Good morning, Thank you for considering these comments. I write today in favor of HB 595 (amended from HB 132). I am the IB Diploma Programme Coordinator at Washington-Liberty High School in Arlington, Virginia. Each year I field inquires from 20-30 families who are planning to move to Arington, VA. The vast majority of these families represent the United States in the military or in the State Department. These families are looking a school that can provide continuity in the education of their children. The IB Diploma Programme provides that continuity as families move from place to place based on their orders. It allows students, who move so often during their early education, to have some common ground when entering a new school. The challenge arises with the Virginia graduation requirements. Again, the majority of these families are either moving from overseas postings or from other locations outside Virginia. Their children are often deficient in multiple Virginia graduation requirements (i.e. USVA history; USVA government; Economics & Personal Finance, etc.). As a public school in the Commonwealth of Virginia, our first responsibility is to graduate these young people with a diploma from the Commonwealth. Unfortunately, for so many of these students, they need to give up their pursuit of the IB diploma which represents continuity in their education. It is discouraging for a young person, who is not the one to make the decision to move schools, to have to give up on a path of education that they have put so much into. These students must fulfill the Virginia graduation requirements and give up the pursuit of the IB diploma which causes their education to be disjointed. I write today in favor of HB 595 (amended from HB 132) to support the children and their families who serve the United States via the military or the State Department. Thank you for your consideration, Julie Cantor IB Diploma Coordinator Washington-Liberty High School Arlington, VA

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

A high school diploma should represent readiness for life beyond the classroom, not just academic completion. For that reason, Economics and Personal Finance (EPF) should remain a required course for all students, not an elective, not a substitute, and not something assumed to be “covered elsewhere.” EPF provides practical, lifelong skills students use immediately; managing money, understanding credit, weighing financial tradeoffs, paying taxes, planning for college or careers, and recognizing how economic forces affect everyday decisions. These skills are essential to helping students avoid debt, build stability, and make informed choices as workers, consumers, and citizens. While IB Government courses are critically important, they are not a replacement for EPF. These courses focus on civic knowledge. They do not offer the depth or application needed to manage a paycheck, compare student loans, read a credit report, or budget for independent living. Allowing IB history or government courses to replace EPF is often driven by well-intentioned efforts to help students boost weighted GPAs or earn college credit. However, replacing EPF with an additional AP course can increase academic pressure and stress for teenagers already balancing rigorous coursework, extracurriculars, jobs, and mental health challenges. During my 15 years as a high school teacher, 5 of which were at an IB school, I saw firsthand the impact that increasingly demanding schedules can have on students. Making EPF universal is also an issue of equity. Not every student has access to financial guidance at home, and relying on chance learning widens opportunity gaps, even among high-achieving students. A required EPF course ensures every student receives a consistent foundation in financial capability. If our goal is to graduate students truly prepared for life after high school, Economics and Personal Finance cannot be optional, and it cannot be replaced. It must remain a guaranteed part of every student’s education. Thank you.

Thank you, Delegate Simon for patroning HB 132, and Delegate Simonds, for patroning HB 595, and to the Delegates of this committee for considering these bills which would recognize the rigor and alignment of Virginia's standards with the International Baccalaureate (IB) and reduce burdens for IB students and their families. While HB 132 is beneficial for all of the roughly 7,000 IB Diploma candidates across the Commonwealth, in providing that any student eligible for the receipt of the IB Diploma be awarded VA's Advanced Studies diploma, HB 595 has the potential for tremendous impact on the dozens of students who transfer into Virginia's schools in the last few years of high school. Many of these students become enrolled in one of Virginia's 42 IB World Schools to provide them and their family with a continuity of education that a career of service to our country in the armed services or state department doesn't otherwise allow. Both the Virginia Profile of a Graduate and the IB Learner Profile share aspirations to prepare students with the knowledge, skills, and attributes essential for success in the modern world. The Commonwealth’s Profile of a Graduate is a phenomenal framework for our public schools. It raises the bar for our young people and ensures students are ready to be productive members of our 21st-century society. Similarly, the IB Learner Profile identifies ten core traits, including knowledgeable, communicators, inquirers, and principled. These traits are central to all IB programs in reaching their goal of developing young people into responsible members of local and national communities. This alignment makes the these bills recognition of IB Diploma candidates welcomed. Virginia’s IB Diploma candidates meet rigorous academic requirements and are some of the most academically prepared and challenged high school students in the world. Based on data, IB students are admitted to prestigious universities at greater rates, and IB students are more likely to persevere through on-time graduation than their non-IB peers. For their efforts, they are well-deserving of qualifying for the Virginia Advanced Studies Diploma. Yet, one of the more significant challenges students face has nothing to do with the rigors of the IB diploma; it is ensuring that students' schedules meet the requirements for a Virginia Advanced studies diploma and the IB Diploma. Frequently, IB students must take additional coursework online or in the summer to meet both sets of requirements. Most impacted by the existing Virginia requirements are the students of those families who serve our country honorably in our Armed Services or State Department. Their children take IB coursework while attending IB Schools around the world and then move to the Commonwealth and have to complete up to four additional classes on top of their diploma courses. Regardless of circumstance, the existing system places undue burdens on students and their families, forcing them into difficult and sometimes financially strenuous situations. In updating graduation requirements, the House would take the necessary steps to recognize the academic achievement of an IB Diploma and remove superfluous regulations for students. Please support HB 132 and HB 595.

