms for Change and oppose this bill.

I am a member of Virginia Moms for Change - a gun violence prevention organization. I support HB498 and oppose: HB222 & HB676. Please do something to prevent innocent children from dying just so people think they have the right to hunt at a moments notice.

I am a volunteer with Virginia Moms for Change, and I oppose this bill.

I expect Virginia public schools to be staffed by qualified, competent individuals. Prohibiting the establishment of minimum employment qualifications for school resource officers is a dangerous idea that could lead to misconduct and mistakes made due to inexperience.

Our children deserve to be taken care of at licensed institutions and by those who have proper employment requirements.

Hello I am Eric Oakes the father of Adam Oakes a hazing victim at Virginia Commonwealth University in February 2021. I appreciate the opportunity to provide comments today in support of SB379 & HB719. Our entire family appreciates Senator Boysko and Delegate Reaser for patroning the bill. We would also like to thank all of the co-patrons and the supporters who voted in favor of passing this bipartisan bill. I feel strongly if Adam had received the proper research based Hazing Prevention education he would still be alive today. There were 11 young men indicted in Adam's death who were all products of the Virginia Public School system. I will double down on my previous statement and say I feel confident that had those 11 young men received the proper research based Hazing Prevention education in Virginia's public school system at least one of them would have called 911 for help that night and Adam would be alive today. Or possibly one of them would have used a technique called the 3D's - to distract, deflect or direct the bad behavior away from the person. Or maybe they would not have even put Adam or the other pledges from that night in harm's way. Over the past 2 years we have traveled all over the state of Virginia and we are horrified by the stories we have heard about students hazing each other. Thousands of students in Virginia are being hazed in athletics, clubs, band as well as fraternities and sororities. We have heard of sororities water boarding their pledges. That is a form of torture that's been outlawed by our government. When did we lose our moral compass and value of human dignity? The mental toll this puts on a person is something they will carry with them for the rest of their lives. It's our job to help protect the students by providing them with a proper education about the dangers of hazing and teach them skills to help them get out of bad situations. Thank you for your time.

It is essential that we separate myth from reality and provide opportunities for students to learn about where their food comes from and provide hands-on learning opportunities that spark interest in agriculture to sustain this important industry and grow our next generation of farmers. Virginia PTA supports the expansion of programs that enable schools to procure and serve more locally grown food and support programs that provide hands-on learning in school gardens. The Virginia PTA supports HB830.

HB958 - A minor who can't act for themselves doesn't belong on a school board. SB positions should be positions of honor not putting up a minors who's brains haven't matured yet (by medical science). HB1528 - Unless you think forced relations are ok, this is needed. Stat occurs when someone having relations is under a certain age. HB571 - Move to report.

Support! Each School Board should consist of one student member.

Aaron Zevin-Lopez - Co-President, Virginia Chapter - Voters of Tomorrow In an era where heated debates over the state of our schools are all too common, an important voice is being drowned out: the voice of students. While many school boards have some forum for student input - like Student Advisory Boards, others do not or are perhaps not engaging in the optional process. Even more localities lack a student representative on their school boards, despite the benefits of doing so. We believe that having student representatives on school boards would make a positive difference in students’ lives in the Commonwealth. According to the National School Boards Association, the practice can help strengthen democratic values in students by showing that school boards value students’ opinions and wish to hear students’ thoughts on issues affecting students. It helps to create a direct link between students and the elected officials that govern them. Arguments that students are not mature or experienced enough to participate as members in school boards ignore the reality of Virginia’s young people being among the most civically engaged cohorts today. In truth, giving us a voice on school boards can create a useful outlet for students who wish to be involved in the decision-making process that impacts our daily lives. Voters of Tomorrow’s Virginia Chapter have testified before School Boards. We have testified before County Boards and City Councils. We have organized and led protests across the Commonwealth on issues ranging from environmental protection to abortion to book banning and whitewashing history. We’ve conceived, advocated for, and led efforts to pass legislation in the General Assembly… including 1) giving high school students at least one excused day per year for civic engagement and 2) creating a voter pre-registration system for 16- and 17-year-old students. We hope you will pass this bill that is important to Virginia’s GenZ community and the Virginia Chapter of Voters of Tomorrow as well!

I support high expectations in all classrooms and for all students. I believe students are capable of achieving their goals with hardworking and support from home and the school. It has been upsetting and heartbreaking to hear and see certain school lower the bar for some schools and students. I refused to settle when it came to my students because I knew they were able to follow the rules, complete the courses, and rise to the occasion. Democrats need to stop lowering the expectations and standards. This is one of the reasons public schools are not successful. I have seen it over and over.

This bill has my full support. We are seeing the results of "dumbed down" educational standards in the workforce and in colleges nationwide. Why on earth would we continue to lower the standards? If we expect America's workforce to be competitive, we cannot sacrifice educational rigor.

The Virginia Coalition for Fine Arts Education (VCFAE) is concerned about the number of bills (HB 1345, HB 1009/SB 199, SB 161, SB 139, SB 380, HB 1051/SB 563) that propose to change graduation requirements and substitute workforce credentials or “alternative educational opportunities” for lab science, world language, electives and in one case, a pathway which substitutes advanced coursework in world language for workforce credentials. Despite SB 161, SB 139, and SB 380 having been passed by indefinitely, the essential concern remains. It appears, looking at these bills as a whole, that their patrons are attempting to give students additional options and pathways to complete high school coursework as college and/or career ready citizens, something that, in general, the VCFAE certainly supports. If this is the intent, then the VCFAE requests that, instead of doing this legislation in a piecemeal way, the General Assembly ask that the VA Board of Education initiate a study and report on multiple pathways and course substitutions. This study would allow a look at graduation requirements as a whole and permit public input through the usual processes. Approaching these graduation requirement exceptions in legislation that does not look at the overall context is likely to cause unintended consequences and narrow choice in other areas. Additionally, as part of that study we would urge consideration of a pathway or pathways and a diploma seal for advanced coursework in the fine arts.

If the true intent of this bill is to "ensure that students coming from those facilities and enrolling or re-enrolling in public schools receive the educational supports they need" then this bill should include a requirement that with the informed consent of the parent a full IDEA evaluation or reevaluation of the student be conducted by the receiving school for any student being released from a residential treatment facility to determine if the student is eligible for services pursuant to IDEA or Section 504 of the Rehabilitation Act, or in the case of students already identified as eligible under IDEA, what additional special education or related services the child needs to address the unique needs of the child and ensure access of the child to the general curriculum. 8 VAC 20-81-10. While it may seem obvious that these evaluations/reevaluations would be automatically triggered when a child returns from a residential treatment facility as part of a school district's "Child Find" obligation under IDEA and Section 504, the reality is that schools are not always choosing to do them in these situations. To make an IDEA evaluation or reevaluation pursuant to 8 VAC 20-81-60 & 20-81-70 (including the required informed parental consent) a requirement in this bill will ensure that these children are not falling through the cracks when they return to school.

This is an important bill to assist school divisions in working with residential facilities to ensure that students coming from those facilities and enrolling or re-enrolling in public schools receive the educational supports they need while the school division's mental health professionals are also alerted to any threat to safety the student's return may pose. When a similar bill was introduced in the Senate Health and Education subcommittee, some youth advocacy groups and mental health groups voiced concerns about the language. These groups and I met and we agreed to changes that narrowed the scope to include information related only to a student's required education supports and any threat to safety. Also, the new language states that the information will be provided to a mental health professional in the school division, not to the superintendent and safety officer. I would recommend the same edits to this bill.

