VOTER GUIDE

In July, Forward Albemarle invited the 6 candidates who will appear on the ballot for Albemarle County School Board to respond to questions on numerous topics central to public education. We compiled the responses we received from Dr. Rebecca Berlin (White Hall), Judy Le (Rivanna), Ellen Osborne (Scottsville), and Allison Spillman (At-Large) into the following Voter Guide. We did not receive a response from Dr. Meg Bryce (At-Large), and Dr. Joann McDermid (White Hall) declined to answer any of our questions.

Here, you can see candidates' positions and priorities to better inform you as you head to the polls. Early in-person voting begins on September 22 at the Albemarle County Registrar's office. The final day to vote in person is Tuesday, November 7, at your polling place. You can check your registration status and apply for an absentee ballot (no excuse needed!) here.

Use the links below to jump to different questions:

Question 1A
Collective Bargaining
Question 1B
Teacher Shortages
Question 1C
Teacher Diversity

Question 2
Mental Health
Question 3
School Safety
Question 4
Academic Disparities

Question 5
Literacy
Question 6
Preschool
Question 7
Special Education

Question 8
Teaching History
Question 9A
Book Banning
Question 9B
Inclusive Curriculum

Question 10A
Anti-Racism Policy
Question 10B
Transgender Policy
Question 11
Budget

Question 12
Environment

QUESTION 1A:
RECRUITING, RETAINING, AND SUPPORTING TEACHERS AND STAFF

Do you support collective bargaining for Albemarle County Public Schools (ACPS) teachers and staff? Why or why not?

Rebecca Berlin – White Hall
I support collective bargaining for teachers and staff. I voted to support it in our spring school board vote and am proud that I was able to be a part of this important discussion as a School Board member. As a former teacher, I understand how important it is for teachers and staff to have a voice in decision making for schools and the school system. I am proud of the raises that the Board has been able to provide to teachers and staff, but I know that while that is very important, the results of the ACPS engagement survey for teachers and frontline staff show that we must do more than just providing raises. I believe collective bargaining will be another important step in showing support for teachers and staff.

Judy Le – Rivanna
I strongly believe in collective bargaining and I support collective bargaining for ACPS teachers and staff; I’ve voted for collective bargaining every time I’ve had the opportunity to. I’m proud to be in one of only a handful of divisions in the commonwealth to be pursuing it.

Ellen Osborne – Scottsville
Yes. Public Sector Collective Bargaining has come to Albemarle County. For employees to benefit from this to the greatest degree possible, the union needs to be strong and more inclusive. All employees within the bargaining units covered under collective bargaining will be bound by the decisions made in these negotiations, whether or not they are union members. Therefore, more employees should take their seat at the table by joining the union. The AEA and ACPS are currently working on the resolution which will cover the details of collective bargaining. After this is finalized, employees will have the opportunity to vote to elect the AEA as their “exclusive bargaining representative” for particular topics— meaning those topics will be addressed through the union representative. It is my hope that the AEA is informing staff of the benefits of union membership and how things may change when Public Sector Collective Bargaining is implemented.

Allison Spillman – At-Large
I am a staunch advocate for the implementation of collective bargaining for Albemarle County Public Schools teachers and staff. Collective bargaining is a crucial tool to empower educators, giving them a stronger voice in shaping their working conditions, wages, and benefits. By negotiating collectively, we can address critical issues such as fair compensation, reasonable workloads, and supportive working conditions. Ensuring that our teachers and staff are fairly compensated for their hard work and dedication is not just a matter of respect, but also a way to attract and retain high-quality professionals in the education system. Additionally, implementing collective bargaining can lead to greater transparency in decision-making processes. Teachers and staff would have a say in policies that directly impact their daily work, resulting in more well-informed and effective decision-making. Supporting collective bargaining for ACPS teachers and staff aligns with my commitment to ensuring a high-quality education for all ACPS students. Happy and supported teachers are better equipped to provide the best possible learning experiences for our children, leading to improved educational outcomes.

QUESTION 1B:
RECRUITING, RETAINING, AND SUPPORTING TEACHERS AND STAFF

Schools across the nation and our Commonwealth are facing challenges hiring new teachers and staff, especially for in-demand specialties. ACPS recently announced a $2,000 sign-on bonus for new Special Education hires. What are other ways you will work to address this shortage?

