[{"_1":2,"_123":-5,"_124":-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",[32,76,87,99,111],{"_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",6174516,"mediaKeyId","5369957-43ca68b040af2306e3a94792cfccf175","parentId",5369957,"title","Virginia Beach reports mixed SOL gains, PSAT improvements and subgroup gaps in retreat data review","audioSeconds",1774,"startMs",883000,"endMs",2657000,"viewUrl","/Search/View?dp=1&key=5369957-43ca68b040af2306e3a94792cfccf175&start=883&end=2657","thumbnailUrl","https://assets.pipeline.soar.com/5369957-43ca68b040af2306e3a94792cfccf175/thumbnail_883000.jpg","articleUrl","/articles/6174516/Virginia/Virginia-Beach-reports-mixed-SOL-gains-PSAT-improvements-and-subgroup-gaps-in-retreat-data-review","mediaUrl","https://secure.pipeline.soar.com/6174516-51133b74850b0dea278b6e1628780fb4/orig.mp4?Expires=1772831578&Signature=UedNH1KMK-XKdNE2pLFMnr7w1hGP97~Ut~LY5bmdChUNnfvdvJFsrvOy3KYULid-Ruoopxg7Asr0fkBVf1Ma49CYKbj~WWy4mso95JMKkEhnEfr1TCOAdDkbUEplQBnnaBobPHW18DkG9j4Bl3iOmDWqn2UQhqWeSYE5mpSMFQ6aX2qlQjcHhawY2rAM2gnKxfQ0pKBtEtaPFcayHvstUxIA1DDROD86vP~0al1VGrdX8ihFIDiGs1fFMUy3qFa38-uJQexQZJeUZ6ZOyoVzHcm6AzOQ4ckJKeO4pZgmLqW4T0eNbHWlkYX-ydvjjt72tKNnXGvpCOi0jP4nXi854Q__&Key-Pair-Id=KUT5TJCACFTXG","author","VA Beach City Public School","date","2025-07-10T21:10:41Z","article","Virginia Beach City Public Schools presented preliminary student achievement data to the School Board at the district retreat on July 8, showing pockets of improvement on state Standards of Learning (SOL) tests, rising PSAT/NMSQT benchmark rates for 11th graders, and persistent performance gaps for several student groups.

\"These results aren't endpoints; they're signals, helping us see where our system is supporting students well and where we must do more,\" said Dr. Banneke, executive director of planning, innovation and accountability, during the presentation of division-level results.

The district reported three‑year trends for SOL exams. Reading showed small declines at some elementary grades (grade 3 fell from 77% to 74%, grade 4 from 83% to 79%; grade 5 was mostly unchanged), while middle and high school reading remained steady or strong (the grade 8 reading rate rose from 79% to 83%; the end‑of‑course reading pass rate was 91%). Math results reflected the first administration aligned to the 2016 standards: grade 3 rose from 76% to 78% and grade 5 from 75% to 79%, though grade 6 dipped from 72% to 67% and the grade 7 test covers a smaller cohort because many 7th graders take higher level courses. High‑school course SOL passing rates for algebra 1, algebra 2 and geometry remained at or above 90%.

Science scores improved in several grades: grade 5 rose from 70% to 73% and grade 8 from 73% to 79%. High‑school biology increased from 81% to 84%, and chemistry showed a notable rise this year from 51% to 61%.

District officials emphasized readiness indicators beyond SOLs. VBCPS paid for PSAT/NMSQT access for all 11th graders; participation for the reported year was about 75% (the district cited state participation near 47% and national near 43%). For 11th graders in VBCPS, 65% met the College Board benchmark for evidence‑based reading and writing (compared with state and national averages that the presentation listed as 69% and 66%), while 35% met the math benchmark (compared with 44% statewide and 42% nationally). Dr. Banneke called math readiness an area for continued attention and said the district is revisiting secondary math course sequences.

Career and technical education credentialing remained strong: more than 16,000 assessments were administered each year over the last three years, with credential pass rates rising from 82.1% to 84.0%.

