Comments Document

In Virginia, statistics show that the risk of serious injury to a child enrolled in a religious-exempt daycare is exponentially less than at a licensed center. We should pass laws for child safety. Vote “Yes” for what has proven to protect and nurture children.

Comments Document

A vote for HB 1785 is a vote for child safety! Please see the attached child safety data, and please vote YES on HB 1785!

Comments Document

In Virginia, statistics show that the risk of serious injury to a child enrolled in a religious-exempt daycare is exponentially less than at a licensed center. We should pass laws for child safety. Vote “Yes” for what has proven to protect and nurture children.

Comments Document

A vote for HB 1786 is a vote for child safety! Please see the attached child safety data, and please vote YES on HB 1786!

I am totally against this bill which mandates school boards to provide unpaid educational leave for certain employee association officers. Disruption in Education: Allowing key employees to take extended leave could disrupt the continuity of education, affecting students' learning experiences and the stability of school operations. Consistency in teaching staff is crucial for student progress. Inequity Among Employees: This bill creates an inequitable situation where only association officers benefit from such leave arrangements, potentially causing resentment among other staff members who might also need time for educational pursuits but are not in leadership roles. Precedent for Special Treatment: By legislating specific leave for association officers, it sets a precedent for special treatment within the educational system, which might lead to demands for similar privileges from other groups, complicating HR policies. Impact on Retirement System: Allowing the purchase of service credit for unpaid leave might strain the Virginia Retirement System, as it could encourage more employees to take extended leaves, increasing future liabilities without current contributions. Potential for Abuse: There's a risk this could be abused, with officers extending their leave to the maximum allowed, potentially leading to a situation where positions are held but not actively filled, affecting school governance and operations. Focus on Educational Duties: School board employees, especially in leadership roles, should prioritize their educational responsibilities over association duties. This bill might shift focus away from their primary role of educating students. Local Control Undermined: Mandating such a policy from the state level undermines local school boards' autonomy to manage their staff according to local needs and priorities, contrary to the principle of local governance in education. I strongly oppose this legislation for its potential to disrupt educational continuity, create inequity, strain financial resources, and set problematic precedents within the school system, urging its rejection to maintain focus on educational excellence and local control.

I totally disagree with your stance on this bill. While it might seem compassionate, it poses several risks: Potential for Abuse: The CNC status could be exploited by individuals to avoid paying taxes indefinitely, undermining the tax system's integrity. Even with annual reapplication, some might find ways to prolong their hardship claims. Revenue Loss: By allowing taxpayers to defer tax payments, the state could face significant revenue shortfalls, impacting public services and infrastructure funding, which are critical for the community's well-being. Inequity in Taxation: This bill could create an unfair tax burden on those who continue to pay their taxes on time, as others benefit from relief, potentially leading to resentment and a sense of injustice in the tax system. Encourages Dependency: Rather than encouraging financial recovery, this might foster dependency on government relief, deterring individuals from seeking more permanent solutions to their financial issues. Administrative Burden: The process of evaluating and managing CNC applications annually would add to the administrative workload of the Department of Taxation, potentially diverting resources from other essential functions. Moral Hazard: There's a risk that knowing such an option exists might lead some to be less diligent in managing their finances, expecting relief when they fall into hardship. Precedent for Other Debts: Setting this precedent might encourage similar relief measures for other forms of debt, potentially destabilizing financial systems by normalizing non-payment. I believe this bill, while well-intentioned, could lead to unintended consequences that outweigh its benefits, compromising the fairness, efficiency, and sustainability of our tax system.

I urge you to oppose this bill. As a late career switcher to CTE agriculture teaching, having been a farmer with a degree in Dairy Science from Virginia Teach, I would have easily met this standard. I have taken the classes for the licensure and the understanding I have gained is invaluable to understand the lingo and the need, the actual decisions' being made by veteran teachers and administrators. In my first full year, I may have said yes. But there is much to be learned in a classroom that no one, and I mean no one can prepare you for. Please vote against.

