Comments Document

Attached find the written testimony of the United States Department of Defense on House Bill 1880.

Madam Chair and members of the Subcommittee: My name is Rick Dwyer and I am the Executive Director of the Hampton Roads Military and Federal Facilities Alliance. I am also a retired Air Force Lieutenant Colonel and served over 20 years on active duty. The communities of Hampton Roads collectively support 18 military installations, all six branches of the military services, 120,000 active duty, reserve and civilian personnel, over 125,000 military dependents, and nearly 220,000 veterans. In 2023, the Department of Defense spent over $68.5 billion in Virginia and directly employed over 247,000 people. Needless to say, supporting the military and our national defense is part of who we are in Hampton Roads and the Commonwealth. I am here today to express our strong support for House Bills 1880 and 1881. Highly mobile military children are more likely to experience recurring education disruptions and challenges, particularly those with needs for special education and related services. HB1880 requires the timely establishment of comparable special education services by a receiving school district which can help alleviate these burdens on military families assigned to Virginia. Additionally, military families often have limited housing options when moving to a new location as part of permanent change of station orders, resulting in limited school options for military children. Many military families must also move from temporary to permanent housing at some point after school has started, or from permanent to temporary housing prior to moving out of state on military orders. And some families have no choice but to live in on-base military housing due to command requirements, so they may not be able to access schooling or placement options available to other students. House Bill 1881 would address the unique school enrollment needs of military families by requiring school districts to develop and implement policies to allow military service members to enroll their children in school districts where they do not reside. It would alleviate one of the primary stressors on our military families as they move to Virginia in service of our country. We would like to recommend a minor change to the HB1881 language. Paragraph C contains language that would limit these enrollment options to military members whose “Home of Record” is Virginia. Home of Record is a formal military administrative term and is typically the state where a person joined the military. Home of Record can only be changed if it was done incorrectly at the time of enlistment or when an enlisted member signs a new enlistment contract. If the Home of Record language is not removed, then the majority of service members stationed in Virginia would not benefit from the bill. These bills send a clear signal that Virginia values its strong relationship with the military and is willing to continuously support efforts to make the Commonwealth the most military-friendly state in the country. We humbly request your support of HB1880 and HB1881 that support those who defend our nation. Thank you for your time and consideration.

My name is Michelle Norman, Executive Director and Founder of Partners in PROMISE, a nonprofit organization that advocates on protecting the rights of military children in special education and disability communities to ensure they receive equal access to an education. We develop data-informed solutions that equip parents, inform leaders, and enable military students to thrive. We support these two important provisions, HB 1880 and 1881. Frequent moves disrupt educational services for military-connected children, especially those with disabilities, leading to delays in receiving Individualized Education Program (IEP) services and further compounded with each move. Our data show that military-connected children in special education wait on average 4.25 months for their IEPs to be implemented their new school. The Military Interstate Children’s Compact Commission (MIC3) helps with education issues, but it lacks specific provisions for children with disabilities. Additionally, unreliable data on military students with disabilities and variations in school choice availability across states further complicate transitions. A unified open enrollment option will give military families with special needs options. Additionally, ensuring comparable services and evaluations, if necessary , are completed within 30 days would positively impact the educational outcomes of our most vulnerable military children. Thank you for your consideration.

Comments Document

Attached find the written testimony of the United States Department of Defense on House Bill 1881.

