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Mark your calendars for July 22nd—and be there! As we know, learning doesn’t stop with the end of a semester, or the end of a degree. We are happier, more engaged, and certainly more successful when we take advantage of the bounty of educational opportunities all around us. Just as stretching our bodies leads to numerous health benefits, stretching our minds leads to more effective advocacy. And I promise, this opportunity will be fun as well! 4 Public Education, working with the amazing women of Network NOVA, has crafted an extraordinary educational opportunity for all of us working to fight against the book banners, anti-LBGTQ+, anti-social development, anti-public school operatives invading our educational system. We’ve organized sessions at the up-coming 7th annual Network NOVA Women’s Summit that will knock your socks off. One session, with experts from around Virginia, will uncover the secrets and history of our current debate surrounding public education––and it’s not as straightforward as you’d think. We’ll learn that the fight isn’t really about education at all. Understanding the nefarious history of the strategy to take down public education will arm and embolden our efforts at school board meetings, in the public arena and at election time this fall. History of Culture Wars Against Public Schools and Its Relevance Today Breakout #1 11:00-12 pm | Intl Ballroom C Vanessa Hall, 4 Public Education (Dark Money Expert) Holly Hazard, 4 Public Education Atif Qarni, Former Secretary of Education Tiffany Ver der Hyde, Executive Director, We the People for Education The onslaught of misinformation and political fodder attacking public education did not simply spring up during the 2019 Virginia Gubernatorial election. Its roots date back decades. Dark money and political ambition continue to converge to create a hostile and dangerous force against public education and its role in a strong democracy. This panel will uncover the truth about the current thrust to destroy public schools, who is funding the disinformation campaign disguised as the “parents’ rights” movement. After learning the “why” of the attack on public education, we’ll learn the “how”, led by three of the best professional advocates in the arena. How the War on Education Is Coming to an Election Near You Breakout #3 4:15 – 5:15 pm | Intl Ballroom C Cheryl Binkley, Educator, Past President, Virginia Educators United Sookyung Oh, Nakase Action Fund Tiffany Ver der Hyde, Executive Director, We the People for Education The radical right is weaponizing public education to capture and segregate voters by manufacturing concerns over book bans, mental health counseling, bathrooms, sports, and LGBTQ+ issues to instill fear in parents about the declining state of public schools. But here's the truth: public schools are not declining, and parents do have a say in education. This panel will reveal the strategies to effectively communicate how this war on education is affecting our communities and our democracy. Finally, for those who have stepped into the arena, and are candidates for a school board, we’ll have an exclusive session on how to combat the trolls, effective messaging and tips and training for being the best candidate you can. WHEN: July 21-23, 2023 WHERE: McLean Hilton, Tyson Corner, Virginia HOW: Purchase tickets at https://networknova.org/ Join us at the Network NOVA Women's Summit! Your 4 Public Education Team will be there and will be staffing a table so stop by to say “hi”. We are looking forward to seeing you there!

On the anniversary of the Uvalde mass shooting that took the lives of nineteen Robb elementary students and two teachers, we find ourselves in the same place with no new solutions despite hundreds of mass shootings at schools, colleges, and grocery stores since then. No other country in the world experiences the level of mass shootings that the United States has. Gun violence is the leading cause of death for young people age 10-34. A surge of mass shootings in 2023 has traumatized a nation, but inspired action by groups across the nation. There have been rallies across the country and students have led the way with walk-outs and protests at state capitols. We ask that you stand up against gun violence to protect our families whether they are at school or out shopping. We ask that you act now to protect other families from experiencing devastating loss from gun violence, whether you want to wear orange and rally with Moms Demand Action on June 2nd in Alexandria Virginia, write your congressman or representative to vote "Yes" on The Bipartisan Safer Communities Act, or learn more from experts about how to address gun violence. You can make the choice whether you want to do nothing and spend the next decade hearing about increasing numbers of school shootings, or act now to do something about it. Below are links to the 4publiceducation.org Uvalde Statement that provides resources and guidance on reducing gun violence, and a link to registration for the Friday, June 3rd "Wear Orange against Gun Violence" rally.