I am absolutely in favor of this bill which enhances the curriculum for government and civics education in Virginia's high schools, particularly in grade 12. Enhanced Understanding of Local Governance: By mandating the inclusion of local government structures and functions in the curriculum, this bill ensures students gain a comprehensive understanding of how governance works at the grassroots level, which is crucial for informed citizenship. Civics Diploma Seal of Excellence: Incorporating local government instruction into the criteria for the civics diploma seal incentivizes students to engage deeply with this aspect of their education, recognizing and rewarding their commitment to civic knowledge. Preparation for Civic Engagement: Understanding the roles of local constitutional officers and governing bodies like city councils, town councils, boards of supervisors, and school boards prepares students for active participation in local democracy, fostering a sense of responsibility and community involvement. Alignment with Educational Standards: This bill aligns with the Standards of Learning by expanding the scope of government education to include local governance, ensuring a well-rounded educational experience that reflects the full spectrum of government operations. Promotes Critical Thinking: Learning about local government encourages students to think critically about how policies and decisions at the local level affect their daily lives, enhancing their ability to analyze and engage with political processes. Support for Democratic Values: By focusing on the democratic model of government, this legislation reinforces the values of democracy, transparency, and accountability, which are fundamental to our society. Educational Equity: Ensuring that all students receive this instruction promotes educational equity, providing every student with the knowledge needed to participate effectively in their community, regardless of their socioeconomic background. I wholeheartedly support this bill for its forward-thinking approach to civics education, equipping Virginia's youth with the knowledge necessary for active and informed civic life, thereby strengthening our democracy from the ground up.

Citizens in Virginia receive almost no instruction in local government. It is a practical problem because even well-informed citizens often have a limited understanding of local government functions and its relationship to other levels of government. Requiring 12th grade US Government classes to offer a unit on Virginia local government makes sense. As a former US government teacher, we had time to cover great detail about national government and there is no reason why curricula could not be adjusted to allow a little time to explore the importance of local government. As a former city manager and county administrator, I can say with certainty that many of our residents know almost nothing about the responsibilities of local government and it is harmful to good governance. Fixing this deficiency should be a non-partisan issue. There is no significant cost. There is no logical reason why any interest group should oppose this upgrade to our required 12th grade government course. Shouldn't we want our citizens understand things that matter in their everyday lives like who picks up the garbage, who is responsible for the sewer system, why there are constitutional officers, and how the Commonwealth and localities share services like law enforcement, education, and social services?

As a former foster mother, I would not want my address given out to biological parents for the safety of my home, my family, and for my foster children. Some of these parents have criminal records, felonies, use drugs, and are not able to think logically all the time. We should protect foster parents by not providing addresses, phone numbers, and other personal information to the biological families.

Foster parents provide a tremendous service to children in need. It is unnecessary for the biological parents to have access to personal information such as phone number and address of the foster family. This potentially puts the family and the foster child in danger. Nobody should have to worry about their personal safety.

I am writing to support foster family privacy. The safety of the children and anyone in the foster family is at risk if personal information such as addresses become known to biological parents. As a former foster parent and current adoptive parent, I have learned that safety and consistency are two of the most important aspects in providing effective care. If this information were to become known to the biological parents, it would severely impact both of the above.

Please support foster parents rights to privacy. In situations where the biological parent has had the children removed from their custody and placed into a foster family, the foster family's address and phone number are not necessary for the educational decision making that the biological parent still has access to. Biological parents access to the foster family is decided upon by the social workers on the case and access should not be freely given through something as crucial to a child's education as a standard IEP meeting report. Protecting personal information such as phone number and address is crucial to supporting foster family's ability to provide a stable, safe household for the foster youth. This protection does not hinder the non-custodial biological parent who still has educational decision power, it can only help the child succeed.

I am writing in support of HB 2226. My goddaughter’s parents, we’ll call them the Fosters, became foster parents in 2023. The biological parents of their foster children retained educational rights. The Fosters were thrilled that their foster children’s biological parents wanted to remain involved in their children’s education while working towards reunification. However, it was in the best interest and safety of the Fosters, their daughter (my goddaughter), and their foster children to keep their address and personal phone numbers private from the biological parents. But the way the law is written, it was totally legal for the public school to share the educational file of the foster children with their biological parents WITHOUT redacting the address of the home they were living in with the Fosters. In fact, the school interpreted the law in such a way that they believed redacting that address to be ILLEGAL, because it is part of the educational record, which the biological parents had the legal rights to. The ONLY info the Fosters did not want the biologically parents to see was their address and phone numbers. But the school couldn’t or wouldn’t redact it. The Fosters were lucky. They had a good relationship with their foster children’s biological family and remained safe. But what if they didn’t? What if the biological parents had, out of desperation, broken into their home to get their children back before the end of their placement in foster care? What if my 6 year old goddaughter had been harmed because the school didn’t redact her address from her foster siblings’ educational record? HB2226 would protect foster families, their children, and children in foster care from potential danger by keeping their physical address out of the hands of biological parents. I urge you to pass HB2226 to keep fostering safe. We need MORE foster parents. If we expect people to step up to the grueling and selfless job of becoming foster parents, we MUST do everything in our power to make fostering SAFE. Again, I urge you to pass HB2226.