As the IB Diploma Program Coordinator at Midlothian High School, I fully support this legislation as written. The International Baccalaureate Diploma Program is the most rigorous curriculum currently offered to high school students in the state of Virginia. As a general, liberal-arts, college preparatory program the IB requires students to take two-year courses across six subjects, along with a two-year course specific to the IB program called Theory of Knowledge. As such, the program puts significant scheduling pressures on students during their junior and senior years. Given other, non-IB requirements required by the state of Virginia to earn an Advanced Studies Diploma, students are often required to take courses during the summer in order to fulfill those requirements. Specifically, regarding the social studies requirements, I encourage the committee to follow a model currently followed for the Virginia state science requirements. In that subject, students are deemed to have met the requirements for an Advanced Studies Diploma provided that graduate as an IB Diploma candidate in good standing regardless of whether or not they met the three science requirements. Within social studies, dropping the requirements of completing various types of social studies classes would allow greater flexibility for scheduling IB students. The IB Diploma Program is a unique, rigorous academic program, and graduates of the program are prepared to be fully engaged citizens in the US and global community. They are knowledgeable about state, national, and global issues. Placing another layer of requirements (beyond the IB Diploma Requirements) does not serve an educational need for these students. I encourage you to pass this bill, allowing graduating from high school as an IB Diploma candidate in good standing to fulfill the Virginia Advances Studies requirements. I encourage you to speak to graduates of IB programs to fully understand the quality of education they have received. I also encourage you to speak to IB educators. I have served as an educator in Virginia for 26 years. Twenty-one of those years have been at an IB World School. I've served as an IB Diploma Program coordinator for seven years, and I am a past-president for the Mid-Atlantic Association of IB World Schools. I would gladly speak to any legislator in more detail regarding the merits of this bill.

Please support this bill. My daughter attends Midlothian High School in the International Baccalaureate program. She will be graduating this year and earning the IB Diploma. She is our 5th child to graduate from Chesterfield high schools, and I can unequivocally say her course of study has been the most challenging by far. These requirements - especially personal finance and AED, forced her to take classes over the summer in order to obtain an "advanced studies" diploma. Given that she has taken all college-level courses her junior and senior years, having the state mandate specific topics to qualify as "advanced" seems arbitrary bordering on absurd. IB students moving forward will also have to take AP Government in 9th or 10th grade, when it won't be salient. There is nothing more advanced than the IB Diploma, so please support this bill to allow those kids to graduate with an advanced studies diploma regardless of other coursework.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

On behalf of Virginia First Cities Coalition's 17 historic cities, we support HB178. This bill provides extra protections for the identities of students who participate in programming led by Student Support Agencies that have contracts for services for students. Requiring these non-profit organizations to register and maintain status as a certified student support agency and additional protocols for the use and collection of data will keep student data safe. Additional oversight by the DOE will add needed protections for vulnerable students.