Speaking against because of unintended consequences for students with disabilities

Please vote no on this bill. It would violate a patient’s HIPPA rights. As a former teacher, I am aware of the fact that student records are not always kept as confidential as we would all hope. This information could easily fall into the wrong hands, and cause the student and their family more hardship. Thank you!

I am adamantly opposed to this bill. There is no reason why a school district should be allowed access to a minor’s health records without parental consent. This is complete violation of the privacy expected around health-related issues and opens the student family up for exposure of personal and private information that schools have no business knowing unless explicitly shared by the parents and legal guardians. If students records are to shared in this manner, why aren’t teacher or administrators records shared ?

Vote no on HB1017 which is a breach of HIPPA. Please protect patient privacy.

VOTE NO on HB1017 I am very concerned with the systemic breach of patient confidentiality this would enable. Parents should control what sensitive medical information about their child is released and to whom. I can think of several scenarios where it would not be in the student's best interest to automatically give a copy of discharge paperwork to the school. Our school divisions have not been the best guardians of this information. See https://www.the74million.org/article/exclusive-virginias-fairfax-schools-expose-thousands-of-sensitive-student-records/ (Fairfax has had several breaches of sensitive student information.) https://www.wusa9.com/article/news/education/fairfax-county-public-schools-student-teacher-data-hacked-on-dark-web-ransomware-attack/65-6e6d455b-a652-440f-beb3-aac6abf80465 Additionally, this bill would strip students with disabilities of the protection of their sensitive medical information that nondisabled students are provided by Federal law. VOTE NO on HB1017

Please vote against this Bill! I have concerns for the privacy for our children! This Bill seems to violate HIPPA. It should be up to the parents/guardians what information they choose to disclose to the school.

Vote no on HB1017. This is an aggregious violation of HIPAA for students with disabilities. The decision on what to disclose to a school about an inpatient psychiatric hospitalization should be left up to the student, their parents, and their doctors--not a government-sponsored services board. Individuals with mental health conditions are far more likely to be the victims of violence than to perpretate it themselves. HB1017 is an invasion of privacy that will stigmatize students with disabilities while doing absolutely nothing for public safety.

My name is Melissa Waugh and I am a special education attorney representing Virginia families of children with disabilities. I have been practicing special education law in VA for 14 years. I have reviewed the text of HB1017 and I am very concerned with the systemic breach of patient confidentiality this would enable. Parents should control what sensitive medical information about their child is released and to whom. I can think of several scenarios where it would not be in the student's best interest to give a copy of that discharge paperwork to the school automatically (e.g., it could include sensitive information about sexual abuse or a rape the school has no business knowing, statements about past behavior the school would use as an excuse to keep the kid out of school, etc.). I'm also concerned that it's going to the Superintendent and division safety official . . . so how many other people will they be forwarding this sensitive information to within the school? Sensitive reports that can impact a child's future should be subject to the strictest privacy protections. While FERPA is supposed to protect a student's educational records, our school divisions have not been the best guardians of this information. See https://www.the74million.org/article/exclusive-virginias-fairfax-schools-expose-thousands-of-sensitive-student-records/ . This bill would strip students with disabilities of the protection of their sensitive medical information that nondisabled students are provided by Federal law. While I realize the language of the bill does not specify students with disabilities, if a student must be hospitalized for inpatient treatment, then by definition a major life activity has been impacted qualifying the individual for protection under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. This raises the question of whether this bill discriminates on the basis of disability, or at a minimum, would have a disparate impact on students with disabilities. In addition, the Federal HIPAA Privacy Rule protects all "individually identifiable health information" held or transmitted by a covered entity (health care providers) and the Rule calls this information "protected health information" (PHI). 45 C.F.R. § 160.103. Releasing this type of PHI to a school without the patient's (or minor patient's parental) authorization is not one of the permitted uses of PHI discussed in the HIPAA Privacy Rule. 45 C.F.R. § 164.502(a)(1). While there is a general exception for releases of PHI required by law, what is the justification for passing a law that narrows the rights of our most vulnerable children by automatically disclosing information that could hurt them in the future? If the concern is that a potentially dangerous student would be returned to the school community, HIPAA already provides an exception for this. 45 C.F.R. § 164.512(j) (Covered entities may disclose PHI that they believe is necessary to prevent or lessen a serious and imminent threat to a person or the public, when such disclosure is made to someone they believe can prevent or lessen the threat (including the target of the threat)). We need to let medical professionals do their jobs and disclose PHI when it is necessary, not on a perfunctory basis. It is for these reasons that I respectfully ask committee members to vote against HB1017. Thank you.

I am Barry Butler, Director of Government Retaliations for the Lynchburg Regional Business Alliance. We support the passage of this legislation. This bill raises expectations to ensure all students graduate high school with credits, credentials or work experience that prepares them for college and career success and ensures students learn of graduation requirements earlier so our young people have more time and opportunity to be exposed to opportunities to gain skills, knowledge and experiences that prepare them success after graduation. This bill defines multiple pathways students can take and brings clarity to the definitions of dual and concurrent enrollment, so more student can choose options to earn college credit and credentials while in high school that meet their needs and interests. These modifications provide more quality options to students and will help students and families make more informed decisions about their educational paths. Concurrent enrollment means enrollment in a post-secondary coursework while in high school but does not have to also earn high school credit. They are in high school, but can take any course regardless of whether they earn high school credit. Dual enrollment which is narrower and limited to enrollment in courses that simultaneously earn high school and post-secondary credits. Student in dual enrollment must also be earning high school credit. Over the last several years, we have worked with our regional employers, localities, school administrators, an higher education partners in the development and execution of our Regional Workforce Roadmap (https://growthzonesitesprod.azureedge.net/wp-content/uploads/sites/668/2023/12/Regional-Workforce-Roadmap.pdf). This legislation will continue to enable our region in the implementation of this work by setting up our children for professional and financial success after high school. We fully support this legislation and ask for your support as well by passing this bill. Thank you.

As a parent of a child with disabilities, the decision to put a child on the alternative assessment path, then resulting in an applied studies diploma, happens way too early in their education and unnecessarily limits their access to inclusive opportunities and grade-level curriculum. The applied studies diploma is well known to be essentially no more than a certificate of attendance. It's nearly worthless in terms of supporting a student's post-secondary life. So in that respect, I absolutely support efforts to remove the applied studies diploma and move more students to the standard diploma. HOWEVER, it cannot just be on local school divisions to figure out how to manage the transition for these students to the standard diploma track. Given that the standard diploma track requires taking the SOLs, the state must do some serious work to make the SOL tests more accessible to students with significant disabilities. That is the work of the state, not local divisions. Additionally, transitioning these students to a standard diploma will require that they receive increased services and supports, which must be supported by the state budget, staffing ratios, and state-approved curricula and materials. Teachers must receive support from the state in differentiating the SOLs for this population. The VESOLs, even after their recent overhaul, still result in students receiving significantly different instruction than their same-age non-disabled peers and are not appropriate for transitioning this population to the standard diploma. The state cannot levy all of the responsibility for such a significant transition on local school divisions and teachers.