Language is a life skill and an essential work place skill. For a business to grow and be profitable, communication with customers and clients is a must. In healthcare, we must be able to serve adequately our patients and without certain subsets of skills- the ability to speak the languages is one such skill, we fail ourselves as a community and society. We recognize other skills through credentialing. It is time for us to recognize language too as one of these essential skills. I highly encourage the Seal of Biliteracy be recognized as presented in HB2360

Comments Document

Global Virginia Position Statement for HB 2360 Global Virginia strongly supports Virginia House Bill HB2360, which designates the high school diploma Seal of Biliteracy as a high-demand industry workforce credential. This bill acknowledges the significant value of multilingualism in today's global economy and enhances students' career prospects. Enhancing Employability and Economic Competitiveness Proficiency in multiple languages is a critical asset in various industries, including international business, healthcare, education, and government services. Employers often offer language pay differentials, with bilingual employees earning salaries 5-20% higher than their monolingual counterparts. For instance, the U.S. national security organizations, many of which are located in Virginia, provide foreign language proficiency pay to eligible civilian employees, underscoring the demand for language skills in the workforce. Recognizing and Validating Language Proficiency The Seal of Biliteracy is an official recognition awarded to high school students who have demonstrated proficiency in two or more languages. By designating it as an industry credential, Virginia acknowledges the practical value of bilingualism, providing students with a tangible certification that can enhance their resumes and college applications. This recognition can lead to advanced placement or college credit for language courses, saving students time and tuition costs. Promoting Educational Equity and Cultural Competence Implementing the Seal of Biliteracy as an industry credential encourages students from diverse linguistic backgrounds to maintain and develop their native languages alongside English. This fosters cultural competence and inclusivity, preparing students to engage effectively in a multicultural society. Moreover, it motivates native English speakers to pursue additional language studies, broadening their perspectives and enhancing cross-cultural communication skills. Supporting Virginia's Educational and Workforce Goals Aligning the Seal of Biliteracy with industry credentialing supports Virginia's commitment to preparing students for the demands of the modern workforce. It encourages language learning, critical thinking, and adaptability—skills essential for success in a globalized economy. This initiative also reflects a strategic investment in the state's economic development by cultivating a multilingual workforce attractive to international businesses and organizations. In conclusion, passing HB2360 will provide Virginia students with valuable credentials that recognize their language skills, enhance their employability, and contribute to the state's economic vitality. I urge the legislature to support this bill and affirm the importance of bilingualism as a critical workforce competency. On behalf of Global Virginia, Beatrix Preusse-Burr President, Global Virginia

Vanessa Lopez-Sotomayor 4087 Mineral Springs Ln Glen Allen, VA, 23060 vanessa.lopezsoto@gmail.com 571-398-9824 1/21/2025 Dear House Education Committee, I am writing to request your support in recognizing the Seal of Biliteracy as an official Industry Credential for the purposes of meeting graduation requirements and enhancing school accountability in Virginia. As our state continues to refine its educational standards, we have an opportunity to incorporate language skills as a critical career asset for our students. Industry credentials play a vital role in both student development and the workforce. For students, credentials offer a clear, externally validated evidence of skill mastery that is highly valued by employers. They also help students meet graduation requirements and prepare them for high-wage, high-demand careers. For schools, credentials are a core element of Virginia’s 3E framework, which focuses on “engagement, enrollment, and employment.” Recognizing the Seal of Biliteracy as an industry credential would further strengthen our education system by acknowledging the critical role that language skills play in a range of careers, including health care, hospitality, and human services. The Seal of Biliteracy already serves as an external validation of language proficiency, achieved through rigorous testing that measures functional language skills. According to Virginia’s labor data, interpreters and translators are a high-demand field with projected growth of 15.2% over the next five years, and average earnings of $70,578 annually. Many other industries also seek bilingual employees to meet the demands of diverse communities. Adding the Seal of Biliteracy to the list of approved industry credentials would empower students to better compete in the global economy while benefiting from Virginia’s ongoing investments in high-demand skills. As the Virginia Department of Education (VDOE) revises its list of approved industry credentials to align with high-wage and high-demand careers, I urge you to include the Seal of Biliteracy as a recognized credential. I also ask that state funding streams for industry credentials be extended to support the costs for students taking state-approved language proficiency tests. Thank you for considering this important step toward preparing Virginia students for success in both the workforce and the world. Sincerely, Vanessa Lopez-Sotomayor

