[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6090305,"mediaKeyId","2867698-61f052e305c3f5b52b085243d75eb62c","parentId",2867698,"title","Division presents IDEA Part B annual plan, cites 4,658 students with disabilities in December count","audioSeconds",1062,"startMs",3674000,"endMs",4736000,"viewUrl","/Search/View?dp=1&key=2867698-61f052e305c3f5b52b085243d75eb62c&start=3674&end=4736","thumbnailUrl","https://assets.pipeline.soar.com/2867698-61f052e305c3f5b52b085243d75eb62c/thumbnail_3674000.jpg","articleUrl","/articles/6090305/Virginia/Division-presents-IDEA-Part-B-annual-plan-cites-4658-students-with-disabilities-in-December-count","mediaUrl","https://secure.pipeline.soar.com/6090305-2aa362758f85d9270391beb048dea4e7/orig.mp4?Expires=1770974867&Signature=axNc4YBAljaAUBmcnU~GHLIGXQ~eKV84~fgi2JI6ti3PNI7g2ltDRvUfZ25TCIkmETEhIuzq6I6ur00G0TLT-3bbR~h-y8NeVOgHKjG4qOVOd~gH6QHZikR8h6NLm4hHrSGdPQ6j-qrKSlxZrQI0JQULeBWt~n9X7nACXz5b-gx3kQRlXuf6FMQMLODfa4U4DodnRARyF2y-rDn8b5ZkH-M2LWuwhDfDSpzSSxeqrtyharSDrncPPoGKce52FTX~L5uwNhiKHignL7-3ZaQG9XprLVrAfJKktuZJPCNmm7jGs4OOy0LBVRPeOrtxqhFGKzJKSDS~G64mdOfRXCis2A__&Key-Pair-Id=KUT5TJCACFTXG","author","Norfolk City Public School","date","2025-04-04T00:12:12.64Z","article","Dr. Glenda Walter, who leads special education programs and services for Norfolk Public Schools, presented the federal Part B (IDEA) flow‑through application and the division’s plan for 2025–26.

Walter told the board the federal application is built on the December 1 child count and that Norfolk reported 4,658 students with disabilities in the most recent December 1 tally. She explained the application includes three major components: the Section 611 school‑age allocation, the Section 619 early‑childhood special education allocation, and the required proportionate set‑aside for children who reside in the city but attend private schools or are parentally schooled.

Under the Section 611 portion, Walter said the requested funds (planned at level funding for the application) would prioritize salaries and benefits — the largest line items — to pay for staff positions that the grant supports. The presentation listed positions the grant would fund under level funding assumptions: a parent resource center educator, a budget specialist, three teacher specialists for special education, four administrative secretaries, 38 teacher positions and 75 paraprofessionals. Walter said the CEIS (comprehensive early intervening services) set‑aside would continue to fund a CEIS social worker and 12 student interventionists to address concerns such as disproportionate disciplinary outcomes; the state has not mandated Norfolk onto a CEIS set‑aside but the division continues the set‑aside voluntarily.

Walter described the Section 619 preschool allocation as smaller but targeted to support early‑childhood special education classrooms (teachers, one paraprofessional and materials for Easton Preschool, Fairlawn and Willoughby). The presentation also described the proportionate set‑aside and the district’s practice of contracting speech‑language services for eligible privately schooled or homeschooled children.

Walter identified the legal authorities governing the application (the Individuals with Disabilities Education Act of 2004 and the Virginia regulations governing special education) and explained required assurances and maintenance‑of‑effort rules. She also summarized training and professional development delivered by her office so far this year (reporting roughly 235 learning opportunities and more than 3,000 attendances across them), and said the application will be submitted to the Virginia Department of Education following school board approval.

Board members asked about whether funding might be reduced at the federal level; Walter said state instructions direct divisions to prepare assuming level funding, but final awards could vary. Members also asked about monitoring and implementation: Walter described a multilayered monitoring approach that includes school leadership, spot checks of student records, proactive compliance reviews and collaboration with school leadership development and the chief schools officer to follow outcomes and corrective actions. She said that while policy and procedures largely exist and were reviewed during a recent state audit, implementation requires ongoing focus.