Chris Davidson, on behalf of the Virginia Peninsula Chamber of Commerce. We strongly support HB1051 and urge the committee to report the bill. Of behalf of our members, and the business community of Hampton, Newport News, York County, and Poquoson, we feel that this bill will help to solve many of the workforce problems we're experiencing, while also enriching the education and lives of many students. Please pass HB1051. Thank you.

The Blue Ridge Partnership for Health Science Careers is a collaboration of stakeholders from K12, community colleges, four-year and post-graduate institutions, health provider employers, economic development and workforce organizations in GO Virginia Region 2. The Partnership has been working since 2019 to align health sciences education with employer needs and develop pathways that will accelerate student attainment. This bill supports these objectives. Educational stakeholders in the Partnership have expressed caution for unidentified costs but support the bill's objectives. Employer stakeholders enthusiastically support the bill's objectives.

The VCFAE, which represents over 6,000 VA arts educators plus their students, is concerned about several aspects of HB 1081 and SB 434 and recommends against passage. To begin there are problems with the language which allows students “...to personalize the pace of learning and accelerate their learning based on the mastery of course content by demonstrating at least 80 percent of the competencies required by course standards, regardless of time, place, or pace”. While personalized learning is critical in all arts courses, and accelerated learning encouraged, as important, particularly in performing arts classes, is group practice, critiquing, and performance/exhibitions all of which require students to be in attendance. It is important in these disciplines for students to practice and explore individually, but working together as a group to, perform a piece of music, is also critical and included in the VA Music SOLs. If a student masters a flute part at 100% proficiency, and can demonstrate it, this bill could allow a student to stay home, earn credit, and never actually perform with the band. “Mastery" in fine arts courses has been measured in group performance settings and requires that students be in attendance. Mastery is based solely on individual “course” standards, not necessarily SOLs and district curricula, leading to possible uneven implementation across districts and the state based on such factors as principal preferences/knowledge and teacher competency, interests, work ethic, and artistic expertise. The following questions also need to be considered: • There are no course restrictions here. What is the relationship between SOL testing and these models? • Do students have to complete assignments, or can they meet course standards independently? This raises grading issues - as would individual pacing. Does this bill allow registration and earning credit in name only? In other words, could homeschooled students not attend class nor turn in any assignments and yet earn credit for classes if they achieve 80% mastery? • What assessments will be sufficient for measuring 80% mastery? • Is there any consideration for how administrative tasks and increased teacher workload are going to be handled? • How are these models going to be evaluated programmatically? • Are there any thoughts about how to ensure that student gaps that exist across other areas are not exacerbated and that in schools/districts of innovation all students have sufficient support to access these new opportunities? The bills acknowledge that there are co-curricular aspects of courses that tie to curricular courses, such as marching band, after-school performances, and concerts, in the arts, that are course requirements. In the bill, each school division board is given the right to "adopt policy regulating student participation in curricular and co-curricular programs" if they are no more restrictive for part-time students than the regular full-time student body. This caveat could mean that part-time students could be required to be in attendance for all group practice and performance aspects of courses, but it means that each school system would need to designate, where, when, and how to apply the policy. Again, we would ask the committees reviewing HB 1081 and SB 434 take these concerns into consideration and vote against them.

Though most states possess some type of longitudinal data system, functionality, access and data quality vary greatly. Quality systems combine data from across multiple agencies spanning early childhood to the workforce to create linked data and an understanding of outcomes. Stakeholders in turn must use this data to develop strategies to improve quality, ensure equity and maximize return on investment across systems. HB 1083 rightly seeks to ensure the state’s cross-agency data system collects and reports on data needed to evaluate education workforce programs against shared metrics for quality and success, and that the data included in the system spans agencies and education systems and into the workforce to inform decision-making and drive outcomes.

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Hi I am writing to you on behalf of The Well Connection UK, a media and publishing company. We could easily get virginia.gov featured in various publications such as magazines, online blogs and news sites. This would undoubtedly help virginia.gov with publicity, reputation, domain authority and organic search engine rankings. We have a wide range of options including completely free collaborations, sponsored posts, guest posts and banner ads. If this sounds of interest, please reach out to the senior business development manager, Anita at info@thewellconnection.co.uk and whatsapp +447395206515 (GMT) Kind regards Clifton Junior Outreach Assistant

Employers in today’s global economy value a range of postsecondary credentials—industry-valued credentials, postsecondary certificates, associate degrees, bachelor’s degrees and advanced degrees—because they can each signify whether an applicant has the skills employers need. However, postsecondary education is increasingly expensive. While the debate rages on about ways to make postsecondary learning more affordable, there’s something states can do right now to help students prepare for success: jump-start postsecondary learning with college acceleration opportunities while students are still in high school. This bill would expand access—and remove costs—to Passport dual enrollment for students across the state. It also includes strong language around student advising (k-12 and postsecondary) and public reporting. The bill strongly emphasizes transferability of credit by prioritizing and funding dual enrollment courses that count toward Passport, Passport Plus, or associate degree requirements, which will help to reduce stranded credits for students earning an associate or bachelor’s degree. It is possible to accelerate all high school students toward the degree or credential of their choice. Equity in enrollment in dual credit programs can vary significantly, and HB 1087 seeks to ensure all students have access to dual enrollment courses.

Very important to vote. Thank you.

Madame chair and members of the subcommittee, thank you for giving me the time to speak on this bill. Madame chair, currently, appointed school board members do not enjoy all the benefits elected school board members have in the Commonwealth. While one is elected by the people and the other body is appointed by City Council or Board of Supervisors, both have the same roles and responsibilities, to create policy. There are times when legal opinions or other legal services the Attorney Generals office offers to elected school boards that would better assist and equip appointed school boards. In the City of Poquoson, there have been several occasions where my colleagues and I would have been better served to receive a second opinion from the Attorney General’s office to provide clarification of laws and if our policy conflicts with said law. Voting aye for this bill would assist appointed school boards in making the most accurate and confident decision on behalf of their school division. I respectfully ask each delegate to please vote aye on reporting this bill. Thank you.

Voting aye for this bill would assist appointed school boards in making the most accurate and confident decision on behalf of their school division. I respectfully ask each delegate to please vote aye on this bill.

Students should be able to take assessments in an environment that is comfortable for them and allows them to best demonstrate their learning and growth. Virginia PTA supports virtual assessment options for all students who need them.

Please support this bill. There are children with severe medical conditions for whom testing in person is difficult and/or dangerous. Thank you.