FabiolaHall 7254 Ann Cabell Lane Mechanicsville, VA 23111 fhall@hcps.us (804) 306-9773 01-21-25 The Honorable ScottA. Wyatt Virginia General Assembly District: 60 Party: R Dear ScottA. Wyatt, I am writing to request your support in recognizing the Seal of Biliteracy as an official Industry Credential for the purposes of meeting graduation requirements and enhancing school accountability in Virginia. As our state continues to refine its educational standards, we have an opportunity to incorporate language skills as a critical career asset for our students. Industry credentials play a vital role in both student development and the workforce. For students, credentials offer a clear, externally validated evidence of skill mastery that is highly valued by employers. They also help students meet graduation requirements and prepare them for high-wage, high-demand careers. For schools, credentials are a core element of Virginia’s 3E framework, which focuses on “engagement, enrollment, and employment.” Recognizing the Seal of Biliteracy as an industry credential would further strengthen our education system by acknowledging the critical role that language skills play in a range of careers, including health care, hospitality, and human services. The Seal of Biliteracy already serves as an external validation of language proficiency, achieved through rigorous testing that measures functional language skills. According to Virginia’s labor data, interpreters and translators are a high-demand field with projected growth of 15.2% over the next five years, and average earnings of $70,578 annually. Many other industries also seek bilingual employees to meet the demands of diverse communities. Adding the Seal of Biliteracy to the list of approved industry credentials would empower students to better compete in the global economy while benefiting from Virginia’s ongoing investments in high-demand skills. As the Virginia Department of Education (VDOE) revises its list of approved industry credentials to align with high-wage and high-demand careers, I urge you to include the Seal of Biliteracy as a recognized credential. I also ask that state funding streams for industry credentials be extended to support the costs for students taking state-approved language proficiency tests. Thank you for considering this important step toward preparing Virginia students for success in both the workforce and the world. Sincerely, Fabiola Hall Oak Knoll Middle School

I support recognizing the Seal of Biliteracy as an industry credential. I support recognizing our country's role in the development of multicultural and multilingual citizens who work successfully with others.

Drema Jefferson 8287 Ironclad Dr. Mechanicsville, VA 23111 djefferson@hcps.us 804-585-7118 January 21, 2025 The Honorable Mr. Wilt Virginia General Assembly Dear Mr. Wilt, I am writing to request your support in recognizing the Seal of Biliteracy as an official Industry Credential for the purposes of meeting graduation requirements and enhancing school accountability in Virginia. As our state continues to refine its educational standards, we have an opportunity to incorporate language skills as a critical career asset for our students. Industry credentials play a vital role in both student development and the workforce. For students, credentials offer a clear, externally validated evidence of skill mastery that is highly valued by employers. They also help students meet graduation requirements and prepare them for high-wage, high-demand careers. For schools, credentials are a core element of Virginia’s 3E framework, which focuses on “engagement, enrollment, and employment.” Recognizing the Seal of Biliteracy as an industry credential would further strengthen our education system by acknowledging the critical role that language skills play in a range of careers, including health care, hospitality, and human services. The Seal of Biliteracy already serves as an external validation of language proficiency, achieved through rigorous testing that measures functional language skills. According to Virginia’s labor data, interpreters and translators are a high-demand field with projected growth of 15.2% over the next five years, and average earnings of $70,578 annually. Many other industries also seek bilingual employees to meet the demands of diverse communities. Adding the Seal of Biliteracy to the list of approved industry credentials would empower students to better compete in the global economy while benefiting from Virginia’s ongoing investments in high-demand skills. As the Virginia Department of Education (VDOE) revises its list of approved industry credentials to align with high-wage and high-demand careers, I urge you to include the Seal of Biliteracy as a recognized credential. I also ask that state funding streams for industry credentials be extended to support the costs for students taking state-approved language proficiency tests. Thank you for considering this important step toward preparing Virginia students for success in both the workforce and the world. Sincerely, Drema Jefferson Spanish Teacher Hanover County Public Schools