Walter said the administration will bring the full application to the board for approval on the board’s upcoming business meeting agenda and that the application must be submitted to VDOE by the state deadline.","mediaType","Video","parentTitle","School Board Work Session: 4-2-25","oneSentenceSummary","Dr. Glenda Walter presented the district’s IDEA Part B (special education) annual application and budget, saying Norfolk reported 4,658 students with disabilities on the December 1 child count and that the grant proposal would prioritize staff salaries and early‑intervening services.","taxTitle","NORFOLK CITY PBLC SCHS, School Districts, Virginia","taxId",14513,"location","Virginia","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6090294,"District seeks $10,635 VDOE microgrant to pilot student wellness work on social‑media use",178,6988000,7166000,"/Search/View?dp=1&key=2867698-61f052e305c3f5b52b085243d75eb62c&start=6988&end=7166","https://assets.pipeline.soar.com/2867698-61f052e305c3f5b52b085243d75eb62c/thumbnail_6988000.jpg","/articles/6090294/Virginia/District-seeks-10635-VDOE-microgrant-to-pilot-student-wellness-work-on-socialmedia-use","https://secure.pipeline.soar.com/6090294-475dd4f3c6d5901c8738dbe41103bab3/orig.mp4?Expires=1770974867&Signature=DuPctHLo62K520c-EiIF6VbTS1zQs7UQ8tScd5k~HBo4YST9-8r~9jHT~9l6yoY6Fg~Pd8dJlwZy0eVMtvosIvWxWAWGizWwKhESvgrEnv5Alh~6O9QTVdzExD7XpETQYkZ2HpOOqeLOMt6h38~LgiSTl8gST1AFsonXyyFZrOhMWnsMALks34IH2tQuJPAE8Bi0nLoHfTP6nbYPrjmhTCBGVlQTwBcNCITc0QZKDS~sgRwIXR6IkiI2wfJMSG~R4V~OiFvgmnB4UZhs5FFEI2IDJVkj~xPIGOuTb7nCdH8M71kEsFcIf0ePPiyn68g4mTInBBUwRAQSvEIBBOusPg__&Key-Pair-Id=KUT5TJCACFTXG","Doctor Cole and Dr. Dennis Moore of the student‑wellness team described a proposed microgrant from the Virginia Department of Education to pilot interventions aimed at reducing social‑media overuse and internet misuse at the district’s four Equity and Excellence Learning Centers (EELCs). The grant request is for $10,635 and, per VDOE rules cited by staff, must be presented to and voted on by the board at a business meeting.

Staff said the grant activities would include a mindfulness program for students, a speaker/webinar addressing mental‑health concerns associated with internet and social‑media addiction, and a professional‑development library of materials available to each participating school for staff and parents. The goal stated by staff is to decrease barriers to academic engagement linked to excessive online use and to provide training and resources that could be scaled to other schools if the pilot produces positive results.

Board members asked how the district will measure outcomes. Dr. Moore said the team plans a three‑part metric set: (1) reductions in school‑recorded phone/cell‑phone infractions, (2) parent engagement at school events and (3) staff uptake of the provided PD resources; staff noted that districtwide survey tools (such as Panorama) do not currently separate social‑media addiction metrics and that the pilot will rely on locally tracked metrics and feedback. The presenters said the grant will support student programming, staff webinars, and parent resources and that they intend to replicate successful strategies in other schools.