4 Public Education (4PE) announces the launch of their first major fundraising campaign, Summer Sendoff Campaign. While the end of this school near draws near, the work of the all volunteer team of 4PE won't be on a summer break. Learn more with with this new 45 second video:

Some teachers will get gift cards, or mugs or flowers. Some will get a child’s smile or no notice at all. What would really say teachers are appreciated? A salary that enables them to send their own child to college A workload that leaves weekends and evenings for family, friends, or personal time. A thank you when they give a student the strategy that helps them to pass the big test. A call to their principal or the superintendent to say s/he supported my child through a really tough personal day. A heartfelt “I know you gave my child hope and courage when I could not be there.” An admin who asks, “what do you think?” A plain, sincere smile at the beginning or end of a day. To not be called the B words, or C words, or P words on social media To not be threatened with firing or reprimand if they pick the wrong book. To not be forced to teach someone else’s religious beliefs but be free to encourage awe and wonder. To never be put in danger at work. To be respected for their hard earned professionalism and their enthusiasm and reverence for learning To be recognized for their ability to give simple explanations of difficult ideas. To be known for their nurturing of what-great-things-might-be. To never need a Teacher’s Appreciation day or week because it’s obvious that teachers are valued for their knowledge and professionalism. Rev. Cheryl Gibbs Binkley, M.Ed. Author, retired teacher, parent and grandparent A believer in the power of Truth, Respect, and Learning We at 4PE wish all educators all this and more in their life and careers this May 2023 and in the future.

Finally! On April 20, 2023 the revised Virginia History and Social Studies Standards of Learning (History SOL) was approved by the Virginia Board of Education (BOE). Of course, the approval process was delayed for nearly a year while a political drama over history played out, resulting in a possible two school year delay in implementation of the new History standards. Thus, through delays and divisive revisions, the Youngkin administration succeeded in exceeding the seven-year limit required by law between standards revisions in Virginia. Virginia Code § 22.1-253.13:1 requires all Virginia SOLs to be revised at least every seven years. This History SOL was last revised in 2015, thus requiring new revisions due in 2022 with implementation for the 2023-24 school year. The Northam administration finished timely revisions of the History SOL in December 2021 before providing documentation to the incoming Youngkin administration. Public feedback from Virginians was accepted during a public comment period that spring, but Virginia Board of Education (BOE) delayed addressing the document until August of 2022 when they deferred a decision on approval of the History SOLs until the September 2022 meeting. Over the next eight months a protracted political tug of war took place while Virginia Department of Education (VDOE) revised the HIstory SOLs. In September, the Superintendent of Public Instruction, Jill Balow, asked to delay the vote on the HIstory SOL to a future November BOE meeting so to make “some small corrections” and to add “patriotic language” to the document. When the new version of the History SOLs was posted online before the November BOE meeting, it became clear that the approved Northam version had been scrapped and the new version of the History SOLs had been completely rewritten. This second version reframed race relations to such an extent that the Youngkin administration was accused of “whitewashing history” and “political meddling.” After vigorous BOE questioning and FOIAs, it was found that the rewrites were heavily influenced by conservative leaning organizations, most of whom were located outside of Virginia, and that significant input from the Northam version was excluded. So many members of the public signed up to speak at the November BOE meeting that overflow rooms were needed to accommodate the crowd. Many citizens objected to the VDOE scrapping the well-researched and publicly-approved August version when the stated intent had been to make small corrections to that version. Citizens from the Blue Ridge Mountains to Northern Virginia spoke against the November version of the History SOLs: Gone was the two-year effort and scholarship performed by a collaboration of experts including educators, professors, historians, museums, parents, teachers, organizations, and