Strong, coordinated student support systems are essential to improving academic performance, attendance, and overall student success. When schools and partner agencies collaborate and share information appropriately, they are better able to identify concerns early and implement timely interventions before challenges escalate. This level of collaboration helps create a supportive environment for students and families by ensuring access to the right services and resources when they are most needed. At the same time, data sharing can be complex due to consent requirements and privacy regulations. While these protections are necessary, they can present barriers to coordination among agencies. It is important that we continue working within these guidelines while strengthening communication and developing clear processes that allow us to support students effectively. We all share the same goal: student achievement and well-being. Establishing structured systems, maintaining consistent communication, and fostering strong cross-agency partnerships allow us to better address absenteeism, provide instructional and remediation support, and offer tutoring or additional interventions as needed. When staff across organizations work together, we create a stronger network of support for students, families, and school personnel, ultimately leading to improved outcomes for everyone involved.

I strongly support this bill, which would allow agencies to receive school attendance and grade data directly from schools in a timely manner. Earlier access to this information would enable agencies to identify challenges sooner and provide meaningful interventions when they can have the greatest impact. Under the current process, agencies must contact each individual school at the end of the month, which significantly delays support and limits our ability to help students improve their outcomes. This bill promotes efficiency, early intervention, and better results for students.

ForKids is among many student support agencies, also known as community based organizations, which endeavor to positively impact student success in school both for attendance and academics. This bill dramatically increases organizations' ability to be more impactful partners with school systems by providing data through authenticated systems in real time. Timeliness of supports and/or interventions offered to students and families by student support agencies through security verified data sharing equals more students in Virginia meeting and exceeding expectations. Varied and multiple supports are warranted at times as evidenced by the success of the MTSS framework and implementation in schools. This bill gives school systems and families vetted, fully informed partners to address the nationwide attendance issue and potential subsequent achievement challenges that occur when instructional days are missed.

https://lis.virginia.gov/bill-details/20261/HB38 Violates Constitution as aimed at minorities, also singling them out for being "mental" which can be a source of bullying. https://lis.virginia.gov/bill-details/20261/HB96 Waste, fraud and abuse program. No affordability in where people who are working 2 jobs to pay for their kids, should have to pay for others who make more than they do. https://lis.virginia.gov/bill-details/20261/HB178 This should not be used to buy votes. That's exactly what it is.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

Madame chairperdon, Thank you for the opportunity to speak in favor of HB195, which addresses permissible uses of funding for at-risk students. I believe this bill is crucial addressing the whole child in setting them up to learn and excel to their fullest potential. It is well recognized that students cannot learn effectively if they do not feel well—physically or mentally. This is particularly true for students from lower-income areas, who are at greater risk for elevated stress and anxiety, food insecurity, mental health concerns, and challenges to their overall physical well-being. Such barriers can significantly hinder their educational achievement and personal development. Nurses are essential members of the educational support team, capable of addressing each of these issues. Their presence ensures that children are school-ready and able to learn, by supporting both their physical and mental health needs. The Virginia Department of Education has identified chronic absenteeism as a key factor that impacts student achievement. HB195 aligns with this understanding by acknowledging that students are whole persons, and that at-risk youth often face additional obstacles that can impede their education. Importantly, this bill allows districts the flexibility to choose how best to use the allocated funding, empowering them to address the unique barriers present within their own communities. By supporting HB195, we are not only endorsing educational excellence but also affirming our commitment to the well-being and success of at-risk students across the state. I urge you to vote in the affirmative and support HB195. School nurses-which include registered nurses (RNs), advanced practice nurses, and licensed practical nurses if there are not RNs are key members of the educational support team. Your support will make a meaningful difference in the lives of countless students .

Madame chairperdon, Thank you for the opportunity to speak in favor of HB195, which addresses permissible uses of funding for at-risk students. I believe this bill is crucial addressing the whole child in setting them up to learn and excel to their fullest potential. It is well recognized that students cannot learn effectively if they do not feel well—physically or mentally. This is particularly true for students from lower-income areas, who are at greater risk for elevated stress and anxiety, food insecurity, mental health concerns, and challenges to their overall physical well-being. Such barriers can significantly hinder their educational achievement and personal development. Nurses are essential members of the educational support team, capable of addressing each of these issues. Their presence ensures that children are school-ready and able to learn, by supporting both their physical and mental health needs. The Virginia Department of Education has identified chronic absenteeism as a key factor that impacts student achievement. HB195 aligns with this understanding by acknowledging that students are whole persons, and that at-risk youth often face additional obstacles that can impede their education. Importantly, this bill allows districts the flexibility to choose how best to use the allocated funding, empowering them to address the unique barriers present within their own communities. By supporting HB195, we are not only endorsing educational excellence but also affirming our commitment to the well-being and success of at-risk students across the state. I urge you to vote in the affirmative and support HB195. School nurses-which include registered nurses (RNs), advanced practice nurses, and licensed practical nurses if there are not RNs are key members of the educational support team. Your support will make a meaningful difference in the lives of countless students .