Board members said they supported a pilot but asked for clarity on metrics and parental outreach. Staff said they will partner with existing school parent‑engagement activities at the EELCs, create printed and digital resources for families, and provide webinars and materials for staff. The microgrant is ready for formal submission and will be included on the business agenda for board action.","The district presented a $10,635 Virginia Department of Education microgrant proposal to pilot mindfulness programming, staff webinars and parent resources aimed at reducing internet and social‑media overuse at four Equity and Excellence Learning Centers.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6090300,"District recommends new math and selected history texts; board members ask how books will be used",439,5623000,6062000,"/Search/View?dp=1&key=2867698-61f052e305c3f5b52b085243d75eb62c&start=5623&end=6062","https://assets.pipeline.soar.com/2867698-61f052e305c3f5b52b085243d75eb62c/thumbnail_5623000.jpg","/articles/6090300/Virginia/District-recommends-new-math-and-selected-history-texts-board-members-ask-how-books-will-be-used","https://secure.pipeline.soar.com/6090300-383ded6f77c6985927b281d014acd5f5/orig.mp4?Expires=1770974867&Signature=FJ3B7xJZ8t4jwwsYJHoLXIN4Y9Nyr5Pep1htvK9d-V2ORaSPeXZIK0GO5SUJFjJZ-rww4oJv3M119PcVdYW5f~gDME8HsdxqjDNoTCG9A8UDxwjQ56hEZ8zQywgUUqNZQNR8UfYX1ZYUDUhmw4D0oK7sJZYl~eMAEVld8-gh34q2a0i0F3Q1UmTSZQtCQ7SfHX6~cAm3NV8XpxMIGX3x6kuuHu0vTLrT2vWl78FjjSTczvpcbES1DPuHtSvTDjEMe5KjifrtD3UnHsndNQLLpoA7hl7XILsrmJxd~KO9c~wXu3W7n1dIp4ogieVknPHWnuVtvJ4MDiPFb4HBf-saiQ__&Key-Pair-Id=KUT5TJCACFTXG","Bruce Brady, executive director of curriculum and instruction, and his mathematics and history/social‑science coordinators presented recommended textbooks for adoption in K–12 mathematics (grades 6–12) and selected history/social‑science courses and electives. The presentation described the state review process, local teacher committees’ vetting, public‑comment opportunities and where sample materials were placed for board review.

Brady said the books recommended for grades 6–12 mathematics are on the Virginia Department of Education approved list and the recommended materials for history/social‑science electives and AP/IB courses include primary sources, multiple perspectives and scaffolds for diverse learners. He said the district will continue to align resources to the new 2023 VDOE standards and intends to return in a subsequent cycle for the grades/courses subject to new state standards.

Board members asked several practical questions about classroom use and return on investment. One board member who said she is a community‑college math instructor said she rarely sees high‑school students take textbooks home and asked how the materials would be used in practice. Brady and the math coordinators replied that textbooks are one of multiple instructional resources, that teachers plan to standards and that the textbooks include teacher resources and professional development packages; they also said prior digital contracts had lapsed and that the division is negotiating with publishers for both print and digital access. Staff said they also use open educational resources to supplement materials.

Board members asked about monitoring and expected usage. Central‑office specialists said they conduct classroom observations, professional development and specialist coaching; if a teacher is not using aligned resources, coordinators said they provide targeted PD and supports. The presenters said textbook funding will come from the division’s textbook allocation and that sample copies are available for review in the board materials that accompanied the work session.

No adoption vote was taken at the work session; staff will return to the business meeting with the formal recommendation for board action and final pricing information.","The curriculum office recommended adoption of state‑approved grades 6–12 math textbooks and several history/social‑science texts for elective and AP/IB courses. Board members asked how teachers and students will access and use textbooks, and whether digital resources and open educational resources are being considered.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6090310,"Norfolk presents Perkins V CTE annual plan focused on industry credentials and apprenticeships",1145,1501000,2646000,"/Search/View?dp=1&key=2867698-61f052e305c3f5b52b085243d75eb62c&start=1501&end=2646","https://assets.pipeline.soar.com/2867698-61f052e305c3f5b52b085243d75eb62c/thumbnail_1501000.jpg","/articles/6090310/Virginia/Norfolk-presents-Perkins-V-CTE-annual-plan-focused-on-industry-credentials-and-apprenticeships","https://secure.pipeline.soar.com/6090310-95bdbe8a1fa5ffecbdd1e010409fb271/orig.mp4?Expires=1770974867&Signature=VkRJxiokHeuJMA2C4hLouzNA9BuPDj-rwmRNhQsQXYvqs-3j72zweNHWy4Iq7yiKXC1AyzCNa-cThbhYjVvV9GfrmHvh7dZmFfz4pLfaCVmuJNRX5lOillbBAENMKfr6fivc416Jjp8isulnhqFiQNcM7kUpZmVyHSWkqUr1lduOolmbxAUVHCZUV6-Lwtf-6FNIdUDi-Zrcwx0KYM~htpKTORqGCkQ0fMAkhfC~N3zp8qYh9MiQuEtx4I~HMbu~fk5YNewM7DUgqJU0qXXbRywSi-cndX8rJwhkwFdwt6qERA02ASJlWnOLGEt8WfJHWB9wCVpWb5GmwJcvGixXMw__&Key-Pair-Id=KUT5TJCACFTXG","Miss Goshen presented the Career and Technical Education (CTE) annual Perkins V plan for school year 2025–26 at the work session, giving board members an overview of program priorities and asking for questions ahead of a planned business‑meeting vote.