VDOE staff. Gone was the inquiry-based approach used in the previous version that would have promoted critical thinking. Memorization instead of inquiry was emphasized in the new version. Gone were the voices of underrepresented groups whose accomplishments and challenges were erased from history. Gone was the detailed curriculum framework that accompanied the August version. Because the November version had omitted so much important information and contained serious errors, even Governor Youngkin admitted it should not be approved. The BOE voted unanimously to reject that version. The VDOE was instructed to produce a better revision by January 2023. In January 2023, the BOE meeting was again at overflow capacity as many Virginians testified that they objected to that newer SOL version. Most speakers asked that the BOE return to considering the August 2022 version because serious problems remained in that third version. Nevertheless, the BOE voted to proceed to hold public hearings on the third version. Public hearings took place at six locations around the Commonwealth. Most of the hearings were preceded by rallies against the third version, requesting a return to the Northam History SOLs from August 2022. Overflow crowds of speakers during the hearings spoke passionately against that third version. A minority of the crowd was in favor of the January version of the History SOLs; however, it was clear that some of those speaking in favor were mistakenly comparing the third version to the 2015 History SOLs currently used across Virginia. Thankfully, the BOE took public testimony from the hearings seriously. They worked hard to produce a fourth version addressing many of the objections brought up in the previous weeks’ hearings and written public input. After marathon BOE sessions where points of contention were debated at length, the fourth version was considered for approval at a well-attended April 20, 2023 BOE meeting. Following more than eight months of debate, thousands of written statements, hundreds of speeches by the public, and dozens of news articles, the April History SOL version was approved by the BOE with only minor revisions remaining. Even though the standards are finalized, there is still much work to be done before the History SOLs can be implemented. Unlike the August 2022 version which included a curriculum framework, the History SOL contains only the core standards, so the curriculum framework has yet to be produced. A curriculum framework is a supportive structure that aligns to the standards to detail the student learning experience, including specific content that will be taught. Also, acceptable instructional materials for educators in each grade must be identified. Last fall implementation of the SOL was estimated to be one school year behind schedule, but additional delays have put the implementation at least two school years behind schedule. We hope that production of the curriculum framework that details what will be taught goes smoothly now that the BOE understands the will of Virginians. Virginians will not stand for the removal of people, events, or history from the lessons taught to public school students. Unfortunately, the Virginia History SOL delays are a prime example of how students and teachers suffer when adults politicize education.

At this the first full week after Crossover, only five of our original 29 priority bills remain active. We oppose three of those bills and support two. The following information about those bills is current as of Wednesday morning. You can help oppose or support them by answering the easy one-click call to action. HB1448 and HB1379 will be heard in the Senate Public Education subcommittee on Wednesday. These bills are part of the attempt to ban books in public school libraries by requiring all library resources to be cataloged by sexual content. We oppose these bills, and you can help get them stopped by answering this call to action. HB1387 will be heard soon in the Senate Education and Health Committee. This bill is an anti-trans bill that we oppose. You can protect our most vulnerable students by answering this call to action. SB1043 is being heard in the House Appropriations Committee this Wednesday, and has incorporated into it two other bills that we endorsed, SB1257 and SB1268. We support this bill and you can help improve mental health resources in our public schools by answering this call to action. SB1215 has been reported out of the House Appropriations committee and will be going to the House. This bill will help recruit and retain teachers by increasing their compensation. Please support this bill by answering this call to action.