Rebecca Berlin – White Hall
I have been deeply concerned with our teacher and staff shortages, particularly the unfilled special education positions at many of our elementary and middle schools during the 22-23 school year. I support sign-on bonuses and retention bonuses for critically needed positions, including for special education teachers and assistants. I am very proud of the work that was done through the “build our own program” that provided training for staff and assistants to receive provisional certification and be hired as special teachers for the 23-24 school year. I would like to grow that program and make sure the coursework and training are accessible to all who are interested, including parents and community members if possible. I am also interested in partnering with education programs in Virginia and North Carolina colleges and community colleges, particularly with HBCUs, that could build the pipeline of teachers and staff for the future. I would like to expand internship opportunities for high school juniors and seniors within ACPS so that they are exposed to future jobs within the school system. Lastly, I would like to see if there are ways within our budget to financially support staff and teachers who are interested in adding endorsements in this and other critical need areas so that they do not need to pay out of pocket.

Judy Le – Rivanna
This is a largely operational question around an issue that is, as you note, a national problem, but as a board member I seek transparency around, and strongly support, appropriate staffing. To the extent that we control funding, I have supported (and will continue to support) incentives to ensure we are well-staffed.

Ellen Osborne – Scottsville
The $2,000 sign-on bonus and other strategies for recruiting are operational decisions, and the role of the School Board is governance. However, my understanding is that collective bargaining will help with retention. We also did a deep dive into the workplace climate with the Gallup survey 2 years ago, which gave ACPS some indicators for improvement. I also support a “grow your own” program for assistants that want to become teachers. Furthermore, we should also ask ourselves if we can do anything to make the political and economic conditions more appealing for individuals to go into the teaching profession. What is happening at the state and national levels to attract or detract people from entering this profession and remaining in it? We can implement many tactics at the local level, but all of us need to challenge statewide policies that treat teachers as anything other than the professionals that they are. Some policies at the statewide level may incline teachers to self-censor out of fear and have them looking over their shoulder, creating difficult work conditions. We also need to ask ourselves if it’s realistic to think people can afford to obtain the college degrees required to go into this profession for the current starting wages, knowing how little the state is investing in K-12 education.

Allison Spillman – At-Large
In addition to the sign-on bonus for new Special Education hires, I will advocate for the following measures to address the shortage: Competitive Compensation: Offer competitive salaries and benefits to attract and retain top talent, making ACPS an appealing choice for educators. Professional Development Opportunities: Invest in ongoing professional development to support teachers and staff in their careers and encourage them to stay with the district. Mentorship and Support Programs: Implement mentorship programs to help new teachers and staff navigate their roles effectively and foster a supportive environment for professional growth. Targeted Recruitment Efforts: Focus on targeted recruitment to reach potential educators from diverse backgrounds and underrepresented communities, emphasizing the importance of a diverse teaching staff. Collaboration with Higher Education Institutions: Building strong partnerships with UVA and other local colleges and universities that can facilitate a pipeline of aspiring educators. By working closely with these institutions, we can identify and attract talented graduates to join ACPS.

QUESTION 1C:
RECRUITING, RETAINING, AND SUPPORTING TEACHERS AND STAFF

Research proves that all students, not just students of color, achieve higher academic outcomes when they have teachers of color. How will you support ACPS in recruiting and retaining a more diverse teaching staff and creating work environments in which Black teachers and teachers of color can thrive?

Rebecca Berlin – White Hall
I agree that a diverse teaching staff is essential for ALL students. I would like to see ACPS expand its partnerships with colleges across Virginia and North Carolina, particularly HBCUs, for student teachers as this could lead to a more diverse pipeline of teacher hires for the County. Throughout my career, I have worked with teacher preparation programs at HCBUs across the country and would like to use my relationships with these programs to support this expansion. I also want to ensure that once we recruit Black teachers we are able to retain them in a culture that they can thrive and grow in their career. I would like to explore partnerships with the UVA education school to develop (unless one already exists) a leadership program for Black teachers that provides a cohort based administration degree and licensure that they could participate in while teaching. In addition to increasing the number of Black teachers, as we have over 95 languages spoken in our school system, I am also interested in increasing our the linguistic diversity in our workforce by seeing if there are unexplored ways to partner with the IRC to bring parents and family members into staff and assistant, and teacher positions within the school system by providing district training or apprenticeships or working with workforce development resources in the community college system that would cover the cost of tuition, fees and expenses.