I support this bill.

Thank you to the Delegate for this bill. It is critical that language be added to include the permissible use of funds for these at risk programs be restricted to a designated account to include a list of qualified providers for selection and decision-making by the parents or caregiver in support of VA Code 1-240.1. First choice to use these funds should be in order based on school divisions consistently performing in the lowest academic percentile across the 131 school divisions. For example in the Richmond City public school division the Superintendent is recommending the closing of the virtual school as well as taking away summer school for children in grades kindergarten through 8th. These 2 recommendations are a significant barrier for too many children who need access to programs like a virtual school or even summer school to ensure they thrive academically. It is unconscionable that a Superintendent would make a recommendation of this caliber and as such I implore this body to restore the right of the parent and restrict at risk program funding use for the parent's decision-making.

I tried to sign up to speak on these bills. VASS supports HB195, HB332, HB785 and HB1171 Dr. Tom Smith

I am a nationally board certified school nurse and was awarded the honor of VASN School Nurse of the Year in 2024. I am a product of the public education system in Virginia. I am the daughter of a teacher who is currently in her 50th year of teaching. Most importantly to me, I am a mother of two children attending public school in Virginia. When my own child was struggling with complications from medications, I felt comfortable sending my child to school because I knew there was a nurse on site if something terrible were to happen. Professionally, I have been involved in countless situations where my ability as a nurse to navigate difficult conversations has benefited the entire IEP and 504 teams, including parents and students. When another school nurse comes to me with doubts, I like to remind them "If we can walk a family through the death of their loved ones, we can walk them through this." When considering the dedication of funding, we must consider the cost/benefit. School nurses are shown to have an overall net gain of $2.20 for every $1 spent on nursing services (Wang, L., et al., 2014). Historically, nurses have proven their value and benefit to schools. Starting in 1902 when Lillian Wald and Lina Rogers reduced school absenteeism by 90% by providing nursing care in schools, and continuing today through the Covid-19 pandemic when school nurses remained steadfast in their commitment to enhancing access to education, school nursing must remain a priority for our communities. At a time with strong opinions and concerns over vaccine safety and medical autonomy, school nurses can provide objective education to staff and families. We can bridge the gaps to keep children in school, provide staff with guidance, and act as a buffer to the already overburdened education system. Thank you, Christine Tindall, BS, RN, NCSN

Voices for Virginia's children supports HB195. This bill acknowledges that student thriving involves multiple-levels of support. Specifically, the bill allows for the hiring of registered nurses to better support students' health and mental health. Finally, HB195 targets students with the greatest need. For these reasons, Voices supports this bill.

We support this bill. We know kids with medial complexities face incredible challenges safely attending schools, and we want schools to have access to using any available funds to meet the needs of these students who have the right to be there, but who can only do so with appropriate medical care and oversight.

I am writing in support of HB195. It would help students receive more support by schools to optimize their learning.

Lisa J. Johnson, BSN, RN 01/25/2026 House Bill 195 represents a paramount investment in Virginia’s at-risk students by recognizing that academic success is inseparable from physical and mental health. By expanding allowable uses of at-risk funding to include registered nurses, especially those with mental health expertise and advanced practice training, this legislation addresses a long-standing gap in school-based support. For many vulnerable students, school is the most consistent point of contact with a healthcare professional. Access to qualified nurses who can assess needs early, provide mental health support, and connect students to appropriate resources has the power to change life trajectories. HB195 moves beyond short-term fixes and instead builds a sustainable framework that equips students with healthier coping skills, emotional regulation, and preventative care that supports both learning and long-term wellbeing. As a registered nurse, I have heard repeatedly from school nurses across our Commonwealth about the inadequacies they face when trying to meet student needs with only the most minimal, legally required resources. Budget constraints often force nurses into a reactive role addressing crises rather than preventing them, while mental health concerns go under-supported or unaddressed altogether. HB195 offers a meaningful solution by allowing increased and more flexible funding to support appropriately trained nursing staff who can truly fulfill the scope of their professional role. This bill empowers school nurses to do more than “get by”; it enables them to guide the next generation toward healthier lifestyles, stronger coping skills, and improved academic outcomes. In doing so, HB195 affirms that caring for at-risk students is not optional; it is essential.