The presentation included subgroup breakdowns. Asian and White students had the highest passing rates across subjects; Black students, English learners and students with disabilities trailed in many areas. The district noted the widest gaps for English learners and students with disabilities in science and history. \"Just because these disparities are common doesn't make them acceptable,\" Dr. Banneke said, noting the division will continue targeted supports.

Board members and staff clarified how to interpret test results. A board member asked whether an elementary student who does not pass an SOL is unable to read; Dr. Colucci and other staff said failing an SOL does not necessarily indicate that a child cannot read, explaining some test items and formats differ from classroom measures. Communications staff said the district provides information to families about PSAT usage and scholarship opportunities through counselors and school communications but agreed outreach could be strengthened.

Officials said the Virginia Department of Education is expected to publish official SOL passing rates in July and school‑level accountability designations by September; the division plans a public presentation in October with school designations and more detailed school‑level data.

Ending: Board members asked for cohort trend reporting (tracking the same students over years), more family outreach about college readiness tools, and continued attention to subgroup supports. Superintendent Dr. Robertson said the district will return with fall workshops and ongoing updates.","mediaType","Video","parentTitle","School Board Retreat/Abridged Meeting 07/08/2025","oneSentenceSummary","Virginia Beach City Public Schools presented preliminary SOL, PSAT and CTE credential results at its July 8 retreat, showing test gains in several subjects and grade levels, stronger PSAT benchmark performance among 11th graders, and persistent achievement gaps for English learners, students with disabilities and economically disadvantaged students.","taxTitle","VA BEACH CITY PBLC SCHS, School Districts, Virginia","taxId",14520,"location","Virginia","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":80,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6174498,"School board adopts abridged July 8 agenda, approves minutes and personnel appointments",0,15376000,"/Search/View?dp=1&key=5369957-43ca68b040af2306e3a94792cfccf175&start=15376&end=15376","https://assets.pipeline.soar.com/5369957-43ca68b040af2306e3a94792cfccf175/thumbnail_15376000.jpg","/articles/6174498/Virginia/School-board-adopts-abridged-July-8-agenda-approves-minutes-and-personnel-appointments","https://secure.pipeline.soar.com/6174498-ab86c2d69129aa52aa121eafe77182d3/orig.mp4?Expires=1772831578&Signature=blONAGUDjPZkfw7LvQ6joZhpKW-8HDuaLsN-foPDxhRwcwyu0RQc2QCJpVv3MRsRg543sxCtnAFwiIa3JIYgIYZaBpwBCrP5JPfcMItevtKnmDzJHLStJX3MmpRcbZNpNaDh-WdFTB~U0~SpbYYjWlsZKRvr57R-2KTwPm4SryMZjTL5AbNheLtTXDqsliYZqYr-T6PeCYFhZzJx3O2CkzkRCQKI9WZMd~vsv2S0LrXXqpXLdafbXoAK-U8LLI4ENjtFoW3qZ2AVFqalGYPBUSNhSqqz7M0q2SukDoHNRi1dUfwQ~AxF5P4ShWS1ZWK4teRoUW5Nq27Arh7whXYPbQ__&Key-Pair-Id=KUT5TJCACFTXG","The Virginia Beach School Board convened an abridged meeting at 4:30 p.m. on July 8 and completed several routine items by unanimous vote.

Chair Kathleen Brown called the bridged meeting to order and the clerk confirmed board attendance. The board adopted the abridged meeting agenda on a motion by Mr. Cummings, seconded by Mr. Callan; the clerk recorded 10 ayes and the motion passed.

The board then approved the minutes of the June 24, 2025 regular meeting on a motion by Mr. Callan, seconded by Ms. Rogers; the clerk recorded 10 ayes and the motion passed.

During the personnel report the board approved administrative appointments and personnel actions on a motion by Ms. Rogers, seconded by Vice Chair Weems; the clerk recorded 10 ayes and the motion passed. Superintendent Dr. Robertson announced the recommended hires and promotions, including assistant principal and coordinator appointments across elementary, middle, high school and central office roles.