Madam Chair and members of the Subcommittee: My name is Rick Dwyer and I am the Executive Director of the Hampton Roads Military and Federal Facilities Alliance. I am also a retired Air Force Lieutenant Colonel and served over 20 years on active duty. The communities of Hampton Roads collectively support 18 military installations, all six branches of the military services, 120,000 active duty, reserve and civilian personnel, over 125,000 military dependents, and nearly 220,000 veterans. In 2023, the Department of Defense spent over $68.5 billion in Virginia and directly employed over 247,000 people. Needless to say, supporting the military and our national defense is part of who we are in Hampton Roads and the Commonwealth. I am here today to express our strong support for House Bills 1880 and 1881. Highly mobile military children are more likely to experience recurring education disruptions and challenges, particularly those with needs for special education and related services. HB1880 requires the timely establishment of comparable special education services by a receiving school district which can help alleviate these burdens on military families assigned to Virginia. Additionally, military families often have limited housing options when moving to a new location as part of permanent change of station orders, resulting in limited school options for military children. Many military families must also move from temporary to permanent housing at some point after school has started, or from permanent to temporary housing prior to moving out of state on military orders. And some families have no choice but to live in on-base military housing due to command requirements, so they may not be able to access schooling or placement options available to other students. House Bill 1881 would address the unique school enrollment needs of military families by requiring school districts to develop and implement policies to allow military service members to enroll their children in school districts where they do not reside. It would alleviate one of the primary stressors on our military families as they move to Virginia in service of our country. We would like to recommend a minor change to the HB1881 language. Paragraph C contains language that would limit these enrollment options to military members whose “Home of Record” is Virginia. Home of Record is a formal military administrative term and is typically the state where a person joined the military. Home of Record can only be changed if it was done incorrectly at the time of enlistment or when an enlisted member signs a new enlistment contract. If the Home of Record language is not removed, then the majority of service members stationed in Virginia would not benefit from the bill. These bills send a clear signal that Virginia values its strong relationship with the military and is willing to continuously support efforts to make the Commonwealth the most military-friendly state in the country. We humbly request your support of HB1880 and HB1881 that support those who defend our nation. Thank you for your time and consideration.

My name is Michelle Norman, Executive Director and Founder of Partners in PROMISE, a nonprofit organization that advocates on protecting the rights of military children in special education and disability communities to ensure they receive equal access to an education. We develop data-informed solutions that equip parents, inform leaders, and enable military students to thrive. We support these two important provisions, HB 1880 and 1881. Frequent moves disrupt educational services for military-connected children, especially those with disabilities, leading to delays in receiving Individualized Education Program (IEP) services and further compounded with each move. Our data show that military-connected children in special education wait on average 4.25 months for their IEPs to be implemented their new school. The Military Interstate Children’s Compact Commission (MIC3) helps with education issues, but it lacks specific provisions for children with disabilities. Additionally, unreliable data on military students with disabilities and variations in school choice availability across states further complicate transitions. A unified open enrollment option will give military families with special needs options. Additionally, ensuring comparable services and evaluations, if necessary , are completed within 30 days would positively impact the educational outcomes of our most vulnerable military children. Thank you for your consideration.

I am a military spouse and the mother of two children who were enrolled in public schools in Virginia when my husband received military orders to relocate here. I strongly support Bill 1881 because it addresses an important educational need for military families. This bill would allow military children to continue taking courses that may not be offered at the schools to which they are zoned. Our personal experience highlights the importance of this legislation. While stationed in Okinawa, Japan, my children studied Japanese. However, their zoned school did not offer Japanese language classes. We found a school that did, and we successfully transferred our children there for the first year under a general transfer policy unrelated to military status. Unfortunately, this transfer policy offers no guarantees, as decisions are left entirely to the receiving school’s discretion, with no clear criteria or transparency regarding approvals or denials. The following year, our transfer request was denied without explanation or the opportunity to appeal. As a result, one of my children lost the opportunity to continue studying Japanese in high school, while the older child, fortunately, completed AP Japanese before the transfer was denied. For military families who do not have the privilege to live off base, their children are stuck with on-base schools or public schools zoned for the military bases, which may not offer the classes, sports, or supports they need. This story is not unique. Many military families face similar challenges in aligning school curricula when relocating to new duty stations. One of the first priorities when receiving military orders is finding schools that meet our children’s educational needs. Housing decisions then hinge on whether living within the preferred school’s zone is financially and logistically feasible. In our case, moving into the Langley High School zone, which offers Japanese classes, was far beyond our budget. Experiences like ours have driven me to advocate for policies that remove barriers to educational continuity for military children. I am deeply grateful to Delegate Sewell for introducing this bill, which addresses a critical need for military families across Virginia. I sincerely hope this bill receives the support it deserves to ensure equitable access to quality education for all military children. Thank you for your time and consideration.