Goshen said the Perkins plan aims to provide rigorous technical and academic instruction, work‑based learning, sequence pathways and industry credentials aligned with high‑demand, high‑skill fields. She told the board the district is moving from lower‑level student assessments toward offering higher‑level industry credentials (for example, American Welding Institute certifications and FAA aviation credentials), and noted the division has retrained teachers and retooled resources to support that shift.

The presentation listed CTE elements: career clusters offered (grades 5–12 under Perkins rules), CTSOs (career and technical student organizations), work‑based learning (job shadowing to paid internships), registered apprenticeships in trades and STEM, and dual‑enrollment expansion with local community college partnerships. Goshen highlighted a “grow‑your‑own” teacher/paraprofessional pathway for early‑childhood education and “teachers for tomorrow” initiatives to prepare students for educator careers and a separate teacher apprenticeship option.

Goshen reviewed performance indicators required under Perkins and explained lower credential counts in recent years can reflect changes to testing populations after COVID, the timing of credential windows (most credentials occur in junior/senior year), and increases in higher‑level license testing that may produce lower percentage pass rates in the short term. The plan’s preliminary budget projects Perkins funds will primarily finance capital, equipment and technology, plus stipends for staff working outside regular contracts for CTE activities.

Board members asked about credentials that require students to be 18 (for example, pharmacy‑tech certification) and how the division supports post‑graduation testing; Goshen said the district provides post‑graduate remediation opportunities (a Credentials Academy/summer academy) and pays testing costs for graduates who return to complete credentials.

Goshen said work‑based learning participation is roughly 77% and dual‑enrollment participation has grown (the presentation cited over 100 CTE students and more than 300 non‑CTE students in dual enrollment at one point). She closed by describing upcoming grants and investments — aviation/aerospace pathway expansion, K–12 computer‑science grants and requests for national CTE program accreditation — and said a formal vote to approve the Perkins plan will be sought at the next business meeting.

Board members did not vote on the plan at the work session; the district will return with the full written plan and a request for approval.","Norfolk Public Schools’ CTE presenter outlined the district’s Perkins V plan for 2025–26, emphasizing expansion of industry credentials, registered apprenticeships, aviation/aerospace pathways, dual enrollment and efforts to align credentials to postsecondary programs and employer needs.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6090315,"Norfolk reports gains for Black students on interim reading measures, officials say",854,65000,919000,"/Search/View?dp=1&key=2867698-61f052e305c3f5b52b085243d75eb62c&start=65&end=919","https://assets.pipeline.soar.com/2867698-61f052e305c3f5b52b085243d75eb62c/thumbnail_65000.jpg","/articles/6090315/Virginia/Norfolk-reports-gains-for-Black-students-on-interim-reading-measures-officials-say","https://secure.pipeline.soar.com/6090315-9108ad3477aaf9b31da0380791379f0e/orig.mp4?Expires=1770974867&Signature=GzIsCS47sNKLBikdPdusxHKUlLwipOAx~FSLzsu0TUBtWamy6fdNs6MD6N7budmbuq7BhnHTUio9gOfebbwgKyu39TNlXxa2kRXwPJKEu2J3iuElfO4zDG8NGx1EEK6i~IhO0vNgdGdx3HrcAMN3OH6HTTGrHuNImdZ4e~j7U~yBrLzhF0ABFDa3ZVYZQQONu~glJPPfT86J2fTU9sOtLA1JlDohp6M9WTyWJmuTcKrC3cUbL1nA~uP75fLmZFHxDXzlJrLy1H6UXA8bgLKspXkl-m38K8YASC8nDwaPy3mA7uCaLsbtV7J4w5tWnshXwGy9EdffDVMpC1KBhj9Q6Q__&Key-Pair-Id=KUT5TJCACFTXG","Dr. Pool, a representative of the division’s English office, told the school board during a work session that Norfolk Public Schools has seen measurable gains for students in the Black subgroup on two interim measures tied to board Goal 3.

