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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.

Redacte este correo electrónico en medio de varias tragedias estudiantiles que afectaron a las Escuelas Públicas de Arlington hace unas semanas. 4PE me obligó a mejorarlo ampliando mis pensamientos y citando recursos. Por favor, siéntase libre de usar el lenguaje de este en su propia defensa. -A.C. De: Anjy Cramer Para: Superintendente Francisco Durán, Mary Kadera, Reid Goldstein, Cristina DiazTorres, David Priddy, Bethany ZecherSutton Cc: "school.board", Engage Asunto: SRO en APS Fecha: jueves, 16 de febrero de 2023 13:32 Dr. Durán y miembros de la Junta Escolar: Cada vez me preocupa más la retórica que ha tomado Arlington con respecto a traer de vuelta a los Oficiales de Recursos Escolares (SROs) después de las tragedias en Wakefield y las escuelas aledañas. Pido que se conserve el trabajo del grupo de trabajo SRO. El grupo de trabajo de SRO, tal como lo entendí, era un equilibrio de personas que apoyaban y no apoyaban a las SRO. Sus recomendaciones reflejaron un enfoque reflexivo sobre la participación policial en las escuelas. Sería una pena tirar todo su trabajo porque finalmente vivimos la tragedia. De hecho, desde afuera, parece que ambas situaciones fueron manejadas con decisión por la administración escolar y ACPD. También revisé el MOU de 2022, y aunque me hubiera gustado ver más lenguaje sobre prácticas restaurativas y cómo ACPD se involucra específicamente en ciertas situaciones (por ejemplo, restricción), creo que para nuestra comunidad, no veo la necesidad de revertir a policías armados en las escuelas de nuevo. Trabajar fuera del sitio está bien. Creo que hay un malentendido fundamental de lo que realmente hacen las SRO. No patrullan los pasillos ni los baños; y no puede involucrarse a menos que se haya cometido un delito. Su presencia no disminuye los niveles de drogas o delincuencia en las escuelas. Y monitorear a los estudiantes durante su tiempo libre en la escuela puede lograrse fácilmente con más personal de todos modos. ¿Y qué son las "escuelas seguras" de todos modos? ¿Un lugar donde los estudiantes sean monitoreados constantemente para que nunca pase nada malo (que todos sabemos que los adultos no pueden controlar)... o un lugar donde cada estudiante se sienta seguro para obtener una educación pública gratuita y apropiada? Al final, no quiero que los niños sean criminalizados por el uso de drogas. Necesitan ayuda y apoyo, no un registro juvenil. Su cargo es mantener a TODOS los estudiantes seguros, incluidos los que han sido traumatizados generacional y sistémicamente por la presencia policial en la sociedad. (Por ejemplo, estudiantes de color, indocumentados). En su próximo presupuesto, una solución a más largo plazo sería contratar más personal para monitorear y abordar el comportamiento de los estudiantes y brindar asesoramiento sobre salud mental y abuso de sustancias; y servicios integrales familiares/comunitarios. El fentanilo es una crisis... pero no en la forma en que los medios lo presentan. Al igual que la metanfetamina antes, es una epidemia absoluta en las comunidades de escasos recursos, particularmente en las comunidades hispanas/latinas y otras comunidades de inmigrantes de segunda generación. A nivel regional, la mayoría de las sobredosis están ocurriendo en las escuelas con alto contenido de almuerzo gratuito o reducido (FARM, por sus siglas en inglés). Toda la violencia escolar tiene raíces en la salud mental, la impotencia y el “no ser escuchado”. Contamos con personal capacitado que puede abordar la intimidación, el consumo de drogas y la toma de malas decisiones. Sólo necesitamos más de ellos. Me entristece que se hayan producido los hechos y me alegra que la comunidad se esté movilizando. Y me alegra de que se les esté escuchando. Gracias. Gracias por su atención. Sinceramente --Anjy Cramer En Inglés / In English

