[{"_1":2,"_100":-5,"_101":-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],{"_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",5978943,"mediaKeyId","5775571-5450aaccf840784e93bb05e9b6c47c64","parentId",5775571,"title","Norfolk school board delays vote on consolidation plan after hours of public comment and criticism of last-minute \"Option 5\"","audioSeconds",5352,"startMs",2811000,"endMs",8163000,"viewUrl","/Search/View?dp=1&key=5775571-5450aaccf840784e93bb05e9b6c47c64&start=2811&end=8163","thumbnailUrl","https://assets.pipeline.soar.com/5775571-5450aaccf840784e93bb05e9b6c47c64/thumbnail_2811000.jpg","articleUrl","/articles/5978943/Virginia/Norfolk-school-board-delays-vote-on-consolidation-plan-after-hours-of-public-comment-and-criticism-of-last-minute-Option-5","mediaUrl","https://secure.pipeline.soar.com/5978943-2613c74757d6587d88d1bdd43c8b0e19/orig.mp4?Expires=1771139562&Signature=bMuw9TlzFaBxihbi~3PmlZZKZ8SjON7vi18h4LcaKygoBvymbHVWTO2eGSiEBC8s6qrF14Buax-cFbhjU15n3USVq5CL1-UsqDQiFs1AW-0oI0UErmC8BE~P391jlv0gHh1hHR-b93YDff2V-U2WTqXFuSUwV2pbK2zAtvfbVF16mSK8~glFg3bSuKXkKnZtg9mcFrymjsGx7wiDI7pJ5aQwW~x4NxFFQMwm~RQePpZYV3b20Spe7NgXK6qJBcv34T3WgGQ1xGXBCShx3A9TiYI9i3MAMX-6mDMp2R2CT~GHeGDLvCvrEQz83qcqzVZWDFXpTcUTWTPQPnj5oEBpfA__&Key-Pair-Id=KUT5TJCACFTXG","author","Norfolk City Public School","date","2025-09-18T15:27:05Z","article","The Norfolk School Board voted to delay action on a draft school closure and consolidation plan after an extended public-comment period in which dozens of residents, parents and community groups urged changes, called for more time, or warned of fiscal and equity harms associated with a late-added “Option 5.”

The board adopted a motion to table the vote on the consolidation plan and to hold a special-called meeting on Sept. 29 at 5 p.m. to continue deliberations. The motion to delay passed on a roll call in which one board member voted no; the board recorded the majority as aye and the dissenting vote as nay.

Why it matters: The draft plan would reshape elementary and special-program locations across the city, affect transportation patterns, and shift where some students and staff will be assigned. Several speakers warned that the implementation timeline in Option 5 was vague, that the plan included relocations not covered in the committee’s scope, and that moving programs could waste recent investments.

Public comment: More than two dozen speakers addressed the board during the citizens’ comment period. Speakers who identified themselves and their affiliations included Charlotte Smith Worley (facilities committee member), Cathy O’Hara (community member), Barrett Hicks (executive director, Concerned Citizens Association, Tidewater Connection), Noelle Gabriel (parent and Maury community member), Emily Bosch (Ghent School parent), and others representing Saint Helena families and community groups. Their concerns overlapped in three areas:

- Process and scope: Several speakers said the facilities consultant’s original options should be reconsidered and that the board should not adopt a last-minute plan described by many as “Option 5.” Charlotte Smith Worley said Option 5 “went against the recommendation of your consultant” and criticized a lack of timelines for closures. Cathy O’Hara warned that city council could respond to ambiguity by taking fiscal actions, including returning the division to categorical funding, citing past examples.

- Specific program moves and cost: Multiple speakers objected to relocating the Madison Alternative Center from Easton and to closing Easton after recent renovation work. Emily Bosch and others flagged that Easton had received more than $500,000 in renovations for programs and said moving those programs would appear to waste taxpayer funds. Speakers supporting Maury High School urged the board to preserve or relocate programs in ways that would allow Maury to gain regulation athletic fields as part of a planned rebuild; proponents urged that the Maury rebuild include a natatorium and full athletic facilities.

- Equity, transportation and community impact: Saint Helena parents, students and community members said moving children to Campus Stella or other sites would force long walks across railroad crossings and raise safety and transportation questions, particularly for families who rely on walking or neighborhood buses. Doctor D’Aashni Smith, a Saint Helena parent, said many families rely on nontraditional caregivers and that outreach to some elders and grandparents had been insufficient.

Board action and next steps: After public comment, a board member moved to delay the vote and schedule a special meeting; the motion was seconded and then approved by roll call. The board chair asked staff to coordinate the special meeting; the clerk will provide the formal notice. The board also discussed an administrative proposal to relocate the Ghent program by 2027 with the exact location to be determined by the administration no later than 2026 after rezoning. The chair emphasized that the stated reason for relocating Ghent was program expansion rather than creating athletic fields for Maury.