Ending: The chair adjourned the abridged meeting at 4:37 p.m.","At the July 8 abridged meeting that followed the retreat, the Virginia Beach School Board voted unanimously to adopt the meeting agenda, approve June 24 regular meeting minutes, and adopt the personnel report and administrative appointments.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":91,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6174502,"Facilities director outlines redistricting process, BUC role and timing at retreat",1561,12219000,13780000,"/Search/View?dp=1&key=5369957-43ca68b040af2306e3a94792cfccf175&start=12219&end=13780","https://assets.pipeline.soar.com/5369957-43ca68b040af2306e3a94792cfccf175/thumbnail_12219000.jpg","/articles/6174502/Virginia/Facilities-director-outlines-redistricting-process-BUC-role-and-timing-at-retreat","https://secure.pipeline.soar.com/6174502-86f1e6460ee198dbe99ec9266234a9ac/orig.mp4?Expires=1772831578&Signature=MzGY0hIiId4c7Dn2UM6p6LJhFcmMhIQa3TC-W49hBjpKysj8ewWih7phtQ9qsBplqX6eGyHO~EER-ErZg9UtC7xbljngs~mWATAGDN9tmSeFoCIPDdTAjkWnT-61rrWWCp-LRyZ0Ysv9WPZorV~urkShjr7MAYoX8X~9ecFYf3cONZftVo0krcTbbKzQdWzkIZbbVpVCwO7BuuEw1bh~bTqSNlIsPU8Sb4eQa7S23OCASejsSW1DUe1LnHkfQyk4JMn2D41xsX~Tktgdn2B8xBRulTpaet6X6xrn4-dPXslhx2wYPruAVVGs4E-jrjzNB3LsmzdnqpfELScVB61vfA__&Key-Pair-Id=KUT5TJCACFTXG","Melissa Ingram, executive director of facility services, briefed the Board at the July 8 retreat on the district’s process for monitoring building usage and conducting redistricting when needed.

Ingram said the Building Utilization Committee (BUC) — three school board members plus two community representatives (a Council of Civic Organizations rep and a PTA Council rep) with staff support from demographics and planning, school leadership and other central offices — conducts an annual assessment in late fall to analyze enrollment, membership projections, housing development and programmatic needs.

The district cited recent history: after peak enrollment in the late 1990s, the system reduced portable classrooms and implemented full‑day kindergarten division wide about five years ago, then monitored subsequent enrollment shifts. The BUC monitors triggers such as K–3 ratio changes and the effect of new housing, and flags attendance zones where program needs (for example, early childhood or special education space) are stressed.

Ingram described the policy factors that guide redistricting (policy 5‑14): optimal utilization of capacity, minimizing the number of times an area is redistricted across students’ academic careers, keeping neighborhoods intact when possible, feeder pattern alignment, consideration of building condition, transportation efficiencies and community input. The example cited was the Point of View Elementary rezoning completed in the 2024–25 cycle: staff monitored growth and housing, evaluated scenarios that affected multiple zones and feeder patterns, held community meetings and brought BUC recommendations to the board in a January workshop before a public hearing and action (a process that often spans 12–18 months).

Board members raised transportation and walkability concerns and asked whether transportation costs could be reduced by adjusting zones to improve walkable access. Ingram and staff said transportation and geographic constraints (major roads, waterways and new neighborhoods) are considered during mapping and demographic analysis.