For all whom it concerns, I am writing to request your support in recognizing the Seal of Biliteracy as an official Industry Credential for the purposes of meeting graduation requirements and enhancing school accountability in Virginia. As our state continues to refine its educational standards, we have an opportunity to incorporate language skills as a critical career asset for our students. Industry credentials play a vital role in both student development and the workforce. For students, credentials offer a clear, externally validated evidence of skill mastery that is highly valued by employers. They also help students meet graduation requirements and prepare them for high-wage, high-demand careers. For schools, credentials are a core element of Virginia’s 3E framework, which focuses on “engagement, enrollment, and employment.” Recognizing the Seal of Biliteracy as an industry credential would further strengthen our education system by acknowledging the critical role that language skills play in a range of careers, including health care, hospitality, and human services. The Seal of Biliteracy already serves as an external validation of language proficiency, achieved through rigorous testing that measures functional language skills. According to Virginia’s labor data, interpreters and translators are a high-demand field with projected growth of 15.2% over the next five years, and average earnings of $70,578 annually. Many other industries also seek bilingual employees to meet the demands of diverse communities. Adding the Seal of Biliteracy to the list of approved industry credentials would empower students to better compete in the global economy while benefiting from Virginia’s ongoing investments in high-demand skills. As the Virginia Department of Education (VDOE) revises its list of approved industry credentials to align with high-wage and high-demand careers, I urge you to include the Seal of Biliteracy as a recognized credential. I also ask that state funding streams for industry credentials be extended to support the costs for students taking state-approved language proficiency tests. Thank you for considering this important step toward preparing Virginia students for success in both the workforce and the world. Best, Caroline Little ESOL Teacher of Hanover County Public Schools

I am writing to request your support in recognizing the Seal of Biliteracy as an official Industry Credential for the purposes of meeting graduation requirements and enhancing school accountability in Virginia. As our state continues to refine its educational standards, we have an opportunity to incorporate language skills as a critical career asset for our students. Industry credentials play a vital role in both student development and the workforce. For students, credentials offer a clear, externally validated evidence of skill mastery that is highly valued by employers. They also help students meet graduation requirements and prepare them for high-wage, high-demand careers. For schools, credentials are a core element of Virginia’s 3E framework, which focuses on “engagement, enrollment, and employment.” Recognizing the Seal of Biliteracy as an industry credential would further strengthen our education system by acknowledging the critical role that language skills play in a range of careers, including health care, hospitality, and human services. The Seal of Biliteracy already serves as an external validation of language proficiency, achieved through rigorous testing that measures functional language skills. According to Virginia’s labor data, interpreters and translators are a high-demand field with projected growth of 15.2% over the next five years, and average earnings of $70,578 annually. Many other industries also seek bilingual employees to meet the demands of diverse communities. Adding the Seal of Biliteracy to the list of approved industry credentials would empower students to better compete in the global economy while benefiting from Virginia’s ongoing investments in high-demand skills. As the Virginia Department of Education (VDOE) revises its list of approved industry credentials to align with high-wage and high-demand careers, I urge you to include the Seal of Biliteracy as a recognized credential. I also ask that state funding streams for industry credentials be extended to support the costs for students taking state-approved language proficiency tests. Thank you for considering this important step toward preparing Virginia students for success in both the workforce and the world. Sincerely, Erica Gabriel

The Seal of Biliteracy is an important tool that can serve as an industry credential, benefiting Virginia students in numerous ways. As a symbol of bilingual proficiency, the seal recognizes students who have achieved fluency in both English and another language. This distinction can provide graduates with a competitive edge in a globalized job market, where bilingualism is increasingly sought after by employers across various industries. With Virginia's diverse demographic and global connections, the Seal of Biliteracy not only celebrates linguistic achievement but also directly aligns students with the skills needed to succeed in international business, diplomacy, education, and healthcare fields. Incorporating the Seal of Biliteracy as an industry credential also positively impacts student graduation rates. It encourages students to continue their language studies and pursue academic excellence, knowing that their bilingual abilities will be formally recognized and valued. This recognition can motivate students to complete their high school education and even pursue higher education opportunities, ultimately increasing overall graduation rates in Virginia. Additionally, by signaling to employers that a student is proficient in two languages, the seal can lead to increased employment opportunities and a smoother transition into the workforce after graduation. By elevating the Seal of Biliteracy to an industry credential, Virginia can foster a generation of students equipped with both academic and practical language skills, enhancing their future career prospects and contributing to the state's economic growth.