Like many in my upper middle-class community, I felt that my family was immune from drug addiction, but when my daughter was a senior in high school, we discovered that wasn’t true. At Woodson High School in Fairfax, Virginia my daughter was arrested for having a can of beer in her locker. It seems that she was drinking at school, the Student Resource Officer (SRO) was notified, her locker was searched, she signed a confession, and she was arrested, all before I, as her mother, was even notified there was an issue at school. As a result, a judge sentenced her to a drug treatment center where she ended up being introduced to heroin by her new friends. Somehow my daughter was able to graduate from high school, but the next eight years were traumatic for her and our family as her addiction spiraled out of control. Over those eight years she attended numerous treatment facilities, psychiatric hospitals, and recovery houses. How many? I can’t say – we stopped counting at twenty-five. During those years, my daughter lost many friends to fatal overdoses. Once, my daughter was abandoned on the side of the road instead of her “friends” calling for help, because they thought she had died from an overdose and were afraid to be implicated. Through some miracle, she was administered naloxone (an opioid overdose treatment), was taken to the emergency room, and survived her overdose. She entered recovery….again. There, she had some friends relapse and discovered a roommate dead from a fatal overdose. Despite all of these crises, our family has been one of the lucky ones. Not only did our daughter survive an overdose, but she eventually found recovery and is now a successful professional working on an undergraduate degree. I don’t know why our family was spared when so many others lost their loved ones. I thank God every day that we have this time with her. Parents ask me for advice about their own child who is using dangerous drugs. I don’t have a solution for them, but I can share some of what I learned through our experience: Tough Love did not work: Early on we were told to use “tough love” but trying to control someone using physical violence, abuse, or humiliation did not sit right with us. Not only does that approach not work, it can exacerbate the problem because drug use is often used as self-medication by people who experienced trauma or who are in mental anguish. Setting Boundaries were critical: We had younger children, so for their safety and our peace of mind we set boundaries on what we would and would not accept, such as the conditions under which our (then) adult child could live in our house, and what would happen if the conditions were not met. Sometimes she failed, but we tried to soften her landing while keeping our boundaries intact. Unconditional love underwrote her success: The biggest realization we had was that we had to keep loving our daughter unconditionally for who and where she was in her life, whether or not she could stay away from drugs. This was hard. It took time and practice for our family to do this. Nevertheless, it was clear to us that loving a person where they are, without conditions, is one of the most important ways to help someone with a substance use disorder. It is possible to show them love without enabling their self-destructive behavior. As of 2020, SROs are not allowed to question and arrest students without a parent notification. Surely this change has protected students from what happened to my family. Hopefully, it has also slowed the school to prison pipeline fed by arrests in high school. It is painfully clear from our experience that communities must carefully consider the role and training of SROs in their schools. If the role of SROs is to both protect and nurture students, SROs can be a positive force in the schools. However, if SROs role is to arrest or discipline students who are themselves victims of addiction without offering opportunities for counseling, intervention, and support, then they will become part of the problem rather than part of the solution to addiction and drug overdoses. In recent years substance use has become prevalent in high schools, and the number of both fatal and non-fatal overdoses have skyrocketed, traumatizing communities and bringing unbearable pain to affected families. We must find ways to better protect our children from substance use disorders and addiction, but also, we also to protect them from the harm that can come from overly aggressive law enforcement. If you would like to hear another Virginia parent's perspective about the opioid crisis, SROs, and violence in schools, please click here. Further Resources about Opioids and Substance Abuse in Teens Fairfax County Public Schools. Webinar and resources Schools Respond: Substance Abuse in Teens Panel Webinar. Northern Virginia Family Network Consejos para adolescentes: la realidad sobre los opioides. US Department of Health and Human Services. (2019–Spanish version) Education Under Arrest: The Case Against Police in Schools. Justice Policy Institute. (2022) Evidence-Based Resources About Opioid Overdose. US Department of Health and Human Services. Healthy School Success Stories: Upshift Program. Deschutes County, Oregon. (2022) Opioid Overdoses Continue; Learn How to Get Help. Fairfax County Government. (2023) The Role and Preparation of School Resource Officers. D.A.R.E. (2021) Tips for Teens: The truth about Opioids. U.S. Department of Health and Human Services. (2019)

The 2023 General Assembly adjourned on Saturday, February 25th. During this session, things played out as predicted for a divided legislature where each party blocked efforts of the other party which resulted pretty much with the status quo as a result. Regarding 4 Public Education’s priority bills, all the bills we opposed failed, but most of the bills we supported also failed with two exceptions: A bill to increase mental health resources in K-12 went to conference but was ultimately passed by both of the chambers after the House amendment was rejected. A bill that would have increased teacher compensation was amended by a House amendment to instead form a working group to study the feasibility of raising teacher compensation. Thus, even with a surplus budget and as Virginia struggles to fill positions, our legislature delays on raising pay for teachers. The General Assembly adjourned without a budget agreement. The House and Senate budget proposals show quite different priorities. The House supports spending Virginia’s surplus revenue on Governor Youngkin’s proposed $1 billion in tax cuts for corporations and wealthy citizens, in addition to his $4 billion in tax cuts last year for the corporations and wealthy individuals. The House also supports a generous increase in funding for the Governor’s lab schools, even though the legislature (once again) voted down the bill for lab schools. In contrast, the Senate budget proposes fully funding K-12 education and providing no more funding for lab schools. It is worth noting that a generous amount was earmarked for Lab Schools in last year’s budget although the bill on lab schools had been defeated. Only a portion of last year’s funding for lab schools has been spent so far. Although the legislators left Richmond without reaching a resolution on the budget, they did pass a “skinny budget” as a stopgap that fixed the $201 million error made by Youngkin’s Department of Education this school year. The budget conferees will continue to work on the budget. When they reach a budget deal, the Governor is expected to call legislators back to a special session. At that time the budget will be finalized and the legislators will take up any bills that the Governor has vetoed. Until that happens, “At the Statehouse” will be on a much needed hiatus. Once again, we thank you for your support to help pass and defeat bills to ensure support and success of our students and educators. Photo Credit: Skip Plitt - C'ville Photography, CC BY-SA 3.0 via Wikimedia Commons