Ending: Ingram said staff regularly monitor attendance zones and will bring assessments to the BUC and the board when changes are warranted; she noted redistricting and closures are complicated, lengthly processes that the district approaches with community input and multi‑department coordination.","The district's facilities director described how the Building Utilization Committee (BUC) monitors enrollment, housing developments and program needs, explains redistricting factors in policy 5‑14, and outlined the typical 12–18 month timeline for zone changes following evaluation and community meetings.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6174507,"Virginia Beach plans cautious AI rollout for high schools, emphasizes digital literacy and safety",2772,6628000,9400000,"/Search/View?dp=1&key=5369957-43ca68b040af2306e3a94792cfccf175&start=6628&end=9400","https://assets.pipeline.soar.com/5369957-43ca68b040af2306e3a94792cfccf175/thumbnail_6628000.jpg","/articles/6174507/Virginia/Virginia-Beach-plans-cautious-AI-rollout-for-high-schools-emphasizes-digital-literacy-and-safety","https://secure.pipeline.soar.com/6174507-f28dffbdc7284c1c63f5b2a37ecd2618/orig.mp4?Expires=1772831578&Signature=kqw4jBtOAo9FOxkpWNwe-Fe70O6byzhIriIrbQtI4x1hlhaiqechym5WKCjH1qbPw1GIr3kUMbwQa4PWbA1MEiO3ls6LNtmY1Y6Os0kur5g9ljhWJSaDGtWFTXN6s9OZEf~iBZX65Vel0XqfimK6tFK5a9OFbVZ12P--VjEfqMH77PtGdS4xulrin3SmZB8T6d3eH6C~E0xvnvny7zLlsaff3c8ipkRGS1JdUwTU28h57PGssOO6axAALjF4QHBplmGrx2jERgkIhIopC5EcD1QuK8J~5oo2FTmSbcP81F796aCxkgBcwLwEgTDJ21WPqqZv8mCWHDgDoj5J6rr0Tg__&Key-Pair-Id=KUT5TJCACFTXG","Virginia Beach City Public Schools outlined a deliberate, phased plan to introduce generative artificial intelligence (AI) tools to high schools and to strengthen systemwide digital‑literacy and Internet‑safety practices during its July 8 retreat.

\"We believe thoughtful adoption matters more than early adoption,\" said Dr. Danielle Colucci, the district’s chief academic officer, describing the division’s emphasis on understanding the technology before broad classroom access.

Chief Information Officer David Den and Colucci described three pillars of the plan: staff capacity building, student digital‑literacy instruction and technical safeguards. The district recommended a limited pilot using Google’s Gemini teen‑friendly environment for high school classrooms because the tool can run inside Google Workspace for Education and meets student privacy requirements the district cited (COPPA, CIPA, and enterprise Google safeguards were mentioned by staff).

High‑school administrators and teachers will be required to complete an AI essentials module (a brief, stated 90‑minute module), set explicit classroom expectations for AI use, and require students to disclose when AI contributed to assignments. Colucci said teachers will also receive professional learning on \"AI‑resistant\" assignment design and how to use AI to evoke higher‑order thinking rather than to replace student reasoning.

The district emphasized that implementation will be slow and optional for teachers: some instructors may choose to allow limited, monitored classroom use of an approved tool, while others may forbid AI in their classes. Staff said classroom choices must be accompanied by clear teacher expectations and agreements with students.

Safety and monitoring measures described include use of the district’s app approval process (ensuring COPPA compliance and data‑privacy pledges), the Lightspeed monitoring tool to report Chromebook usage and patterns, and vendor vetting via 1EdTech and other privacy certifications. The district reported pulling Lightspeed screen‑time averages for primary grades and said administrators will be trained to analyze those reports; staff emphasized the district does not permit social or passive screen time during school.

Board members asked how the district will guard against overreliance and impacts on students’ critical thinking. Colucci pointed to professional learning, the required staff module, and ongoing in‑school coaching through instructional‑technology specialists and library media specialists as the primary controls. Officials said the state and federal guidance (including executive orders referenced by staff) informed the timeline and training expectations.