The General Assembly reconvenes in Richmond on April 12th to address unfinished legislative business. There are three major items on the session’s agenda: the state budget, bills the Governor vetoed, and remaining appointments made by the Governor since the General Assembly session ended in February. Below is an explanation of what to expect related to K-12 education for this April session of the General Assembly. The Budget Virginia has a two-year budget cycle; thus, in even years the Governor proposes a two-year budget bill, which is introduced to the General Assembly, and is adopted that first year after amendments from the House and Senate. The biennial budget is open to additional amendments in the odd-numbered years that follow. Usually, the budget is approved by the General Assembly in April, after differences between chamber versions of the bills are resolved in conference; however, this year, the budget is unlikely to be resolved until June, because the House and Senate have not resolved the differences in their budget versions. The two-year budget cycle means that the 2022 budget will remain in place through June 30, 2024 unless an agreement is reached between the chambers and the Governor to accept proposed amendments, and change appropriations for the second budget year. As a result, legislators feel little urgency to find compromise between the House and Senate versions; however, local school boards and county or city councils may feel some anxiety or pressure, because the lack of firm numbers leaves them without clear numbers for the local budget cycle. Versions of this year’s budget contain substantive differences regarding K-12 issues. The Governor continues to insist that significant funds be allocated to Lab Schools with any current budget surplus used for tax relief, mostly to upper income and corporate tax-payers. These recommendations continue to be a sticking point as the Senate version demands that funds proposed for lab schools go to support the needs of existing public schools and includes no tax relief for upper income and corporate taxpayers. To a large extent Virginians agree with the Senate: a recent poll of Virginians showed that their priorities are mental health services, increased funding for schools, and tax cuts for small businesses and individuals, not corporations. This is radically different from the massive tax cuts proposed by the Governor. Vetoed bills This year Youngkin vetoed only three bills, none of which pertained to K-12 education. Only two of the education bills 4 Public Education supported, in highly amended forms, reached the Governor’s desk. He signed both: The bill to improve mental health resources in schools had been amended in conference committee so that school resources cannot be provided for mental health unless and until the bill passes again in the 2024 Session of the General Assembly. The bill on teacher compensation sought to increase teacher pay to at least the national average, but was amended so that teacher pay will languish another year due to amendments demanded by the House of Delegates. Appointments Requiring Confirmation Two major appointments require confirmation by the General Assembly during the April 12 session. One is Lisa Coons, who comes from her former post as Tennessee’s Chief Academic Officer to be the new Superintendent of Instruction. She will replace Jillian Balow who resigned effective March 9, 2023 will continue to receive in a settlement payments equal to one year of salary (totaling $266,213). The second appointment to the Virginia Board of Education is Dale L. Sturdifen of Clarksville, former chair of the Mecklenburg County School Board and former staff of Congressman Bob Good, who was appointed to the seat vacated after Governor Youngkin’s previous appointment to the seat was not confirmed by the Senate. The seat had become vacant a year earlier when three Northam appointees were not confirmed early in Governor Youngkin’s term. In addition to the General Assembly reconvening on April 12, there are two other important meetings scheduled in Richmond over the next two weeks: The College Partnership Laboratory School Committee will hold a public meeting (live-streamed on the VDOE youtube channel) on Wednesday, April 12, 2023, at 10:00 am. The Board of Education will meet on April 20, when they are expected to vote on the highly controversial version of the History and Social Studies Standards of Learning. Photo Credit: Skip Plitt - C'ville Photography, CC BY-SA 3.0 via Wikimedia Commons