What speakers asked the board to provide: clearer timelines for closures and consolidations; an impact analysis for students with disabilities, IEPs and 504 plans; explicit transportation plans for moved students; transparent cost accounting (including the fate of renovated buildings); and authentic neighborhood-level engagement before final decisions.

The board did not vote on any closure or consolidation at the meeting; it postponed action to the special call meeting slated for Sept. 29 to allow additional discussion and staff briefings.","mediaType","Video","parentTitle","School Board Business Meeting: 9-17-25","oneSentenceSummary","The Norfolk School Board voted to delay action on a draft school closure and consolidation plan after dozens of speakers criticized a late-added “Option 5” and raised concerns about process, transportation, recent renovation spending and equity.","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},5978947,"Norfolk schools report scheduling wins, staffing and instructional strain in first year of 4-by-4 hybrid block model",537,79000,616000,"/Search/View?dp=1&key=5775571-5450aaccf840784e93bb05e9b6c47c64&start=79&end=616","https://assets.pipeline.soar.com/5775571-5450aaccf840784e93bb05e9b6c47c64/thumbnail_79000.jpg","/articles/5978947/Virginia/Norfolk-schools-report-scheduling-wins-staffing-and-instructional-strain-in-first-year-of-4-by-4-hybrid-block-model","https://secure.pipeline.soar.com/5978947-5c44d668385edf08ed8e3ea5f814430b/orig.mp4?Expires=1771139562&Signature=kOMufLwbu-Ugx8o~PmabbgdMAfGrqXY~waetNiUV03ckGC949miHQhaYZnR6q8CfkQHstbcrZO0vmjqdpaI1nLPom8dNCHEwXhqq363lq5X77SgXkrkNHtrgUhH-PhjN0KgI0C6t0IYtz6DGpaCyinWD~8LLgoDoivPjup04quvmVn54Am-7jrHYo4c8rm6q1zAS3lkdWWjOxdSH07T0NdwxUAO8qJNTv~dXZbjT9iooyrlqaXlnRIln6n2lUuAac6LjA3m6XIPtB2VXLhQonDQHEBx~8Ogh6cFMM17H~nGd7kziiythAh3BNwiGoLsMpGrP7Me10byQ3hkp6ztXfQ__&Key-Pair-Id=KUT5TJCACFTXG","Norfolk Public Schools officials told the school board that the district’s first year using a 4-by-4 hybrid block schedule produced clear scheduling successes but also created instructional and workload challenges that the district will keep addressing.

The district presentation said scheduling staff, counselors and assistant principals ensured “on the very first day of school, every student who had completed a spring registration form had a schedule,” and that remaining students were scheduled quickly. “One of our big — one of our biggest successes was student scheduling,” the presenter said. The report said the model reduces the number of simultaneous courses students balance and gives teachers more opportunity to build relationships.

Why it matters: The schedule change alters how students earn credits, how year-long courses are matched with semester courses, and how absences and reteaching affect learning. School leaders said early data and staff feedback will guide refinements intended to protect equity, access, and on-time graduation.

District staff described a mix of instructional gains and operational difficulties. Teachers told the district that focusing on four classes at a time reduced stress and improved relationships, but many respondents flagged problems with the pace of instruction. “The fast pace made reteaching difficult, absences had a greater impact, and the workload involved in planning and grading for 90 minute blocks was heavy,” the presenter said. To address that, the district reported that schools shared strategies across high schools, added study halls or recovery periods at some sites, and provided pacing guides and professional development.

The district also described preparation and supports: pacing guides tailored to the 4-by-4 model, March and August professional development days on adapting instruction for longer blocks, and sessions introducing teachers to using artificial intelligence tools for planning, grading and feedback. The presenter said the curriculum and instruction team “released pacing guides tailored for the 4-by-4 schedule” and that teachers received training on instructional strategies for 90-minute classes.

The district offered survey results: 146 staff responses across high schools, of which the presentation said roughly two-thirds rated the model positively. The presenter noted that 71% of respondents were classroom teachers and said the survey comments included constructive recommendations: consider a single schedule (rather than a hybrid), add intervention blocks or study halls, and continue targeted professional development on pacing and grading for longer blocks.

Board members and staff discussed compatibility with neighboring districts and with Advanced Placement (AP) courses. A board member asked how other area divisions handle the model; the presenter listed local variations and said some districts use straight 4-by-4 schedules while others use hybrids. The board also asked about AP chemistry and double-blocking; the presenter said the division continues to follow College Board requirements for AP courses and described options for sequencing chemistry and AP chemistry across semesters so students can still earn college credit.

What’s next: The district said it will maintain one-on-one scheduling reviews, continue to refine scheduling and alignment for year-long courses, analyze Standards of Learning results, monitor credit attainment and attendance trends, and gather more structured feedback from teachers and students. The presenter said these steps are “designed to strengthen this model and keep student success at the center.”