As a retired national security official who has used several foreign languages in her career, I would like to voice my strong support of Virginia House Bill HB 2360, which designates the high school diploma Seal of Biliteracy as a high-demand industry workforce credential. Such a designation acknowledges the significant value of multilingualism and enhances students' career prospects - whether they pursue a career in government or in another capacity. I would note that many of our U.S. national security organizations are located in Virginia and hire from within our state. Further, the U.S. government often partners with industry expertise in tackling various national security threats from foreign adversaries. Language skills in a wide variety of languages have been and will remain integral to our mission. Thank you, Lorie Roule

As a parent of world language students and a division supervisor of world language and ESOL programs, I support this bill to make the Seal of Biliteracy an industry credential and ask that you do the same. It is increasingly important for our students and citizens to communicate in languages other than English. Credentials are a core element of Virginia’s 3E framework, which focuses on “engagement, enrollment, and employment.” Recognizing the Seal of Biliteracy as an industry credential would further strengthen our education system by acknowledging the critical role that language skills play in a range of careers, including health care, hospitality, and human services.

I am writing to request your support for HB2360, recognizing the Seal of Biliteracy as an official Industry Credential for the purposes of meeting graduation requirements and enhancing school accountability in Virginia. As our state continues to refine its educational standards, we have an opportunity to incorporate language skills as a critical career asset for our students. Industry credentials play a vital role in both student development and the workforce. For students, credentials offer a clear, externally validated evidence of skill mastery that is highly valued by employers. They also help students meet graduation requirements and prepare them for high-wage, high-demand careers. For schools, credentials are a core element of Virginia’s 3E framework, which focuses on “engagement, enrollment, and employment.” Recognizing the Seal of Biliteracy as an industry credential would further strengthen our education system by acknowledging the critical role that language skills play in a range of careers, including health care, hospitality, and human services. The Seal of Biliteracy already serves as an external validation of language proficiency, achieved through rigorous testing that measures functional language skills. According to Virginia’s labor data, interpreters and translators are a high-demand field with projected growth of 15.2% over the next five years, and average earnings of $70,578 annually. Many other industries, such as law enforcement, the health industry, and hospitality, just to name a few, also seek bilingual employees to meet the demands of diverse communities. Adding the Seal of Biliteracy to the list of approved industry credentials would empower students to better compete in the global economy while benefiting from Virginia’s ongoing investments in high-demand skills. As the Virginia Department of Education (VDOE) revises its list of approved industry credentials to align with high-wage and high-demand careers, I urge you to include the Seal of Biliteracy as a recognized credential. Thank you for considering this important step toward preparing Virginia students for success in both the workforce and the world. Dr. Bettina Staudt, - President VADLEN

As the Region V representative for the Virginia EL Supervisors' Association (VESA,) I am writing in support of making the Virginia Diploma Seal of Biliteracy an industry credential. Like the other credentials currently available, the Seal of Biliteracy prepares our students for future high-skills, high-wage careers and continues to build Virginia's bilingual workforce. The recognition of the Seal of Biliteracy affirms the assets our students bring to their jobs when they acquire literacy and oracy in a second language and provides Virginia's employers with a measure they can use of a student's bilingualism. This seal also supports the ability of English Learners to highlight their strengths in their native language, affirming their multilingual identity. Enacting HB2360 will continue to highlight for educators the importance of ensuring all students, including ELs, are able to engage in coursework that prepares them to meet the needs of Virginia's employers. As such, I urge you to support HB2360.

I am writing in support of recognizing the Virginia Diploma Seal of Biliteracy as an industry credential. Like certification in CTE skills, the Seal signifies to post-secondary education and employers that students have skills that are valuable to employers. They can communicate in English and another language, which is vital in this global economy. Virginia employers demand employees with certified language ability and the global competence that comes with knowing about others' cultures. This bill is essential to validate student linguistic identity for native language speakers and to acknowledge the hard-won skills of world language learners, providing clear career paths, and elevating language from a perceived deficit to an employability asset.

Comments Document

Delegates of the House Education Committee: As the chair of advocacy for the Foreign Language Association of Virginia and as a citizen of Virginia and world language educator, I urge you to enact Virginia House Bill HB 2360, which designates the high school diploma Seal of Biliteracy as a high-demand industry workforce credential. This designation recognizes the demand for multilingualism in the economies of Virginia, the United States, and the world. Students with this Seal on their diploma will be more competitive for employment in the careers of their choice. The Seal of Biliteracy, is awarded to high school students who demonstrate proficiency in two or more languages (generally English and a second world language) through rigorous testing. The proficiency achieved meets standards recognized nationally and internationally. Classifying the Seal as an industry credential underscores the practical importance of bilingualism, equipping students with a recognized certification that enhances their résumés. Aligning the Seal of Biliteracy with industry credentialing enhances Virginia's efforts to equip students for the modern workforce's requirements. As you can see from the attached chart, using data from a survey of 1200 employers done by Ipsos Public Affairs in 2018, employers in all sectors rely on U.S.-based employees with skills in languages other than English. Attaining the Seal in high school demonstrates that graduating students can meet this need. Recognizing the Seal as an industry credential promotes Virginia’s economic growth by cultivating a multilingual workforce that appeals to employers in government, business, and industry. Enacting HB2360 will provide Virginia students with valuable credentials that meet the needs of Virginia employers, improve the students' employability, and contribute to the state's economic progress. I strongly urge that this bill become law. Thank you for your consideration, Sharon Guinn Scinicariello, Ph.D. Advocacy Chair, Foreign Language Association of Virginia