By the time you read this blog, public input will be closed for the Virginia History and Social Studies Standards of Learning (History SOLs). These public input sessions were required after the Virginia Board of Education (VBOE) decided in February to proceed with the January 2023 proposed revision of the History SOLs (a.k.a., the January version), in spite of overwhelming opposition to that revised version, and overwhelming support for the August 2022 proposed revision of the History SOLs (a.k.a., the August version). Thus, the Virginia Department of Education (VA DOE) held six in-person public input opportunities around the state in impressive locations like the Jamestown Settlement or Mount Vernon Library, but in painfully small rooms unable to accommodate the concerned citizens of Virginia, most of whom recounted how the January version of the History SOLs were inadequate, offensive, exclusionary, and developmentally inappropriate for student learning and success. Despite substantial logistical effort of VA DOE staff, it felt as if the Youngkin administration did not take these events or the public seriously. Of concern is that there is no available video from VA DoE or public record to review; thereby underlining ongoing concerns of accountability and transparency that has plagued the VA DOE process since August 2022. Fortunately, citizen journalists covered the events in Fairfax, Charlottesville, and Roanoke. Of concern is that there is no available video from VA DoE or public record to review; thereby underlining ongoing concerns of accountability and transparency that has plagued the VA DOE process since August 2022 It should be noted that speakers had prepared to speak for three minutes, but in many locations, they were limited to two minutes due to a surprising volume of speakers; however, the VA DoE failed to give speakers the common courtesy of a visible timer. As a result, many speakers ran out of time and were curtly cut off. Overwhelmingly, students, parents, teachers, elected officials, respected historians, and other citizens rejected Youngkin’s revisions during public input, except for a precious few who cited Judeo-Christian values, patriotism, or CRT. Speaker after speaker–old and young–demanded that the work of the August 2022 standards be respected and reinstated. 4 Public Education collected reports from four of the six hearings to recount representative citizen input reflected during the sessions. Click the arrow on the left to expand each section: The next steps taken by the VA DOE and VBOE will determine whether they have listened to the will of the people, or whether they choose to implement faulty, divisive, and inadequate standards for history and social studies across the Commonwealth. 4 Public Education thanks all of the Virginians that came out in the cold to far away unfamiliar locations to provide public input. We would also like to formally thank all of the allied organizations who are fighting for truth in history. In particular, we would like to thank the Hamkae Center, whose brave leadership inspired Virginians across the state.

UPDATE: Please provide written input on the Virginia History SOLs before the March 21st deadline. March 13th-March 21st, the Virginia Board of Education will host public hearings on the new proposed version of Virginia History Standards of Learning (SOLs) at six locations in Virginia. This is the opportunity for your voice to echo through history about the quality of instruction our children receive in the decades to come. Despite almost universal condemnation from parents, educators and the community, the revised and revisionist Virginia SOLs are moving forward. The new proposed standards are inadequate, requiring young children to understand developmentally inappropriate concepts. They emphasize a euro-centric history reminiscent of history curricula during Massive Resistance, ignore or minimize the history of our diverse communities, and do not reflect the ancestors of many of our children. Additionally, over 100 new standards have been added that teachers would have to scramble to cover them all, and would have to resort to requiring rote memorization rather than analytical and skill development. Even more egregious: there are factual errors, omissions of important historical information, and emphasis of political indoctrination over factual historical information. At a February 2023 meeting, the Board refused to consider the collaborative draft that would have merged the rushed content produced by the Youngkin administration with an August 2022 draft produced from years of work by over 600 professionals, parents, and teachers. The August draft of the revised standards is overwhelmingly preferred by parents and professionals. Right now, they are working with a January 2023 draft with a significant number of controversial changes and omissions. If you live in Northern Virginia, please plan join 4 Public Education before 6:30pm on Tuesday, March 14th at: The George Washington Presidential Library at Mount Vernon 3200 Mount Vernon Memorial Hwy, Mt Vernon, VA 22121 If you live in another part of the Commonwealth, please contact us for support or contact local organizations in your community to ensure speakers for teaching truth at each of the regional meetings. If you cannot attend any of the meetings, please provide written comment here. Finally, if you haven’t already signed the petition Teaching Truth, please do so now. The petition with signatures will be presented during the hearing in Mount Vernon on March 14, 2023.