I am writing in SUPPORT of HB1909. For the past 16 years, I have taught Agricultural Education in Appomattox County. Our high school agricultural education department has 200 students enrolled this school year. Creating an Agricultural Education Excellence Commission will allow data to demonstrate our students' impact on the community and state. This will also help to streamline their transition into the workforce in our community and the Commonwealth.

Good afternoon, my name is Christy Kerr and I’m an agricultural educator in Augusta County. I’ve been involved in the agriculture education realm for close to 20 years, serving as a State FFA Officer visiting schools across the Commonwealth, to working with teachers for five years as an Administrative Assistant with Virginia FFA, to being an agricultural educator and FFA Advisor myself since 2011, as well as serving as a former President of the professional association Virginia Association of Agricultural Educators. In my county, we have many individuals serving on the Board of Supervisors, School Board, high-ranking officials in the Sheriff’s Office, agriculture and business industry leaders, and more- all alumni of agricultural education programs that were prepared to serve their community in their ag classes. Agriculture Education programs prepare students for real-life careers in agriculture through leadership training, public speaking, inquiry-based learning, and much more. This Commission would serve as a pipeline to ensure our hands-on learning experiences in the school system will continue to thrive and expand our influence to ensure more students benefit from the opportunities they receive in our programs. As a Dual Enrollment Instructor as well, offering college credit to my students to jumpstart their community college or university education, this Commission would also provide a way to make a smooth transition for these students pursuing careers in agriculture and forestry, which are Virginia’s number one industry producing $105 billion annually and 490,000 jobs throughout the state. In short, as a person involved with agriculture education for the greater part of their life, this Commission will provide even more opportunities for premier leadership, personal growth, and career success for the future job force that will contribute to Virginia’s local and state economies. Thank you!

Subject: Support for the Agricultural Education Excellence Commission, HB 1909 I hope this message finds you well. I am writing to let you know that I very much support the Agricultural Education Excellence Commission and its mission to develop a statewide plan for agricultural education in Virginia. As you know, agriculture is a cornerstone of our state's economy, and we must continue to nurture and expand agricultural education opportunities for our students. The work of this commission will be essential in ensuring that the next generation of agricultural leaders is well-prepared to contribute to the workforce and economy. The Agricultural Education Excellence Commission will be crucial in coordinating efforts with the Virginia Department of Agriculture and Consumer Services (VDACS) and the Virginia Department of Education (VDOE) to implement and improve agricultural education programming across the Commonwealth. The commission will advocate for these programs and gather data to demonstrate their impact at local and state levels by providing a collective voice for agriculture education and the FFA. A key priority of the commission will be collecting data that shows how agricultural education influences workforce development and the broader economy of Virginia. This data will be invaluable in shaping policies and securing resources to support our programs and ensure their continued growth. Additionally, the commission will work with industry partners, higher education institutions, and other stakeholders to facilitate a smooth transition for students into their chosen career pathways. This collaboration will ensure that students are well-prepared for success in the workforce, whether they decide to enter agriculture directly or pursue related fields. Another important function of the commission will be prioritizing students' needs and allocating resources effectively to improve agricultural education programs. By addressing resource gaps, we can provide more opportunities for students to engage in hands-on learning and prepare them for the diverse and evolving needs of the agricultural industry. Finally, the commission will assess the current state of agricultural education in Virginia, including teachers' workload, pathways to licensure, and strategies for addressing the growing need for qualified educators. This will help ensure that our programs are practical and sustainable in the long term. I firmly believe that the Agricultural Education Excellence Commission will be a critical step forward for agricultural education in Virginia. I would appreciate it if you could support its creation and the continued growth of agricultural education programs across the state. Thank you for your attention to this important matter and your ongoing commitment to supporting the students and industries that make Virginia such a strong and vibrant state. Sincerely, Brian Fisher 386 McDonald Lane Strasburg VA 22641