Judy Le – Rivanna
This is a largely operational question around, again, a national problem, but as a board member I have sought to add clear metrics to recruiting and retaining teachers who are representative of our community, and each year the division has improved its reporting to us. I strongly support hiring more diverse teachers and have voted to fund incentives to do so. I also recognize that the strongest connections will be with educators who come from right here in Albemarle County, and that’s why I support programs such as Pearl Early’s to mentor Black students to come back and work in our schools. I also want to note that teaching our students of color equitably is a responsibility of every teacher in our division, and I’m deeply heartened by the work of the educators who have gone through Culturally Responsive Teaching certification. I’ve attended the Equity Fair since before I was on the board, and I’ve seen the better outcomes for our students. I strongly support this program.

Ellen Osborne – Scottsville
In addition to improving the ACPS work environment through the expectation of everyone’s participation in the culturally responsive teaching program and commitment to anti-racism policy, the larger Albemarle and Charlottesville community plays a significant role in being inclusive and welcoming as a place folks want to live and raise their family. Are there entrenched habits and policies (written or unwritten) in our community that would make our area unattractive to teachers of color as a place to settle down and raise a family? I know we usually think of our area as “progressive,” but whose history, holidays, art, and culture are still primarily celebrated (and funded)? We should defer to the suggestions from teachers (and administrators) of color for making ACPS a better work environment, thereby helping with recruiting and retaining.

Allison Spillman – At-Large
I am deeply committed to promoting diversity and inclusivity within Albemarle County Public Schools. I fully recognize the positive impact that teachers of color can have on the academic outcomes of all students. To support ACPS in recruiting and retaining a more diverse teaching staff and fostering work environments where Black teachers and teachers of color can thrive, I will advocate for the following initiatives: Diverse Recruitment Strategies: I will work to implement targeted recruitment strategies to attract educators from diverse backgrounds. This includes collaborating with colleges and universities that have diverse education programs and actively seeking out candidates from underrepresented communities. Representation in Leadership: Encouraging and supporting Black teachers and teachers of color to pursue leadership roles within the school district will be essential. Having diverse voices in decision-making positions can lead to more inclusive policies and practices. Culturally Responsive Professional Development: Providing ongoing professional development that is culturally responsive and addresses the needs of a diverse student population is crucial. By equipping teachers with the tools and knowledge to understand and respect different cultures, we can create a more inclusive and welcoming learning environment. Mentorship and Support Programs: Establishing mentorship and support programs specifically tailored to Black teachers and teachers of color will be a priority. Safe and Inclusive Workspaces: I will advocate for policies and practices that foster safe, inclusive, and equitable workspaces within our schools. This involves actively addressing any instances of discrimination, bias, or microaggressions and creating a culture of respect and appreciation for diversity.

QUESTION 2:
STUDENT MENTAL HEALTH

There are several factors that have adversely impacted the mental health of students, teachers and staff in public schools, including bullying, active shooter drills, culture wars, and ongoing effects of the pandemic. What initiatives will you champion to address mental health needs in ACPS?

Rebecca Berlin – White Hall
As a School Board member, I have supported the 23-24 budget that includes continued support for mental health support in all schools. I will continue to champion this as long as I am on the board as I see first hand as a mother the mental health burden on our students. I will also make sure that our staff benefit package includes mental health support. I see mental health getting worse instead of better in the coming years so this support must keep pace with the growth. I know that over 5% of high school students are diagnosed with an eating disorder (ED) and that this number drastically undercounts that number of high school, middle school, and elementary students who are undiagnosed. The current calorie and exercise tracking assignments, and even the course content itself can be triggering and unhealthy for students with ED. I am currently working with the principal at AHS, and then hopefully with the larger division, to see what alternate assignments and projects can be provided for students in high school physical education. Last, many teachers and students have said that one way to improve the school environment is to provide safe outdoor spaces for eating lunch and connecting with each other. All of our elementary schools have playgrounds where this is possible, but this does not exist in our middle and high schools. A few of our recently renovated schools have been able to include a partial outdoor eating area, but this is not the case for most of our schools. As we move forward with future renovations, I would like to make sure we are including feedback from students and staff to see what updates would best support learning and mental health.

Judy Le – Rivanna
It has certainly been a difficult time, and mental health has long carried with it harmful stigmas. As a board member I have voted for budgets that increase our staffing for mental health professionals in all of our schools and I will continue to. Like all other needs, mental health is a priority that is not funded properly by the state, so we pick up the slack for our students, funding at a much higher level.