I write in support of H.B. 1221. As a law professor and advocate,[1] the elimination of menstruation-related barriers to education and the impact of a lack of menstrual literacy on other societal structures are primary foci of my work. [2] Based on my scholarly and applied research and analysis, I can attest that this bill would help normalize menstruation, reduce the harassment and internalized shame of people who experience it, and advance public health and safety. As my co-authors and I previously noted, “All students must have information, support, and a positive school environment that will allow them both to manage their own menstruation or related condition (if relevant), and to understand the menstruation-related needs of others.” [3] Without comprehensive and inclusive menstrual education for all,[4] some students will inevitability not understand what is happening to their bodies (especially during menarche), know when to seek guidance from trusted and informed adults, or understand how the cycle (and its cessation) may impact people differently, for example, based on one's gender, identity, race, disability, and/or class. Nor will they understand how it may change over one's life course from menstrual hormone fluctuations to perimenopause and menopause. Absent instruction, some students also may not learn that periods can be a positive experience, that menstrual concealment is a choice, that media messages and consumer targeting influence feelings and product preferences, or that menstruation and related conditions are not dirty or unsanitary. And others may continue contributing to the stigma by joking and harassing people who experience it, without necessarily understanding the consequences of doing so. For these and other reasons, this bill is necessary to support the health, dignity, and bodily autonomy of our students. It also benefits our workplaces and broader community. I hope you support it. 1] For informational purposes, I am the Jack and Lovell Olender Professor of Law at UDC Law. I direct the Legislation/Civil Rights Clinic and teach Gender and Disability Law. In 2023, I was the Fulbright-Scotland Distinguished Scholar at the University of Edinburgh, where I analyzed “Menstrual Justice at Work and School: Public Policy Lessons from Scotland’s Period Products Law and the UK’s Equality Act.” I have worked on new menstrual literacy standards in DC and on other DC, VA, and global policies to advance menstrual justice. This comment is submitted in my personal capacity. 2] See, e.g., Margaret Johnson & Marcy Karin, Now More Than Ever, It’s Time for Universal Menstrual Education for Gender Equality, MS. (June 10, 2022), https://msmagazine.com/2022/06/10/universal-menstrual-education-period-productsinformation; Marcy Karin, Addressing Periods at Work, 16 Harv. L. & Pol'y Rev. 459 (2022), bit.ly/periodsatwork. 3] Marcy Karin, Naomi Cahn, Elizabeth Cooper, Bridget Crawford, Margaret Johnson & Emily Gold Waldman, Title IX and “Menstruation or Related Conditions,” 30 Mich. J. of Gen. & L. 25, 59 (2023), bit.ly/TIX-Menstruation-LawProfComment 4] See Chella Quint, A Period Positive National Curriculum for England, https://periodpositive.com/wp-content/uploads/2022/07/a-period-positive-national-curriculum-chella-quint-20-july-2022.pdf; MHM in Schools Advocacy, https://www.publichealth.columbia.edu/research/gate/articles##US. 5] BRAWS, PERIODS, POVERTY, AND THE NEED FOR POLICY 7 (2018), bit.ly/BRAWS-BriefingReport.

I am in support of menstrual education for all students in upper elementary and middle school. As a health educator, understanding of the menstrual cycle is essential for health and wellness. Individuals who menstruate should understand the process, what they will experience, and what is normal and what is not. Individuals who do not menstruate should also have this knowledge and understanding as it is important for supporting a partner or in the prevention of pregnancy. Students have told me they believe when all students have this knowledge it builds empathy and respect among peers and family members. I request consideration is given to the instruction only being part of Family Life Education (FLE). Instruction on sexual health falls within FLE and not general health education. Placing this instruction in general health education would also not allow parents/caregivers the option to opt their child out of the instruction as they currently have in FLE. I also suggest giving schools flexibility to begin instruction in grade 4 or 5 to align with the current model for FLE in their school(s).

Dear Chair Simmonds and Members of the Subcommittee: Although federal law (since 2019) requires public schools nationwide to make their Junior Reserve Officers' Training Corps (JROTC) programs available to home school students, many Virginia school divisions are unaware of it. As a result, we have seen well-qualified applicants for the program erroneously turned away. I recently represented a well-qualified home instruction student in Chesapeake who had been turned away. Even after I quoted the federal law to officials, they still would not budge. Only when one of my colleagues suggested to them that we would file a lawsuit against the division on behalf of our client did those involved agree to process the student's application. 18 months after the federal law was enacted, Loudoun County was still rejecting homeschoolers' requests to participate in JROTC. I had to go through multiple levels of officials to eventually get it straightened out. Here is the federal law verbatim: -- SEC. 520B. INCLUSION OF HOMESCHOOLED STUDENTS IN JUNIOR RESERVE OFFICER'S TRAINING CORPS UNITS. Section 2031 of title 10, United States Code, is amended by adding at the end the following new subsection: “(g) (1) Each public secondary educational institution that maintains a unit under this section shall permit membership in the unit to homeschooled students residing in the area served by the institution who are qualified for membership in the unit (but for lack of enrollment in the institution). “(2) A student who is a member of a unit pursuant to this subsection shall count toward the satisfaction by the institution concerned of the requirement in subsection (b)(1) relating to the minimum number of student members in the unit necessary for the continuing maintenance of the unit.”. -- Bringing the federal law into the Virginia Code will make it more accessible to school divisions and decrease the likelihood of errors and lawsuits. It will also provide the General Assembly with a ready way to respond to any potential Virginia-specific follow-up issues that are not addressed in the federal law. In addition to access for home instruction students, HB 1231 would open JROTC programs to private school students. This is desirable since it will result in a greater number of young people having the opportunity to participate in JROTC and benefit from its citizenship training and career exploration features. No public school is required to host a JROTC program. But if it does, it must conform to federal law which requires access for home school students. Bringing the requirement into state law will be tremendously helpful in preventing the kinds of errors by officials that could negatively impact young people at a formative time of their lives. Respectfully submitted, Scott A. Woodruff, Director of Legal and Legislative Advocacy, Home School Legal Defense Association

My name is Delia Alcorn and I am a sophomore at Virginia Tech. I serve in our student senate and my major is Crop and Soil Sciences. For the past year, I’ve been advocating for the adoption of Sexual Assault Forensic Examiner (SAFE) programs at universities across the Commonwealth. I asked Delegate Shin to create this bill because, as a college student, it is my community that suffers from lack of access to appropriate care following sexual assault. Sexual assault on college campuses is pervasive. Nationally, about 7% of men and about 26% of women will experience sexual assault while persuing their college education. Due to the limited number of forensic examiners in the Commonwealth, college students in Virginia may find themselves with a transportation need ranging often from difficult to impossible following a sexual assault. Virginia State University students must travel 24 miles to Richmond for post-assault care. Students at UVA Wise must find a ride to Lebanon, 38 miles away. Students at the Virginia Military Institute must somehow cross the 39 miles to Fishersville. My fellow Hokies at Virginia Tech must travel 18 miles from campus for care. Students at Longwood University must find a ride, pay for a ride sharing service, or otherwise figure out a way to travel the 50 miles to Lynchburg for appropriate medical care and evidence collection following a recent sexual assault. Sexual assault forensic exams should not be a luxury to those privileged to have access to a car. Having this care at university student health centers would ensure all students at Virginia public universities have access to appropriate medical care and forensic evidence collection following an assault, improving outcomes for survivors and ensuring that key pieces of evidence are available at sexual assault trials. A number of leading higher education institutions across the country, including UVA, the University of Florida, University of Michigan Ann Arbor, UT Austin, and the University of Wisconsin Madison, have adopted on-campus SAFE programs, and I hope that Virginia public universities as a whole can follow their example. Thank you for your time and I ask you to please support this bill.