Comments Document

See attached pdf file below!

To: House Education K-12 Subcommittee From: Marianne Gibson Date: February 2, 2026 Re: HB 355: School Mental Health Screenings Earlier Identification of Mental Health Conditions On behalf of Inseparable, a national mental health policy and advocacy organization focused on improving youth mental health outcomes and strengthening the mental health workforce, thank you for the opportunity to express our support for HB 355. This bill expands access for mental health screenings by authorizing local school boards to implement evidence-based mental health screening tools for students in grades six through twelve and directs the Department of Education to establish clear best practices for their use. About half of mental health conditions onset by the age of 14, making middle and high school an important time to identify students who may be in need of services. Evidence-based mental health screening can help schools identify concerns early, connect students and families to appropriate supports, and reduce the likelihood of more serious academic, behavioral, or health outcomes later on. How the Screenings Work HB 355 thoughtfully balances early identification with strong protections for students and families. By requiring provisions that include parental opt-out options, staff training, confidentiality and data privacy safeguards, culturally and linguistically appropriate administration, and clear communication with families, the bill ensures screenings are implemented responsibly and equitably. Importantly, the emphasis on timely linkage to resources, and same-day intervention when indicated, helps ensure screenings lead to meaningful support rather than stand-alone assessments. Bottom Line Coordination between education and behavioral health systems is critical. HB 355 strengthens schools’ ability to respond proactively to student needs and support mental health before challenges escalate by providing opportunities for students to be screened in school and connected to care when appropriate. Thank you for your thoughtful consideration of this legislation. I respectfully urge your support for HB 355. Respectfully, Marianne Gibson Vice President, Youth, Crisis and Workforce Policy Inseparable

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

Middle and high school students face increasing academic, social, and emotional pressures, yet many mental health concerns go unnoticed until they significantly impact learning and well-being. Annual mental health screenings can help identify concerns early and connect students to support before challenges escalate. Early identification allows schools to respond proactively, reduce stigma around mental health, and better support students’ academic and emotional success. When students receive timely support, they are more able to engage in learning and thrive in school.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

I am in support of removing the provision requiring SOL tests to count for 10% of a student's grade. Students are already required to earn 5 verified credits to graduate from high school, which shows that Virginia high school students already meet rigorous requirements to graduate. Additionally, local school districts should have the autonomy to establish their own final assessment and course grading guidelines in line with cognitive science and educational research.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

On behalf of the Virginia Young Democrats Disability Caucus, we'd like to express our full support and endorsement for HB 495. This bill includes several measures to prevent and reduce violence in schools. This includes encouragement to make anonymous reporting systems for threats of violence, access to a crisis center for students, and that bus drivers will be required to have the same mental health training that teachers receive. Students benefit from easily accessible support systems and trusted adults. This bill is about prevention, support, and safety for students and adults in educational environments.

Students are more likely to seek help or share concerns when they feel safe and protected. An anonymous reporting system provides an additional, accessible way for students to speak up about mental health concerns for themselves or their peers without fear of stigma or retaliation. When paired with mental health awareness training, this approach helps schools respond earlier, more effectively, and with greater care. These tools can make a meaningful difference in identifying concerns and connecting students to support before situations escalate.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

Good morning, Thank you for considering these comments. I write today in favor of HB 595 (amended from HB 132). I am the IB Diploma Programme Coordinator at Washington-Liberty High School in Arlington, Virginia. Each year I field inquires from 20-30 families who are planning to move to Arington, VA. The vast majority of these families represent the United States in the military or in the State Department. These families are looking a school that can provide continuity in the education of their children. The IB Diploma Programme provides that continuity as families move from place to place based on their orders. It allows students, who move so often during their early education, to have some common ground when entering a new school. The challenge arises with the Virginia graduation requirements. Again, the majority of these families are either moving from overseas postings or from other locations outside Virginia. Their children are often deficient in multiple Virginia graduation requirements (i.e. USVA history; USVA government; Economics & Personal Finance, etc.). As a public school in the Commonwealth of Virginia, our first responsibility is to graduate these young people with a diploma from the Commonwealth. Unfortunately, for so many of these students, they need to give up their pursuit of the IB diploma which represents continuity in their education. It is discouraging for a young person, who is not the one to make the decision to move schools, to have to give up on a path of education that they have put so much into. These students must fulfill the Virginia graduation requirements and give up the pursuit of the IB diploma which causes their education to be disjointed. I write today in favor of HB 595 (amended from HB 132) to support the children and their families who serve the United States via the military or the State Department. Thank you for your consideration, Julie Cantor IB Diploma Coordinator Washington-Liberty High School Arlington, VA