Ending: District leaders said they will continue regular updates and provide quarterly or periodic briefings on AI rollout, training completion and observed classroom practices. They also noted that approved use will remain limited to high schools while the district monitors impacts and refines guidance.","District leaders outlined a phased, high‑school‑first approach to generative AI, recommended Google Gemini as a safe starting environment, and described required staff training, student digital‑literacy modules and safeguards including COPPA/CIPA/FERPA checks and Lightspeed monitoring of Chromebook screen time.",{"_33":112,"_35":36,"_37":38,"_39":113,"_41":114,"_43":115,"_45":116,"_47":117,"_49":118,"_51":119,"_53":120,"_55":56,"_57":58,"_59":121,"_61":62,"_63":64,"_65":122,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6174511,"School board retreat: Compass to 2030 framed as \"vision to action\" with annual strategic priorities",1216,3921000,5137000,"/Search/View?dp=1&key=5369957-43ca68b040af2306e3a94792cfccf175&start=3921&end=5137","https://assets.pipeline.soar.com/5369957-43ca68b040af2306e3a94792cfccf175/thumbnail_3921000.jpg","/articles/6174511/Virginia/School-board-retreat-Compass-to-2030-framed-as-vision-to-action-with-annual-strategic-priorities","https://secure.pipeline.soar.com/6174511-0c575c7ca388d3aa08da23420ae0ada8/orig.mp4?Expires=1772831578&Signature=S9~cVFtUOlQozpHj3-4P6xjF5qm9AhleOgjWFneuhMM34oP5T9LmP~x5CCZ5YQUjWzD4T7A30w0Y3VMRN0-6gB-Aq8Uy2wDAhIV9yfFqVSMGqXnqRWbfCsRN9Td8eGje~e~rDM-AgiSNc2LHwgAvEHXx2itdgG2xcT3M1nq5q9LBxjB1hYbbEDXNncxEgCIzUKSWpmExm2N4YttpykVQI~WozaG~zRMCLaMFOB3oXVF04-9ga8IhJZZS-IyCgd1lD2XzQZA~a0PSuUodkDOjkQyyUeWSt-iX~o2lMXVmJM-5kZbAz3m3MXbXI7dsJQbsnXMGkKOTuxj7WCx5q9eFSA__&Key-Pair-Id=KUT5TJCACFTXG","Virginia Beach City Public Schools staff used the July 8 retreat to walk board members through Compass to 2030, the division’s five‑goal strategic framework, and the operational process that turns the long‑range vision into annual priorities for schools.

\"Vision to action to impact,\" said Lisa Vanikay (presenting as a strategy lead), summarizing the implementation focus and the district’s emphasis on translating the five goals into specific, measurable steps.

The framework’s five goals are: challenge and support each student academically (Goal 1); provide safe, inclusive environments and social‑emotional supports (Goal 2); sustain a positive work culture and invest in staff (Goal 3); build partnerships with families and community for real‑world learning (Goal 4); and pursue effective stewardship of resources and operations (Goal 5). Each goal is paired with \"key navigational markers\"—measures such as grade‑level reading and math, participation in advanced coursework, student perceptions of belonging and safety, teacher retention, and percentage of graduates in work‑based learning.

Staff described how the Compass Collaborative (principals and senior leaders) and central office strategy leads drafted annual action plans, identified 3–5 milestones per strategy, aligned across departments, and used that work to create the Strategic Action Agenda for the 2025–26 school year. The agenda emphasizes bringing the Future Ready profile to life in every school through daily instruction, deeper learning experiences, and targeted professional learning for staff. \"Relentless execution\" was the phrase used to describe sustained implementation rather than one‑time events.

District leaders also described school‑level concept maps—one‑page summaries of a school's mission, vision and priorities aligned to Compass—and the role of each school's PCI (plan for continuous improvement) in driving classroom observation, feedback and coaching tied to the strategic priorities.

Board members asked how the district will report progress. Staff said many markers are updated annually or biannually; some (attendance, participation) can be tracked more frequently. The presentation noted the district is exploring a more dashboard‑style public data display and plans to bring baseline results to the board in fall workshops and in the October public presentation on school accountability.

Ending: Staff said Compass to 2030 materials are posted on the division website and that department updates will be tied to the framework. The board asked for continued focus on aligning TalentEd observations and professional learning so expectations are clear and not duplicative for teachers.","District leaders outlined Compass to 2030, a five‑goal strategic framework that emphasizes academic excellence, student well‑being, workforce supports, family partnerships and efficient operations, and described the Strategic Action Agenda and concept‑map process for school implementation.","actionData","errors"]

Article not found

Virginia Beach reports mixed SOL gains, PSAT improvements and subgroup gaps in retreat data review

School board adopts abridged July 8 agenda, approves minutes and personnel appointments

Facilities director outlines redistricting process, BUC role and timing at retreat

Virginia Beach plans cautious AI rollout for high schools, emphasizes digital literacy and safety

School board retreat: Compass to 2030 framed as "vision to action" with annual strategic priorities