Ellen Osborne – Scottsville
We will continue to address bullying at the individual school level with our anonymous reporting app and continued staff training. We will also need to address state-mandated bullying entrenched in new policies which target marginalized populations for political gain and to fan the flames of the culture wars. Active shooter drills, which are unnerving for students and teachers alike, will continue to be a necessity as long as there is easy access to guns. Over the past several years ACPS has made significant investment in mental health services for our students, but it is still not enough. Operationally, we should examine the social skills curriculum and usefulness of it in helping shape behavior, building community, enhancing internal motivation, and modulating emotions. In addition to the operational items we can improve at the school level, we need to have larger community conversations about addressing mental health before the problems that adults face trickle down into the kids’ lives. Many families are experiencing incredible stress putting food on the table, finding and staying in affordable housing, and accessing adequate health care...it’s impossible to completely shield the children from the struggles of their parents. As you’re asking for more mental health support at the school division level, please also apply pressure at every level above the schools to improve the conditions of daily living for our families— living wages, affordable housing, access to child care, etc. In short, maybe we need to look at the community schools model.

Allison Spillman – At-Large
I will prioritize the mental health and well-being of students, teachers, and staff in Albemarle County Public Schools. I will champion the following initiatives: Comprehensive Mental Health Programs: Hire more counselors, psychologists, and social workers to decrease the student-to-provider ratio and ensure our students get the support they need, particularly in light of the mental health crisis exacerbated by the pandemic. Collaborative Partnerships: Work closely with mental health partners to ensure our students and families get the support they need outside of the classroom. Reducing Stressors: Actively seek ways to minimize stressors for students, teachers, and staff, such as reducing unnecessary testing and implementing effective conflict resolution programs. Social-Emotional Learning: Integrate mental health education and social-emotional learning into our school curriculum. Nurturing School Culture: Emphasize a holistic approach to mental health, creating a positive school culture that fosters empathy, communication, and emotional well-being.

QUESTION 3:
GUN SAFETY

Gun violence is a widespread problem in American society generally, and in our schools specifically. The prospect of an active shooter is a serious safety concern that impacts students, school staff, and families. In addition, gun violence affects students and their families outside of school. What steps would you take to ensure safety from gun violence?

Rebecca Berlin – White Hall
Every time I receive an emergency alert during the school day, as a mother, community member, and School Board member, my heart stops due to the threat of gun violence. As a mom and community member, I support strong gun safety legislation in our state, but I know we are far from the protections needed to keep our students and families safe. I am interested in seeing what we are able to do as a school system regarding gun safety education in the community, including the possible provision of gun lock boxes for families. Last, I know that our central office, in collaboration with local law enforcement, has increased the number of preparation conferences and drills to make sure we are as prepared as possible. I support the continuation of this collaboration.

Judy Le – Rivanna
With my own son going through active shooter drills and sitting in an ACPS school every day, I understand well these concerns. I support evidence-based security such as exterior door locks and magnetic locks for interior doors, as well as staff training that reflects the current active shooter concerns, not outmoded training. ACPS recently had an emergency response drill, and will be doing that yearly if not more frequently. In this budget we added an SRO; I am hopeful it will reduce response time in the event of any emergency. There is strong evidence to support that safe gun storage helps reduce gun violence for everyone. I strongly support informing about and encouraging safe gun storage at home. There is also evidence to support that environments in which children can report concerning behavior to adults are safer; I support ACPS’ anonymous reporting app, and strengthening it in any way that we can.

Ellen Osborne – Scottsville
We work with local government to have our school campuses prepared through emergency response drills, but guns come from the students’ homes. We need parents to secure their firearms—free lockboxes are available. According to Moms Demand Action, every year nearly 700 children die by suicide with a gun. About 4.6 million American children live in homes with guns that are both loaded and unlocked. I would like to see ACPS distribute information on secure gun storage and give families information on how to obtain free lockboxes. I also encourage you to examine where state and national lawmakers stand on gun violence, and make your opinions on this issue known.