As a dedicated agriculture teacher with 21 years of experience and service in various state leadership roles, I am writing to express my strong support for House Bill 1909, which establishes the Virginia Commission for Agricultural Education Excellence. Agricultural education is essential to preparing students for success in an evolving industry that significantly impacts Virginia’s economy and communities. This bill offers a pivotal opportunity to strengthen and unify agricultural education across the Commonwealth. By creating a 30-member commission to develop and implement a statewide plan, the legislation provides a comprehensive framework to address challenges such as curriculum alignment, workforce development, and resource allocation. Over the years, I have seen how agricultural education empowers students, equipping them with technical skills and leadership abilities that prepare them for thriving careers and engaged citizenship. Programs like FFA have a transformative impact, but sustaining and enhancing these opportunities requires deliberate planning and collaboration. The proposed commission, supported jointly by the Department of Agriculture and Consumer Services and the Department of Education, is uniquely positioned to ensure these programs are aligned with industry needs and future workforce demands. This commission also provides a platform to engage diverse stakeholders, including educators, industry leaders, and policymakers, fostering innovative solutions and partnerships. Its proposed expiration date of July 1, 2028, ensures a focused, results-driven timeline with opportunities for evaluation and improvement. I urge you to support House Bill 1909 to secure a strong future for agricultural education in Virginia. Thank you for your dedication to supporting our students, educators, and agricultural industry.

As an agricultural education teacher, I believe that this committee would greatly enhance the effectiveness and efficiency of our work, ideally with adequate funding. Collaborating with VDACS and VDOE will facilitate a more consistent approach to the implementation of agricultural education statewide. Additionally, it will enable us to demonstrate the significant impact we make in areas such as workforce development and economic contributions across the state. This commission would also strengthen our connections with stakeholders, employers, and higher education institutions. Furthermore, it will assess our students' needs, allowing us to refine our curriculum and Career Development Events. As we are the foundation of the National FFA, this commission could also assist in gathering data on teacher workloads and licensing pathways, positioning us as a leader in National FFA programming.

This bill would strengthen the long-term impact that Agricultural.Education teachers, throughout Virginia, have on Virginia's largest industry. This bill would positively impact students as it builds a support for student leadership opportunities, increased involvement in the Agriculture Industry and support their long-term Work Based Learning opportunities. As.a former agricuture education student, I know how much the industry has changed and what challenges agriculture educators are facing in this changing landscape. Support for this bill would provide support for those teachers and they continue to grow the agriculture leaders of tomorrow. I thank you for your service to the Commonwealth and to the students of Virginia

As an agriculture educator, I would strongly support HB 1909, especially if it focuses on the enhancement of agricultural education programs. Here are several reasons why this bill could be beneficial from an educator's perspective: Expanding Educational Opportunities: HB 1909 may provide increased funding or resources for agricultural education, allowing schools to offer more hands-on learning experiences. Agriculture programs often require specialized equipment, field trips, and real-world learning experiences that are essential for students to gain the skills necessary for the industry. Workforce Development: Agriculture is a crucial industry, and supporting HB 1909 could lead to a more skilled, knowledgeable workforce. By investing in agricultural education, we ensure that students are prepared for careers in agriculture, whether in production, technology, research, or sustainability practices. Closing the Skills Gap: There is a growing demand for workers in agricultural fields, and HB 1909 could help close the skills gap by providing students with relevant, real-world experiences. In turn, students can directly transition into high-demand careers, benefiting local economies and the agricultural sector as a whole. Encouraging Innovation in Agriculture: With proper funding and support, agricultural education programs can foster innovation by introducing students to emerging agricultural technologies, sustainable practices, and new methods of food production. This could help students become future leaders in shaping the agricultural industry. Increasing Access to Agriculture Education: HB 1909 could provide resources to schools that lack agricultural education programs, especially in underserved areas. By ensuring all students have access to high-quality agricultural education, we can ensure the sustainability of the industry and provide opportunities to a diverse range of students. Promoting Agricultural Literacy: In a time when fewer students have direct exposure to agriculture, HB 1909 could increase awareness of agricultural practices and issues such as food security, climate change, and sustainability. An informed population is crucial for making decisions that will impact agriculture in the future. Agriculture teachers often face challenges in recruiting and retaining qualified staff due to the unique demands of the profession. Extending contracts can make the position more attractive to potential candidates by offering job security and opportunities for professional growth, ultimately helping to address teacher shortages in the field As an agriculture educator, I see firsthand the impact that strong programs and resources can have on students, their career readiness, and their ability to contribute to the future of agriculture. I would strongly advocate for any legislative efforts that enhance agricultural education, like HB 1909.