District speakers and board members repeatedly framed the year as an initial implementation year with fixes to follow, and the presentation emphasized keeping multiple pathways for advanced diplomas open while the schedule settles in.","Norfolk Public Schools officials told the school board that the district’s first year using a 4-by-4 hybrid block schedule produced clear scheduling successes but also created instructional and workload challenges that the district will keep addressing.",{"_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},5978937,"Norfolk board hears plan to boost advanced-studies diplomas; counselors, pre-AP and tutoring highlighted",629,897000,1526000,"/Search/View?dp=1&key=5775571-5450aaccf840784e93bb05e9b6c47c64&start=897&end=1526","https://assets.pipeline.soar.com/5775571-5450aaccf840784e93bb05e9b6c47c64/thumbnail_897000.jpg","/articles/5978937/Virginia/Norfolk-board-hears-plan-to-boost-advanced-studies-diplomas-counselors-pre-AP-and-tutoring-highlighted","https://secure.pipeline.soar.com/5978937-b1e34e5e3f930d4a602909bd23528894/orig.mp4?Expires=1771139562&Signature=GYhdWG9J8aSKAB4TfZ0KzY3TeENy-obVVU6u0xgctHQNGG2yRV~PzKuPm1kM7Zoj7fwzk9FuX6to-Rb-qgiCmIm0hBaXA18q8JWu55~Zk~00dSrcSccSwWw7cT2mK3ub1MoBN8zmjj9pvgwdcP8OgqhAG9nkAeDKWk42hEtXmqzP3nwSZXWuQfLf~9xzbG3XjLzuTCt3UdHfYpFsEBQsrxQbyy6f-06A4JYxpOIJcKcZO2NZnCqnqPsiyf2lQSpaDufv2ioe7U5SVoh9uJ42JVjs-O8pmQQZjzz0UaBCq5epfJOAyf8KFs39fJQD9vBsMnZ1Djw-28rLf7XWFECS6g__&Key-Pair-Id=KUT5TJCACFTXG","Norfolk Public Schools staff presented a multi-pronged strategy to increase the percentage of graduates earning an advanced-studies diploma, telling the school board that counselors, course sequencing and new supports are aimed at getting more students onto and through rigorous pathways.

Staff framed the work as tied to the district’s strategic goal that the share of Norfolk graduates receiving an advanced-studies diploma meet or exceed the state average by the end of the 2026–27 cohort. The presenters said the district does not yet have official Virginia Department of Education cohort comparisons, but shared preliminary internal data and near-term actions.

Why it matters: The advanced-studies diploma affects college-ready course-taking and postsecondary options. District leaders said early transcript reviews and scheduling flexibility under the 4-by-4 model have put more students “in a better position to earn an advanced diploma” at the start of the year, and they outlined supports intended to accelerate progress.

Key actions staff described:
- Pre-AP and course sequencing: Staff said the district offered pre-AP training and identified honors courses in the four core areas as pre-AP, following College Board guidance to prepare students for advanced coursework. The district also implemented a four-year social-studies sequence across all five high schools so students can meet advanced-diploma requirements.

- Counseling and transcript reviews: Counselors have been reviewing transcripts earlier in the process, and staff reported instances where students were in better positions at the start of the year than they were at the end of the prior year because summer work and course changes improved standing.

- Tutoring and platforms: The district rolled out two new tutoring platforms — an on-demand in-school service and an after-hours service (tutor.com) for 24/7 homework help — to give students immediate and out-of-school supports.

- Targeted opportunities for world language credit: Staff identified 195 current juniors who were off track for the advanced diploma solely due to missing world-language credits and said the 4-by-4 schedule creates opportunities for those students to take additional world-language courses across semesters to meet the requirement.

Staff also reported instructional supports including evidence-based materials, inquiry- and project-based learning efforts, and training for teachers on integrating AI tools for planning and feedback. One presenter said 81% of surveyed teachers were active users of AI for lesson planning, grading and engagement supports.

The board received requests for further benchmarking once the state releases official data and for continuing efforts to align counseling, prerequisites and scheduling so students can access higher-level courses. No formal board action or vote was taken on Goal 5 at the meeting; staff said they will continue to monitor cohorts and update the board.","School officials outlined efforts tied to school board Goal 5 to increase the share of Norfolk graduates earning an advanced-studies diploma: transcript reviews, pre-AP training, expanded course sequencing in social studies, two tutoring platforms and strategies to help juniors off-track only for a world language requirement.","actionData","errors"]

Article not found

Norfolk school board delays vote on consolidation plan after hours of public comment and criticism of last-minute "Option 5"

Norfolk schools report scheduling wins, staffing and instructional strain in first year of 4-by-4 hybrid block model

Norfolk board hears plan to boost advanced-studies diplomas; counselors, pre-AP and tutoring highlighted