Madame Chair and members of the committee, I come before you today as a concerned parent and advocate. My daughter is a student at a public university in Virginia. Like all students, she has the right to pursue her education free from harassment, assault, and violence. Yet we know that sexual assault continues to occur far too often on university campuses. The 2019 AAU Campus Climate Survey found that over 25% of undergraduate women reported experiencing sexual assault since starting college. Providing critical medical and psychological care following an assault should be an ethical responsibility for any institution of higher learning. Current resources are inadequate. The closest medical facility providing forensic examinations and trauma care can be almost 20 miles away from campus. Without reliable transportation, timely access is impossible for a traumatized survivor. Delays diminish the chance of collecting vital forensic evidence. Students should not have to choose between reporting an assault or urgently needed medical attention. And they shouldn’t be additionally traumatized by being paraded through the public setting of a hospital. Requiring university health centers to have Sexual Assault Forensic Examiners (SAFEs) would bring medical care and evidence collection directly to the students. I urge the Assembly to pass legislation requiring every public university student health center to have staff trained as SAFEs. SAFE programs connect survivors to counseling, legal help, testing, and treatment while preserving evidence if desired. The cost of exams is fully covered through the Victims Fund. Several leading universities in other states have successfully implemented campus-based programs. Students embark on a journey of growth and discovery when they set off for college. For survivors of violence, that journey takes an unimaginable turn. Healing begins when compassionate care is close at hand. I ask you to make that possible for Virginia's sons and daughters. I urge you to support House Bill 1342 to provide on-campus sexual assault care. Thank you for your consideration of this testimony.

I went to an all female college from 2001-2003 There was a local bar we would go to A bar owner put a date rape drug in my drink I went home very drunk and high He showed up in my apartment and took me to his place (my friends told me the next day) I woke up naked and having now idea what happened. It was terrible and is still taking me years to come to terms with. If there were posters and staff encouraging girls to report when they were sexually assaulted I might have reported it. But NO ONE WOULD HAVE BELIEVED ME. So I stayed quiet until now. Please help my daughters and the next generation of women to report these crimes without disparaging their characters.

I urge you to support HB1342. Remembering a friend barely escaping from getting pushed into a bedroom at a college party, I know that it is important that public colleges and universities have the ability to deal with sexual assault with seriousness and care.

I support HB1342. All students at all Virginia public universities should know that, in the event that they are raped, the school is prepared to provide proper care and collect evidence. Given the reality in which we live, this is just common sense.

Too many young women in Virginia have suffered rape in shame and silence -- for too many years. We don't expect the General Assembly to fix everything, but you can provide appropriate services on the campuses of our state colleges and universities. Please vote in favor of HB 1342 in your Higher Education Committee on Monday afternoon . I have studied the text (below) and am convinced that it is the least we can do right now.... Respectfully, Judith E. Brown, PhD Norfolk 757-289-7149 https://lis.virginia.gov/cgi-bin/legp604.exe?ses=241&typ=bil&val=hb1342 Certain baccalaureate public institutions of higher education; on-campus student health centers; certified sexual assault forensic examiners; physical evidence recovery kits. Requires each baccalaureate public institution of higher education that has an on-campus student health center to staff such center with at least one on-campus certified sexual assault forensic examiner, as defined in relevant law, for the purpose of administering a physical evidence recovery kit, as defined in relevant law, to any student who is in need of such a kit.

The Virginia Coalition for Fine Arts Education (VCFAE) is concerned about the number of bills (HB 1345, HB 1009/SB 199, SB 161, SB 139, SB 380, HB 1051/SB 563) that propose to change graduation requirements and substitute workforce credentials or “alternative educational opportunities” for lab science, world language, electives and in one case, a pathway which substitutes advanced coursework in world language for workforce credentials. Despite SB 161, SB 139, and SB 380 having been passed by indefinitely, the essential concern remains. It appears, looking at these bills as a whole, that their patrons are attempting to give students additional options and pathways to complete high school coursework as college and/or career ready citizens, something that, in general, the VCFAE certainly supports. If this is the intent, then the VCFAE requests that, instead of doing this legislation in a piecemeal way, the General Assembly ask that the VA Board of Education initiate a study and report on multiple pathways and course substitutions. This study would allow a look at graduation requirements as a whole and permit public input through the usual processes. Approaching these graduation requirement exceptions in legislation that does not look at the overall context is likely to cause unintended consequences and narrow choice in other areas. Additionally, as part of that study we would urge consideration of a pathway or pathways and a diploma seal for advanced coursework in the fine arts.

I am writing to express my support of HB 1467. We of course appreciate the role of BOVs and the service they provide. However, as the primary groups on the front lines with our students, it is crucial that the voice of the faculty and staff of our state institutions of higher learning are also heard when important decisions are being deliberated. Faculty and staff should be represented on all Boards of Visitors - this is a common-sense measure to improve the governing of our public universities by leaning into the expertise of the people who know their universities best. Staff and faculty should choose their own representatives without pressure from BOVs or other outside forces. Stephanie Saccone Brightpoint Community College

I am writing to express my support of HB 1467. We of course appreciate the role of BOVs and the service they provide. However, as the primary groups on the front lines with our students, it is crucial that the voice of the faculty and staff of our state institutions of higher learning are also heard when important decisions are being deliberated. Furthermore, staff and faculty should choose their own representatives without pressure from BOVs or other outside forces. Thank you.

I am writing to express my strong support for House Bill 1467, which aims to expand the membership of the board of visitors for each baccalaureate public institution of higher education in the Commonwealth. This proposed legislation introduces a valuable addition to the Board of Visitors by including two nonvoting advisory members, one faculty member, and one staff member, to contribute crucial perspectives to the decision-making process. The addition of an advisory faculty member, selected by the institution's faculty, and an advisory staff member, selected by the institution's staff, represents a commendable step toward ensuring that the voices of key stakeholders are considered in the governance of our higher education institutions. This approach recognizes the significance of involving those directly engaged in the academic and operational aspects of the institution in the decision-making process. Furthermore, this bill allows the faculty and staff to determine the appropriate selection process for their representatives, providing flexibility that respects the autonomy of each institution. This adaptability ensures that the chosen advisory members reflect the unique needs and dynamics of their respective academic communities. In conclusion, I believe that the passage of this bill will contribute to a more well-informed decision-making process within our baccalaureate public institutions of higher education. The valuable insights of faculty and staff can strengthen the governance structure, enhance institutional effectiveness, and ultimately provide a better educational experience for our students. Thank you for your attention to this matter, and I urge you to support House Bill 1467for the benefit of our higher education community.

I am writing to express my support of HB 1467. We are happy to see that this bill addresses the vague language of the original in order to ensure crucial faculty representation on BOVs. Having faculty representation on these boards should not be optional. As the primary groups on the front lines with our students, having the voice of the faculty and staff of our state institutions of higher learning on BOVs means we can be heard when important decisions are being deliberated. Thank you.

I am writing to express my support of HB 1467. We of course appreciate the role of BOVs and the service they provide. However, as the primary groups on the front lines with our students, it is crucial that the voice of the faculty and staff of our state institutions of higher learning are also heard when important decisions are being deliberated. Faculty and staff should be represented on all Boards of Visitors - this is a common-sense measure to improve the governing of our public universities by leaning into the expertise of the people who know their universities best. Staff and faculty should choose their own representatives without pressure from BOVs or other outside forces.

As a staff member at the University of Virginia I support HB 1467. Our students will be better served by the inclusion of staff and faculty representatives to our Board of Visitors. In addition, those representatives should be chosen by their own constituencies and we have mechanisms in place to easily do so. Thank you.