I am in strong agreement with Delegate Michael J. Webert's bill, which exempts programs offering instructional experiences in agriculture, animal care, or horse riding from the licensure requirements for child day programs by the Superintendent of Public Instruction. This legislation is crucial for several reasons. Firstly, it recognizes the unique educational value these programs provide, focusing on practical skills and real-world experiences that are not typically part of standard child day program curricula. By exempting them, it ensures that these specialized programs can continue without the burden of unnecessary regulatory compliance, which might stifle their operation or increase costs, potentially limiting access for children interested in these fields. This aligns with promoting educational diversity and experiential learning, supporting the development of skills vital for sectors like agriculture and animal care. I fully endorse this bill for fostering an environment where such educational opportunities can thrive, benefiting both the youth and the industries involved.

I am strongly opposed to the bill introduced to revise the Board of Education's Three "E" Readiness Framework to include and incentivize work-based learning experiences as an indicator of postsecondary readiness. Here's why: Firstly, this amendment risks diluting the focus on academic rigor which is essential for preparing students for college or advanced vocational training. By incentivizing work-based learning over traditional academic achievements, we might inadvertently prioritize practical skills at the expense of critical thinking, analytical skills, and comprehensive knowledge acquisition, which are fundamental for long-term success in any field, as emphasized in educational policy discussions around cases like Board of Education v. Earls (2002), where the importance of maintaining educational standards was highlighted. Secondly, the integration of work-based learning into the accountability framework could lead to an uneven playing field. Not all students have equal access to quality work-based learning opportunities due to geographical, economic, or familial constraints. This bill could exacerbate educational inequities, potentially disadvantaging students from less affluent backgrounds or rural areas where such programs might be scarce or less developed. The principle of equal educational opportunity, a cornerstone of cases like Brown v. Board of Education (1954), could be undermined by this shift in focus. Thirdly, incentivizing work-based learning might pressure schools and students into prioritizing vocational training over a broad, well-rounded education. While work experience is valuable, it should complement, not replace, a robust academic curriculum. The Supreme Court in Plyler v. Doe (1982) underscored the importance of education in personal development, suggesting that education should not be narrowed down to immediate employability but should foster lifelong learning. Moreover, this bill could lead to a standardized approach to education where one-size-fits-all metrics are applied, potentially ignoring the diverse needs and interests of students. The educational system should cater to varied paths to success, not force students into a model that might not suit their individual aspirations or talents. This concern mirrors discussions in San Antonio Independent School District v. Rodriguez (1973) regarding the need for tailored educational approaches. Lastly, the focus on work-based learning might shift resources away from academic programs, teachers, and facilities, impacting the quality of education in traditional subjects. This could result in a less prepared workforce in fields requiring advanced degrees or where theoretical knowledge is paramount, potentially affecting Virginia's competitiveness in high-tech and knowledge-based industries. In conclusion, while work-based learning has its merits, incorporating it as a core component of the Three "E" Readiness Framework could compromise the integrity of our public education system by skewing priorities, creating inequities, and potentially reducing the academic standards necessary for true postsecondary readiness. I strongly urge the rejection of this bill to maintain a balanced educational approach that values both practical experience and academic excellence.

I am absolutely against the bill to expand Medicaid services in schools through mandatory statewide contracts for billing platforms, surveys, and analyses. Here's why: Privacy Risks: Centralizing student health data could lead to breaches, violating privacy rights as emphasized in Owasso Independent School District v. Falvo (2002). Bureaucratic Overreach: It infringes on local school autonomy, contrary to Milliken v. Bradley (1974), which supported local educational governance. Administrative Burden: Implementing this system will increase administrative tasks, potentially affecting educational quality, similar to concerns in San Antonio Independent School District v. Rodriguez (1973). Stigma and Misuse: It might prioritize reimbursable services over others, creating stigma and inequity, echoing issues in Brown v. Board of Education (1954). Service Inequity: Focusing on billing barriers might not address underlying issues, potentially widening educational disparities. Health vs. Education: The bill blurs the line between education and health, possibly diluting the educational mission. Rushed Analysis: Mandatory reporting could lead to superficial analyses, missing local nuances. I strongly oppose this bill for its potential to compromise privacy, local control, and educational focus, urging its rejection.