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

Thank you, Delegate Simon for patroning HB 132, and Delegate Simonds, for patroning HB 595, and to the Delegates of this committee for considering these bills which would recognize the rigor and alignment of Virginia's standards with the International Baccalaureate (IB) and reduce burdens for IB students and their families. While HB 132 is beneficial for all of the roughly 7,000 IB Diploma candidates across the Commonwealth, in providing that any student eligible for the receipt of the IB Diploma be awarded VA's Advanced Studies diploma, HB 595 has the potential for tremendous impact on the dozens of students who transfer into Virginia's schools in the last few years of high school. Many of these students become enrolled in one of Virginia's 42 IB World Schools to provide them and their family with a continuity of education that a career of service to our country in the armed services or state department doesn't otherwise allow. Both the Virginia Profile of a Graduate and the IB Learner Profile share aspirations to prepare students with the knowledge, skills, and attributes essential for success in the modern world. The Commonwealth’s Profile of a Graduate is a phenomenal framework for our public schools. It raises the bar for our young people and ensures students are ready to be productive members of our 21st-century society. Similarly, the IB Learner Profile identifies ten core traits, including knowledgeable, communicators, inquirers, and principled. These traits are central to all IB programs in reaching their goal of developing young people into responsible members of local and national communities. This alignment makes the these bills recognition of IB Diploma candidates welcomed. Virginia’s IB Diploma candidates meet rigorous academic requirements and are some of the most academically prepared and challenged high school students in the world. Based on data, IB students are admitted to prestigious universities at greater rates, and IB students are more likely to persevere through on-time graduation than their non-IB peers. For their efforts, they are well-deserving of qualifying for the Virginia Advanced Studies Diploma. Yet, one of the more significant challenges students face has nothing to do with the rigors of the IB diploma; it is ensuring that students' schedules meet the requirements for a Virginia Advanced studies diploma and the IB Diploma. Frequently, IB students must take additional coursework online or in the summer to meet both sets of requirements. Most impacted by the existing Virginia requirements are the students of those families who serve our country honorably in our Armed Services or State Department. Their children take IB coursework while attending IB Schools around the world and then move to the Commonwealth and have to complete up to four additional classes on top of their diploma courses. Regardless of circumstance, the existing system places undue burdens on students and their families, forcing them into difficult and sometimes financially strenuous situations. In updating graduation requirements, the House would take the necessary steps to recognize the academic achievement of an IB Diploma and remove superfluous regulations for students. Please support HB 132 and HB 595.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

I believe it is critical for our students to learn about water safety in schools, so I support this bill. As there are no Virginia Essentialized Standards of Learning (VESOLs) for Health, for students accessing an adapted curriculum, it is essential that the SOLs and curriculum framework developed for this water safety instruction explicitly include and be able to be modified for students with disabilities. Research from Columbia University shows that autistic children are 160 times more likely to drown than the general pediatric population. While specific research on non-speaking children (who may or may not be autistic) has not been done, it is reasonable to assume their risk is also higher, as their ability to call for help is significantly less. Too often, general education standards and instruction are not designed with universal design for learning in mind. I urge the Assembly and VDOE to pass this bill, and to make sure that ALL of our students can equally access this critical health & safety instruction. Link to research re: heightened drowning risk for autistic children: (https://www.publichealth.columbia.edu/news/individuals-autism-substantially-heightened-risk-injury-death_)

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.

The American public education system has been disrupted for decades. The inconsistent system of lower standards and expectations for students is not working. Same with the constant lack of accountability for students’ behavior in classrooms. Now Harvard is teaching remedial classes. Family must be responsible for their children’s education.