I am writing to express my support of HB 1467. We of course appreciate the role of BOVs and the service they provide. However, as the primary groups on the front lines with our students, it is crucial that the voice of the faculty and staff of our state institutions of higher learning are also heard when important decisions are being deliberated. Faculty and staff should be represented on all Boards of Visitors - this is a common-sense measure to improve the governing of our public universities by leaning into the expertise of the people who know their universities best. Staff and faculty should choose their own representatives without pressure from BOVs or other outside forces.

Dear Members of the House Education Committee, I write to you to urge you to support Delegate Laufer's HB1467 bill. It is imperative that the current statute be modified to specify that BOVs shall appoint a non-voting faculty and staff representative and specify the mechanisms by which those representatives are selected. Its is about democracy and democratic process and improving board deliberations. This is not a partisan issue. I have been a member of a faculty senate facing the dilemma of selecting a truly independent non-voting faculty representative to the Board of Visitors. First, It is imperative that current legislation be changed from boards "MAY" appoint to "SHALL" appoint a representative. Board vary in their inclusion and selection processes. This bill would also make the process of selection of the faculty representative uniform and consistent across all BOVs at all public universities. It would clarify that the one faculty representative would be 1) elected by the faculty at large or by the faculty senate by majority vote or 2) would be elected to the position as a faculty senate chair (or past chair) who has been elected by majority vote. This will ensure a that the BOVs have a authentic representative of the faculty who will accurately present the faculty's views thus serving the best interests of the board and the university. Asking for a slate of names from which to choose is not an election but a nominations process. The same is true of the staff representative. There are currently no non-voting taff representatives on BOVS. The staff represent a significant stakeholder group in our universities whose voice at the table will improve board deliberations and actions and university operations. Adding a non-voting staff representative will improve collaborative governance. Staff can elect their representative in an at-large election or through staff senates or by elevating an office of the staff senate to the position of representative. State statute dictates that any non-member of a board may be allowed to sit in during closed session at the discretion of the board. These changes will improve board processes by including truly independent faculty and staff representatives on the boards. The bill will provide consistency across BOVs by formalizing what many board currently do to include faculty representatives. When boards choose their representative it tends to create an echo chamber that does a disservice to deliberation and effective collaboration.

I am writing in support of House Bill 1467. College instructors appreciate the work of the Board of Visitors, but the faculty need to have a greater voice in the governance of colleges and universities. We faculty work with the students and understand their needs.

Please SUPPORT HB 1467, which ensures that faculty and staff have direct representation on Boards of Visitors across the commonwealth. As someone who has worked closely with first and second year college students, I see so many moments when administrators and executives seem out of step with the day to day challenges and needs of those students (especially in the aftermath of the pandemic). Students deserve to have advocates in decision making spaces who know them and can speak to their experiences. Allowing faculty and staff to elect their own representatives also ensures that BoVs and admin are not simply agreed with but rather are challenged to meet the full breadth of their charge. This piece of legislation will make our colleges and universities more responsive to the students they aim to serve!

Vote YES on HB 1467 HB 1467 is a common-sense piece of legislation that requires public college and university Boards of Visitors to include nonvoting faculty and staff representatives. This requirement will improve governance in our public institutions of higher education by ensuring the people who will be implementing the crucial decisions made by Boards of Visitors are in the room actively participating when those decisions are being made. No one knows better the needs, challenges, and strengths of faculty, staff, and students than the faculty, staff, and students themselves. And it is important how those representatives are chosen. To be able to effectively represent the interests of their constituents, each faculty and staff representative to BOVs must be elected or otherwise chosen by their constituents without influence from the Boards.

Please support HB1467 which provides for additional representative on the Board of Visitors for non-voting faculty and staff. It is vital that the voices of all are included in decisions that impact higher education.

Thank you for sponsoring HB 1467. I am writing to express my support. The role of BOVs and the service they provide is very important. However, since the individuals that work at the colleges have more direct contact with the students, it is crucial that the voice of the faculty and staff of our state institutions of higher learning are also heard when important decisions are being deliberated.

Faculty and staff should be represented on all Boards of Visitors - this is a common-sense measure to improve the governing of our public universities by leaning into the expertise of the people who know their universities best Staff and faculty should choose their own representatives without pressure from BOVs or other outside forces.

I am writing in support of this bill. It is critical that faculty and staff have a voice in matters regarding the university operations. This is a step in the right direction.

I was delighted to see and read this bill. This bill undoubtedly brings out equity in governance in Virginia Community Colleges since a nonvoting faculty member and a classified member can be part of the Board of Governors. Moreover, this is the right step toward establishing shared governance and nothing will be done in an exclusive space. So, please, I urge to pass this bill. Thank you so much for all the work you do for the Commonwealth of Virginia.

Thank you for sponsoring HB 1467. I am writing to express my support. We of course appreciate the role of BOVs and the service they provide. However, as the primary groups on the front lines with our students, it is crucial that the voice of the faculty and staff of our state institutions of higher learning are also heard when important decisions are being deliberated.

Thank you for sponsoring HB 1467. I am writing to express my support. We of course appreciate the role of BOVs and the service they provide. However, as the primary groups on the front lines with our students, it is crucial that the voice of the faculty and staff of our state institutions of higher learning are also heard when important decisions are being deliberated. Again, thank you.

I fully support the requirement for a nonvoting faculty and staff member to be on the BOV as state universities. These individuals can provide valuable perspectives to the board and also bring information back to Faculty Senate.

Since the decisions that the BOV makes frequently have significant impact on faculty and/or staff, it would only be logical and ethical for the BOV to welcome representatives for these important stakeholder groups to sit as non-voting members of the board. It would also only make sense to have these representatives selected by faculty and staff, rather than by the BOV itself. To not have this representation would be a concerning signal regarding the priorities and transparency of the BOV.

I am writing to express my support for HB 1467. It will ensure that the voices of faculty and staff of our state institutions of higher learning are represented when important decisions are made affecting our work and our students.

In support of bill HB1467 to create clarity to mandate representation from a voting faculty and staff member on the BOV.

As an instructor at Brightpoint Community College, I am writing to express my support of HB 1467. As the primary groups on the front lines with our students, it is crucial that the voice of the faculty and staff of our state institutions of higher learning are heard when important decisions are being deliberated. Thank you for sponsoring this bill and considering my perspective.

Please support HB1467 because it clearly states the selection process for faculty and staff non-voting voices on the Boards of Visitors. I am on the faculty at VCU and am an alumna of UVA. The disingenuous attempt by UVA's Board of Visitors to choose the faculty representative to the Board of Visitors illustrates the need to specify that the representative must be selected by the faculty itself. Adding a staff representative is an additional benefit of this bill. Thank you for your attention to this issue. Shannon Mitchell, Ph.D. Associate Professor Department of Economics Virginia Commonwealth University smitchel@vcu.edu

Thank you for sponsoring HB 1467. I am writing to express my support. We appreciate the role of BOVs and the service they provide but teachers are the primary groups on the front lines with our students. Therefore, it is crucial that the voice of the faculty and staff of our state institutions of higher learning are also heard when important decisions are being deliberated.