Voices for Virginia's Children support this bill. We are committed to ensuring that school divisions are able to access Medicaid reimbursement for the services they provide to students. This bill takes a look at current barriers to leveraging those dollars and ensures that solutions are considered so all our students will be able to access critical services that may be currently inaccessible due to limited reimbursement.

The Coalition of Small and Rural Schools of Virginia strongly support this bill. Due to having small staffs in our central offices, we lack the capacity to complete all necessary paperwork to be fully reimbursed for the eligible services we provide.

Comments Document

Re: Please Vote NO on HB 2551 The Coalition for Responsible Home Education (CRHE) is the only organization in the country founded and run by homeschool alumni that advocates for laws and policies that protect homeschooled children. CRHE exists to ensure that homeschooling is an educational tool used to lovingly prepare children for an open future. CRHE strongly opposes HB 2551 and urges legislators to vote no. HB 2551 removes the parent-qualification requirements from Virginia’s homeschooling statute. This means that any parent or guardian of a child in Virginia could homeschool that child - even if the parent or guardian has not graduated high school. The result would be that a parent or guardian could teach - and declare that their child had successfully completed - grades that the parent or guardian had not themselves completed. There is no evidence in the literature, or in the lived experiences of the homeschooled adults that CRHE represents, that this change to Virginia’s law would improve the lives of homeschooled children. In fact, CRHE has grave concerns that this change would increase the chance that homeschooled children in Virginia experience educational neglect. Some might point to the rare situation where a parent without a high school diploma recognized by the Commonwealth is nevertheless capable of homeschooling their child. But the homeschool statute already provides for that possibility. Subsection (iv) of paragraph A states that individuals without a high school diploma can nevertheless homeschool their child if they present “evidence” to show that they are able to “provide an adequate education for the child.” This provision provides flexibility while also safeguarding children’s right to an adequate education. No change is needed. Please vote no on HB 2551. ------ Re: Please Vote NO on HB 2598 The Coalition for Responsible Home Education (CRHE) is the only organization in the country founded and run by homeschool alumni that advocates for laws and policies that protect homeschooled children. CRHE exists to ensure that homeschooling is an educational tool used to lovingly prepare children for an open future. CRHE strongly opposes HB 2598 and urges legislators to vote no. HB 2598 provides an additional mechanism for stopping conduct already prohibited by Section 22.1-254.1(G) of the Virginia Code. Namely, school districts are not allowed to share information about the homeschooled children in their districts with Virginia’s Department of Education. That prohibition prevents Virginia’s Department of Education from knowing how its homeschooled children are faring. It also prevents comparisons between counties so that we can better learn which policies most benefit homeschooled children. CRHE opposes such restrictions on the sharing of data because a child’s education should not be a black box. Please vote no on HB 2598.

I am totally in favor of this bill which allows for an injunction to prevent the disclosure of personal information by students receiving home instruction or their parents. This legislation is crucial for protecting the privacy of families choosing home education, ensuring their personal and educational data remains confidential within the local school division. Privacy Protection: This bill directly addresses privacy concerns, safeguarding sensitive information from being shared outside the local context, aligning with the principles of privacy protection established in cases like Owasso Independent School District v. Falvo (2002), where student privacy was a key issue. Parental Control: It reinforces parental rights by giving them control over how their child's educational data is handled, respecting the family's decision to educate at home without fear of unwarranted external oversight. Encourages Home Instruction: By ensuring the confidentiality of home instruction details, this bill encourages more families to opt for this educational path, knowing their privacy will be legally protected. Reduces Bureaucratic Overreach: It limits the potential overreach of state or federal entities into local educational decisions, promoting local autonomy in line with the principles upheld in Milliken v. Bradley (1974). Legal Recourse: Providing a clear legal mechanism for families to seek injunctions against improper disclosure empowers them, ensuring they have a means to protect their rights proactively. Supports Educational Diversity: This legislation supports the diversity of educational choices by removing one of the barriers to home instruction, fostering an environment where different educational philosophies can thrive without external interference. I wholeheartedly support this bill for its comprehensive approach to privacy, parental rights, and educational freedom, making it a significant step towards respecting and protecting the choices of home-educating families.