The presentation said the Black subgroup’s STAR reading assessment winter data point for 2024–25 was 1.9 points above the winter target and “16.8 points above the initial data point” when the goal was first measured. Officials said reading plans and intervention work led to a 10% reduction in students in the high-risk band and that 2,891 individual student reading plans have been developed and monitored.

The report, which tracked Measure 3.1 (percentage scoring proficient/on watch) and Measure 3.2 (percentage in urgent intervention), showed the Black subgroup rising from 41.6% to about 57% on a winter proficiency indicator and a drop in urgent-intervention students to levels below board targets. “We’ve grown 16.8 points,” Dr. Pool said when summarizing the division’s progress.

Board members pressed for details about where growth was concentrated and what strategies drove it. Dr. Pool and English-office staff identified several district practices they credited with gains: expansion of student reading plans beyond grade 3 to some grade‑6 and grade‑4/5 classrooms; increased use of a data warehouse and monthly data reviews; more intensive involvement by reading specialists; coaching (the English office reported more than 143 coaching sessions); and professional development on evidence‑based literacy interventions and high-quality instructional materials, including training tied to Benchmark Advance and SIPs intervention curriculum.

Board members asked specifically about middle‑grade progress and students with Individualized Education Programs (IEPs). Dr. Pool said middle grades (6–8) are improving but not at the same rate as elementary grades and that students in the Black subgroup with IEPs are “progressing but not as fast as others.” Board members also asked about parent engagement: principals keep attendance counts for literacy nights, but Dr. Pool said the central office does not collect a divisionwide parent‑engagement metric and that formal tracking of how materials sent home are used is not in place.

Officials listed next steps: ongoing monitoring of reading plans with progress data, expanded professional development and coaching, intervention walk‑throughs to check implementation fidelity, use of the Virginia ELA Walkthrough Protocol in partnership with the Virginia Department of Education’s Comprehensive Literacy Network, and continued participation with the VDOE pilot instrument designed to align with the science of reading.

Officials emphasized the need to maintain fidelity across schools and to support teachers who are newer or serving as long‑term substitutes. Board members requested future updates that more directly link specific strategies (for example, Lexia usage or other interventions) to measurable growth.

School staff framed the results as promising but incomplete: the Black subgroup has narrowed some gaps on these interim measures but remains behind the all‑students group by several percentage points on selected indicators. The division will bring additional monitoring reports to future board meetings.","Norfolk Public Schools officials reported gains this year on two interim measures tied to Board Goal 3, saying students in the Black subgroup showed improved proficiency and fewer students in the ‘urgent intervention’ band, while officials noted remaining gaps and implementation work ahead.","actionData","errors"]

Article not found

Division presents IDEA Part B annual plan, cites 4,658 students with disabilities in December count

District seeks $10,635 VDOE microgrant to pilot student wellness work on social‑media use

District recommends new math and selected history texts; board members ask how books will be used

Norfolk presents Perkins V CTE annual plan focused on industry credentials and apprenticeships

Norfolk reports gains for Black students on interim reading measures, officials say