Allison Spillman – At-Large
Promote BE Smart Gun Safety Program: I will actively promote the BE Smart gun safety program on ACPS's website and share information with families to raise awareness about the importance of secure gun storage. Educating our community about responsible gun ownership is crucial in preventing unauthorized access to firearms by children or individuals with harmful intentions. Provide Free Gun Locks: I will advocate for and support initiatives to provide free gun locks to ACPS families. Supplying gun locks can help families secure firearms at their homes, reducing the risk of accidental or unauthorized access to guns. Implement Threat Assessment Program: I will prioritize the implementation of ACPS's Threat Assessment Program to identify individuals whose behavior may pose a threat to the safety of students or school staff. By coordinating with mental health counselors, parents, and law enforcement, we can take preventive measures to address concerns and intervene before any potential acts of violence occur. Advocate for Common Sense Gun Safety Measures: I will actively advocate and collaborate with local and state lawmakers to promote common sense gun safety measures. This includes supporting policies that require background checks for all gun purchases, implementing waiting periods, and ensuring that individuals with a history of violence or mental health issues do not have access to firearms. Foster Community Engagement: I will prioritize community engagement and encourage open dialogues with parents, students, teachers, and community members to develop a shared understanding of gun safety and violence prevention.

QUESTION 4:
ADDRESSING DISPARITIES

The results of the Bellwether Instructional Practices Audit were both eye-opening and expected. How will you lead the School Board in confronting racial and social inequities in ACPS policies and practices made clear in the audit report?

Rebecca Berlin – White Hall
The researcher, teacher, and advocate in me studied the results of the Bellwether report in depth and used over 100 paper flags to tag the concerning data, challenges, recommendations, and strategies. I had the opportunity to participate in the first Superintendent’s cabinet meeting after the board presentation to review the recommendations alongside our current strategic plan to begin to outline what we will do going forward. When I think about the implementation of this updated plan, as a School Board member I will make sure we have a timeline for implementation that includes what we need to do immediately (summer to fall 2023), what we will do in the short term (school year 23-24), what we will do in the medium term (summer 2024), and what we will do in the longer term (school year 24-25). Within this timeline, we need to have measurable goals and targets for the benchmarks/changes that we need to make. The School Board, in conjunction with ACPS, at public school board meetings needs to then regularly review those goals and targets in a transparent way. I would like to see a continued contract with Bellwether so that they can be an independent eye for reviewing, publishing, and discussing the data.

Judy Le – Rivanna
The Bellwether Report was clear in its identification of root causes of our inequities: Instructional tasks do not consistently reflect the same level of rigor of the SOLs; instructors are not equipped with knowledge and skills to meet instructional needs; gaps in content create barriers for teachers and students; the division lacks clarity on how each role contributes to student outcomes; the division does not engage internal and external stakeholders to meet their needs. There are clear recommendations for each of those issues, and as the vice chair I have both supported implementation of the recommendations as well as pushed to get it on our agenda to discuss how the recommendations are being implemented. I also support the division maintaining an ongoing relationship with Bellwether to help us in this work.

Ellen Osborne – Scottsville
I will work with the operational side of the Division to implement the recommendations of the Bellweather report. Accountability is being built into evaluations and our strategic plan will have an added emphasis on outcomes as well as outputs.

Allison Spillman – At-Large
The Bellwether Report elucidated what has long been the case: we are failing our BIPOC and economically-disadvantaged students. To lead the School Board in confronting these stark disparities, I will take the following actions: Encourage Academic Excellence: We must stop the soft bigotry of low expectations for black, Latino, and lower-income students by promoting academic excellence for all. This includes ensuring that students receive appropriate counseling on college preparatory classes and offering support at critical junctures in their school careers. Expanding and Equitably Allocating Resources: ACPS should allocate educational resources equitably, dedicating more support to intervention for students who are falling behind grade level, particularly in elementary and middle schools. Volunteers and organizations wanting to help should be directed to schools with the greatest needs. Improve Professional Development: We will prioritize more and higher-quality professional development for our teachers, empowering them to educate each other on successful teaching strategies and practices. Collaborating with central administration leadership, we will create truly productive professional development sessions and encourage mentorship for new teachers. High-Quality Teaching Materials: Teachers will play a key role in selecting appropriate classroom materials, including a Virginia Department of Education-approved curriculum for reading in elementary schools and grade-level appropriate materials for secondary math and Algebra I aligned with state SOLs. A district-wide plan for formative assessments will track SOLs, as recommended by the Bellwether report. Enhanced Parent-Teacher Conferences: ACPS will allocate 3 paid teaching days per year for teachers to meet with parents, spreading these meetings throughout the school year to enhance communication and engagement with all families. Support for English Learners: We will provide more support for our English Learner (EL) students and their teachers, including effective outreach to ESOL families. This involves providing interpreters at all ACPS meetings and translating written materials, along with funding and incentivizing Spanish language classes for educators. Effective Communication and Engagement: We will strive for effective communication and engagement with all ACPS families, including historically skeptical or distrustful black and brown families. By using multiple modes of communication and holding "listening sessions" in disadvantaged communities, we aim to strengthen relationships between administrators, teachers, and families.