I urge you to SUPPORT HB1467. Current Virginia law specifies that Boards of Visitors have the option to appoint advisory faculty members to the board, specifying that “such representatives shall be chosen from individuals elected by the faculty or the institution’s faculty senate or its equivalent." Given that faculty are the hands-on experts on making a university run at the level of its central tasks -– teaching and research – it is simply untenable that it's a good idea for a given university or for the Commonwealth that the faculty of a university NOT be able to specify who that faculty representative to the BOV is, and even more untenable that a BOV should have an OPTION whether to allow any such faculty representative at all, even though that faculty representative has only an advisory rather than voting role. Similar logic applies to university staff, who are the hands-on experts at keeping the business and faculty support functions of a university going. HB1467, in its current form, would correct the current law by mandating that a university's faculty senate or its equivalent (i.e., a body that consists of faculty chosen by the faculty as a whole) designate an advisory faculty representative to their BOV (rather than, for example, offering a list of recommended faculty from which a BOV would choose, as the University of Virginia BOV recently directed), and that such a faculty representative is required (not an option at the discretion of the BOV). And HB1467 would similarly require that there be an advisory staff representative to the BOV. Dale W. Wimberley Sociology professor Virginia Tech

Vote YES on HB1467. It is essential to include a faculty member, staff member, and student on BOVs. This is necessary to ensure that BOVs have the benefit of faculty, staff, and student knowledge, experience, and perspective when addressing the consequential issues addressed and decisions made by the BOV. Our universities will be better able to make wise decisions to serve the needs of our students and support the vital work done by faculty and staff with this expanded participation. No one knows better the needs, challenges, and strengths of faculty, staff, and students than do faculty, staff, and students. It is also important that faculty and staff representatives be chosen by their constituents, e.g., by the faculty senate and student government associations. This method for selecting representatives affirms and embodies our commitment to inclusive participation and democratic principles. To optimize the success of Virginia universities, vote YES on HB 1467.

Delegate Laufer, Thank you for sponsoring HB 1467. I am writing to express my support for this important bill. The BOVs provide an important service to higher education institutions, and it is important that the representation on the BOV reflects insight into issues that impact students and faculty. As faculty and staff of our state institutions of learning are on the front lines with our students, it is crucial that the voice of the faculty and staff are also heard when important decisions are being deliberated.

As a leader of both the Virginia Conference and the George Mason University chapter of the American Association of University Professors, I write in support of HB 1467. Importantly, HB 1467 mandates that Boards of Visitors (BOVs) have a non-voting faculty member and non-voting staff member on the BOV, selected by the faculty and staff respectively as their representative. The existing law is ambiguous and has resulted in less democratic methods of faculty selection. For example, at the University of Virginia, the BOV recently asked the Faculty Senate to “elect” a slate from which the BOV would choose, not the faculty. HB 1476 clarifies the selection process. It is a needed change to the law to ensure the faculty (and staff) elect their representatives to serve on the BOV. While faculty and staff representatives are non-voting members, they play a critical role in informing the university community of the agenda of the BOV, as well as any upcoming actions or issues of concern arising from BOV meetings. It is essential that the representatives on the BOV are chosen by faculty and staff to ensure accountability and transparency. Thank you for your consideration. Bethany Letiecq, PhD

I am writing to express my strong support for House Bill 1467 (HB 1467), which aims to expand the membership of the board of visitors (BOV) of baccalaureate public institutions in the Commonwealth. The bill mandates the inclusion of two nonvoting advisory members on the BOV - one faculty member and one staff member, selected by the faculty and staff, respectively. The current law's ambiguity regarding the selection process for faculty representatives at BOV meetings is a significant issue. The vague language allows for interpretation, as demonstrated by the recent incident at the University of Virginia, where the BOV requested the Faculty Senate to "elect" a slate of names. HB 1467 addresses this loophole by clearly stating that the BOV will include a faculty member elected by the faculty senate and a staff representative chosen by the staff of the institution. The Faculty Senate of Virginia (FSVA)'s past discussions on this matter, including the motion passed during Fall 2022, emphasize the importance of upholding the traditionally accepted practice that faculty representatives to BOVs should be elected by the faculty. HB 1467 aligns with this principle, ensuring a more democratic and representative process for the selection of advisory members. By supporting HB 1467, we advocate for transparency, fairness, and inclusivity in the governance of baccalaureate public institutions. Let us continue to uphold our commitment to democratic practices within our academic institutions.

This comment is in support of HB1467. The member representing the faculty at the board of visitors of the higher education institutions should be solely selected by the faculty they represent. Also the university staff should have a representative at the board of visitors.

Dear Members of the House Education Committee, I am writing to urge you to support Del. Laufer's Bill HB1467. This bill provides improved representative processes within our public universities by mandating the appointment of a faculty and staff representative to our Boards of Visitors. This Bill will bring consistency across all public university BOVs in the Commonwealth. Currently we have no staff representation and thus that voice in the shared collaborative governance of our universities is lacking. This will increase the efficacy of our BOVs by bringing voices of key constituents to the table as non-voting members. Secondly, the Bill establishes clear mechanisms for selecting those representatives in a democratic manner by calling for either 1) an election of one majority elected name or 2) the elevation of a current faculty senate or staff senate officer to the position (as they are technically elected by their constituents). The Bill ensures that the BOVs will not become an echo chamber by providing for independently elected representatives from the faculty and staff. Faculty and staff deserve an independent and representative voice on our Boards to improve communication and effective input. Imagine if in your election there were three names provided on the ballot and the Governor selected one of those names regardless of the majority vote. Currently there is no consistency in the manner in which faculty representatives are selected by BOVs. While most BOVs MAY allow for a faculty representative, (usually one of the officers of the faculty senate or by election), how they do that varies with some BOVs obtaining multiple names and then deciding on behalf of the constituents. This Bill will provide a uniform, consistent and democratic approach to providing effective representation of non-voting members. It will clarify ambiguous language in the current statute governing this matter. Staff members are important constituents in a system of shared and collaborative university governance. BOVs will benefit from having an independently selected staff member advising them on matters of university governance. So, it is also important that staff be able to elect their representative. This may seem like a small matter of bureaucracy but it is indicative of larger issues in our democracy and the effective governance of our public universities. Thank you for considering this request, Walt Heinecke, Ph.D. Charlottesville, VA Here I am speaking as an individual citizen of the Commonwealth and not on behalf of the University that employs me. While I am President of the UVa Chapter of the American Association of University Professors, I speak on my own behalf.

Please expand Board of Visitors throughout our state to make them representative of all stakeholders at our higher education institutions. When we have a non-voting faculty member and non-voting staff member on the BOV, selected by the faculty and staff respectively as their representative, we have assurance of shared dialogue and responsibility. We appreciate the strengths that are already at the table and wish to expand it for continued productive exchanges.

As a faculty member at the University of Virginia, as well as a member of its Faculty Senate, and as a member of the Faculty Senate of Virginia, I support this bill. This is about democratic representation: faculty members should be able choose who represents us on Boards of Visitors. Currently at UVA we can merely provide a slate of candidates from which the BOV chooses. At a University that prizes democracy, this process undermines it. The original legislation was badly worded and thereby allows BOVs to make decisions that should not be in their hands. This bill fixes that language and allows faculty to be more effective voices on boards as there should be no question but that the representative is truly the choice of the faculty. University boards make crucial decision for their institutions. Faculty need to be at the table. There should be no ambiguity or question about who that faculty representative is speaking for. This bill fixes a significant problem.