I am writing to urge support for HB 1910 which addresses the banning use of artificial food dyes, which are linked to adverse health effects, especially in children, such as hyperactivity and behavioral issues. Many of these dyes are banned in other countries due to health concerns, yet they remain widely used in the U.S. Please support HB1910 so Virginia can prioritize the health of our students and align with international standards.

I am writing to express my strong support for HB1910, which seeks to ban artificial dyes in schools. This legislation is a crucial step toward prioritizing the health and well-being of Virginia’s children. Numerous studies have shown a link between artificial dyes and negative impacts on children’s behavior, focus, and overall health. By eliminating these dyes from school meals, we can create a healthier environment that supports learning and development while setting a positive example for students. Thank you for your dedication to this important issue.

I have heard concerns that HB1945, which allows access to Telehealth during the school day, will take away instructional time. My secondary-school aged child spent two years with uncontrolled Chron's disease, forcing him to miss a significant amount of school. The stress from missed school inflamed his condition, leading to the strong recommendation that we add mental health support to his care plan. Ironically, the need for one hour a week of therapy--even when done virtually from our nearby home--took about a half day of instructional time from his already limited schedule and added significant stress (and resistance to getting help). Even if we secured a coveted end-of-day appointment, the travel time still required him to be pulled from his final class. The ability to participate in a telehealth appointment during school hours in a private location would have helped tremendously to keep him in the classroom, increasing his instructional time and health.

Mental health access is important to all students. According to CDC data from 2018–2022, suicide was the leading cause of death among Asian Americans aged 15–24, and the second leading cause of death among Native Hawaiians and Pacific Islanders, highlighting a critical and urgent issue. On behalf of Hamkae Center, we believe students learn best when they have the appropriate supports they need and support this bill as it impacts our growing AAPI communities and meets their needs in making sure that this next chapter in our community’s future is a better and brighter one for the younger generations to come. (https://beyond-the-surface.s3.amazonaws.com/beyond-the-surface-youth-mental-health-report-2024.pdf) Suja S. Mathew, Advocacy Manager

Greater access to telehealth, including while at school, is a modern-day need. Allowing students the ability to access telehealth services from the school building helps to keep students in class since they don’t have to leave for appointments. It also benefits students and families in rural areas that may not have physical access to medical treatment in their locality. Telehealth is a resource that is needed to keep up with the evolution and availability of medical resources. The Virginia PTA supports HB1945.

the disAbility Law Center of Virginia supports this legislation. This should enable children with disabilities in the most rural parts of the Commonwealth to have better access to important services.

Hamkae Center is in support of HB2032. While those from the Latinx community may make the majority of people with limited English proficiency, those from the AAPI community have the highest share of individuals with LEP needs across racial and ethnic groups. Limited access to the testing, interpreters and services in their own language as they make their transition to ENglish proficiency poses significant barriers. We support increasing funding for multilingual learners which helps provide education equity and allows these students to reach their potential for English proficency.

I support this proposed funding, which just makes sense, given the updated SOQ ratios for ELs. This is a welcome change that teachers and students have needed.