I'm an Arlington parent who wrote this email in the midst of several student tragedies engulfing Arlington Public Schools a few weeks ago. 4PE encouraged me to improve it by expanding on my thoughts and citing resources. Please feel free to use language from it in your own advocacy. -AC To: Superintendent Francisco Durán, Mary Kadera, Reid Goldstein, Cristina DiazTorres, David Priddy, Bethany Zecher Sutton Cc: "school.board", Engage Subject: SROs at APS Date: Thursday, February 16, 2023 1:32 PM Dr Durán and School Board Members: I am increasingly becoming concerned about the rhetoric coming to Arlington regarding bringing School Resource Officers (SROs) back after the tragedies at Wakefield and surrounding schools. I ask that the work of the SRO Working group be preserved. The SRO working group, as I understood it, was a balance of people who did and did not support SROs. Their recommendations reflected a thoughtful approach to police engagement in schools. It would be a shame to throw all of their work away because we finally experienced tragedy. In fact, from the outside looking in, it looks like both situations were decisively handled by school administration and ACPD. I reviewed the 2022 MOU as well, and while I would have liked to see more language regarding restorative practices and how ACPD engages specifically in certain situations (e.g., restraint), I think for our community, I don't see the need to revert to armed police people in schools again. Working off site is fine. I think there is a fundamental misunderstanding of what SROs actually do. They do not patrol hallways and bathrooms; and cannot get involved unless a crime has been committed. Their presence does not decrease the levels of drugs or crime in schools. And monitoring students during their free time at school can be easily accomplished by more staff anyway. And what are "safe schools" anyway? A place where students are monitored constantly so that nothing bad ever happens (which we all know adults can’t control)... or a place where every student feels safe to attain a free and appropriate public education? In the end, I do not want children criminalized for drug use. They need help and support, not a juvenile record. Your charge is to keep ALL students safe, including the ones who have generationally and systemically been traumatized by police presence in society. (E.g., Black students, the undocumented.) In your next budget, a longer term solution would be to hire more staff to monitor and address student behavior, and provide mental health and substance abuse counseling; and family/community wraparound services. Fentanyl is a crisis... but not in the way that the media is portraying. Like meth before it, it's an absolute epidemic in resource poor communities, particularly in Hispanic/Latine and other second generation immigrant communities. Regionally, most overdoses are happening in high free and reduced lunch (FARM) schools. All school violence has root causes in mental health, helplessness and “not being heard.” We do have trained staff who can address bullying, drug use, and making bad decisions. We just need more of them. I am sad that the events took place, and I'm glad the community is mobilizing. And I'm glad you're listening. Thank you. Thank you for listening. --Anjy Cramer En Español/ In Spanish If you would like to hear another Virginia parent's perspective about the opioid crisis and SROs in schools, please click here. Additional Resources: Arlington County FY2023 Adopted Budget: Police Department (ACPD). See pages 239-241 for SRO FY2022 budget and how it was reallocated. Arlington NAACP Branch Press Release on SROs (2020) Call for Action to Prevent Gun Violence in the United States of America. Interdisciplinary Group on Preventing School and Community Violence. (2018, updated 2022). Can Restorative Practices Help to Reduce Disparities in School Discipline Data? A Review of Literature. Stewart Kline, Dana M. (2016) Mind the Gap: A Systematic Review of Research on Restorative Practices in Schools, School Psychology Review. Zakszeski, Brittany, and Laura Rutherford. (2021) Protecting the Flock or Policing the Sheep? Differences in School Resource Officers’ Perceptions of Threats by School Racial Composition, Social Problems. Fisher, Higgins, Kupchik, Viano, Curran, Overstreet, Plumlee, Coffey. (2022) NAACP Resolution, School Resource Officers (2018) School-to-Prison Pipeline: The Role of School Resource Officers (SRO). Excerpt from Research Anthology on Interventions in Student Behavior and Misconduct. Keenan, Sheri, and Jeffrey Rush. (2022) The Thin Blue Line in Schools: New Evidence on School-Based Policing Across the U.S. By Sorensen, Acosta, Engberg, and Bushway, of the Annenberg Institute at Brown University. (2021) We Came to Learn: A Call to Action for Police-Free Schools. Advancement Project and the Alliance for Educational Justice.