Faculty representation on BOVs is important. BOVs should have a non-voting faculty member and non-voting staff member on the BOV, selected by the faculty and staff respectively as their representative. I support HB1467.

I want to provide written comment to support HB 1467. This bill allows staff and faculty to be represented through non-voting members on the BOV, via members they elect either directly or through their elected representatives on the Faculty Senate. This is reflective of true representation of the voices of major university stakeholders and should move forward. Thank you

The institutions of higher education in the Commonwealth of Virginia have historically served our citizens well due to taking into account the needs of our populace. At our colleges and universities, no one maintains as close a relationship to our students as our faculty members. For this reason, it is essential that faculties are represented by persons of their own choosing on our Boards of Visitors, which are responsible for the governance of those colleges, so as to present the educational needs of the students and the communities they represent.

Thank you for sponsoring HB 1467. I am writing to express my support. We of course appreciate the role of BOVs and the service they provide. However, as the primary groups on the front lines with our students, it is crucial that the voice of the faculty and staff of our state institutions of higher learning are also heard when important decisions are being deliberated. Gena Britt, Ph.D. Professor of Psychology Brightpoint Community College

Dear Delegates, I am writing to support HB1467 to expand membership of board of visitors. I am a professor of chemistry at Virginia Tech and have been at the University for nearly 37 years. I have seen quite a lot over that time. I am the current faculty representative to the Virginia Tech BOV selected by the faculty to be our Faculty Senate President and representative to the BOV. It is not only important, but critical for the BOV rep be selected by the faculty and the same goes for staff representatives. In order for these members to truly represent the faculty or staff, they must be chosen by their constituents. Any process that involves the board interviewing and choosing from a slate of candidates has the potential problem of a perception that erodes the trust that that representative will truly represent the faculty. Again, this has the problem of being a perception that erodes the effectiveness of that representative. The wording in this bill is actually the process followed by Virginia Tech and it works exceedingly well. I daresay that the VT BOV members have been quite pleased with the contributions of the faculty representative over many years. I am not able to speak before the committee, so I appreciate you reading my comments. Should the committee wish to reach out to me for any further information, I would be delighted. My email address is jmerola@vt.edu and my phone number is 540-231-4510. This is my office number but it will also ring on my cell phone if I am away from the office. Respectfully submitted, Joseph S Merola Professor of Chemistry Faculty Senate President Faculty Senate Representative to the BOV of Virginia Tech Blacksburg, VA

Please support HB 1467. As Boards of Visitors make decisions about the direction of higher education in the commonwealth, those decisions must be informed by those taking on the actual labor of a college or university. Faculty and staff need to be a part of BoV discussions to advocate for their coworkers and, most importantly, our students. The most key component of this legislation is the way it allows faculty and staff to elect their own representatives to the BoV, a critical step toward democratic governance. If institutions of higher education are going to address the social and technological challenges headed their way, those serving actual student populations need to be as close to decision making processes as possible.

I support HB 1467. Faculty Senates should be the ones selecting their representatives. I also appreciate that staff are being included in this bill.

The Faculty Senate of Virginia is in support of HB 1467. Virginia Code currently states that BOVs “may” appoint one or more advisory faculty representatives to the BOV, and that “such representatives shall be chosen from individuals elected by the faculty or the institution’s faculty senate or its equivalent". The current bill poses a problem as it relates to faculty representation to the Board of Visitors meetings. The FSVA strongly believes that Faculty Senates/Councils (or equivalent) should be responsible for selecting the person who will represent them at the BOV meetings. Hence, The FSVA supports HB 1467. This bill ensures that BOVs have a faculty member and staff member (both non-voting members) on the BOV. The bill will also ensure that faculty and staff are selecting their representatives. The Faculty Senate of Virginia (FSVA) is the non-partisan membership organization representing the campus faculty senates of the fifteen public four-year institutions and the Virginia Community College System (VCCS). The FSVA acts in an advisory and resource capacity in matters of higher education. We participate in formulating policies on academic, education, and administrative concerns affecting faculty.

Closing an ambiguous loophole and mandating an elected representative of the Faculty Senate and a staff representative is a good step toward ensuring proper representation.

As the faculty representative to the VCU Board of Visitors, I fully support the proposed legislation that would mandate that BOVs have a non-voting faculty member and non-voting staff member on the BOV, selected by the faculty and staff respectively as their representative. Allowing faculty and staff to serve as non-voting members of the BOV is critically important to shared governance and having transparency in higher education. In addition, allowing the faculty and staff to choose their representative allows faculty and staff to have an important voice in what happens at their universities/colleges which would, in turn, increase their engagement in the issues that are happening at their universities/colleges.

Please pass HB1467. After 20 years at a public university in VA, I am horrified at how little the board understands about the university or the work of the faculty. Requiring a member from the faculty and staff will help boards better serve our public universities and our students.

While the VCFAE, which represents over 6,000 VA arts educators plus their students, prefers HB 1477 to HB 1081, we are still concerned about some of the language contained within. To begin with, there are problems with the language which allows students “...to personalize the pace of learning and accelerate their learning based on the mastery of course content by demonstrating at least 80 percent of the competencies required by course standards, regardless of time, place, or pace”. While personalized learning is critical in all arts courses, and accelerated learning encouraged, as important, particularly in performing arts classes, is group practice, critiquing, and performance/exhibitions all of which require students to be in attendance. It is important in these disciplines for students to practice and explore individually, but working together as a group to, perform a piece of music, is also critical and included in the VA Music SOLs. If a student masters a flute part at 100% proficiency, and can demonstrate it, this bill could allow a student to stay home, earn credit, and never actually perform with the band. “Mastery" in fine arts courses has been measured in group performance settings and requires that students be in attendance. Mastery is based solely on individual “course” standards, not necessarily SOLs and district curricula, leading to possible uneven implementation across districts and the state based on such factors as principal preferences/knowledge and teacher competency, interests, work ethic, and artistic expertise. If the bill passes, the following questions also need to be considered when developing implementation: Do students have to complete assignments, or can they meet course standards independently? This raises grading issues - as would individual pacing. Does this bill allow registration and earning credit in name only? In other words, could students not attend class nor turn in any assignments and yet earn credit for classes if they achieve 80% mastery? What assessments will be sufficient for measuring 80% competency? Are there any thoughts about how to ensure that student gaps that exist across other areas are not exacerbated and that in schools/districts of innovation all students have sufficient support to access these new opportunities?

PLEASE GO TO HENRICO SCHOOL BOARD MEETING MARCH 14, 2024 LINK BELOW. READ THE LAST COMMENT ON PAGE 9 AND THE THIRD COMMENT ON PAGE 27. THIS IS WHY MARIJUANA SHOULD NOT BE LEGAL https://go.boarddocs.com/vsba/henrico/Board.nsf/files/D3CJHX4D404E/$file/Written%20Comments%203-14-24.pdf

HB958 - A minor who can't act for themselves doesn't belong on a school board. SB positions should be positions of honor not putting up a minors who's brains haven't matured yet (by medical science). HB1528 - Unless you think forced relations are ok, this is needed. Stat occurs when someone having relations is under a certain age. HB571 - Move to report.