QUESTION 5:
EARLY LITERACY

The Division recently announced that the K-3 reading curriculum used in ACPS (Being a Reader) is not on the list of approved core instructional programs for literacy under the new Virginia Literacy Act. In evaluating, approving, and implementing a new program, what will be your priorities for a core literacy curriculum?

Rebecca Berlin – White Hall
I am excited for the School Board to partner with the new Assistant Superintendent of Instruction to review the results of the curriculum review to determine what ACPS needs to do immediately as we move into the 23-24 school year to ensure we are providing the needed materials, trainings, and coaching in Evidenced Based Reading Instruction to support Be a Reader as we begin the school year as I know that a change cannot happen overnight. ACPS has the amazing advantage of being in the backyard of UVA which has an excellent education school with renowned reading experts. I would like ACPS leadership to bring together a diverse group of teachers, specialists, leaders, parents, and university experts in reading to complete a planning period and then a curriculum review and decision before the end of the 23-24 school year. This should include more than just a reading curriculum decision but also what is needed for initial and ongoing training and professional development for teachers, staff and leaders, what materials are needed so every staff member working with students on reading, no matter what the age, has everything that is needed both for foundational and supplemental materials. Last, this group should recommend if any staff and/or scheduling changes are needed to ensure ALL students should have the reading education and intervention they need.

Judy Le – Rivanna
The simple answer is that we need one that is evidence-based; the science of reading is settled. But also we have a very diverse group of reading learners, and we need to ensure that a program serves them, and includes the appropriate PD – and that we see that PD through.

Ellen Osborne – Scottsville
Teacher preference. To expect any of the research-based products on the approved list to be used with fidelity, the instructors will need to be excited about it.

Allison Spillman – At-Large
My top priorities for a core literacy curriculum in ACPS would be to embrace evidence-based instructional methods and the science of reading. The movement for the science of reading has gained support across the country, with numerous states and school districts seeing positive results in reading outcomes. To ensure the best possible education for our K-3 students, I will advocate for a curriculum that emphasizes systematic phonics instruction, vocabulary building, and expanding students' knowledge of the world. By prioritizing evidence-based practices and learning from successful models in other regions, we can equip our educators with effective tools to deliver high-quality reading instruction and empower our students to become proficient readers. Additionally, collaboration with teachers, parents, and experts will be crucial to tailor the curriculum to meet the diverse needs of our students and provide them with the skills they need for academic success.

QUESTION 6:
EARLY CHILDHOOD EDUCATION

What policies or strategies should ACPS continue and/or adopt to promote early childhood education?

Rebecca Berlin – White Hall
As an early childhood teacher, researcher and advocate for more than 25 years, I know that the best way to prevent achievement gaps is through high quality early childhood experiences prior to K-12 education. This can be through home visiting programs, parent connection programs, and school or community based early childhood programs. High quality preschool does not mean bringing kindergarten down to three and four year olds. High quality means a play-based, curriculum rich classroom with supportive teacher-child interactions that promote social emotional and cognitive growth while supporting parentings through welcoming engagement. ACPS has both Virginia Preschool Initiative classrooms and Early Childhood Special Education programs. These are mostly funded through state and federal dollars with some local dollars. Some districts in Virginia, such as Charlottesville City, have invested more local funds to increase the numbers of three and four year olds participating in early childhood education programs as an effort to support children and families before they would typically enter the K-12 system. Another way ACPS could provide additional early childhood support would be to provide extended day or EDEP services to the children in the early childhood programs, as right now the reason some families do not send their children to the VPI program is that they require a longer day due to their work schedule. It is also important for the district and elementary principals to partner with community early childhood programs such as MACAA Head Start and community preschools to support those programs in providing high quality experiences to children and families as they are the pipeline to our school system.

Judy Le – Rivanna
High-quality Pre-K education has been shown to promote better educational outcomes throughout a child’s life. So I support it, inasmuch as we can fund it. We should explore ways in which we can more efficiently use the funding we have for it, to offer it to more students. We have also explored ways in which we can staff throughout the day; some of those ideas have not worked but we need to keep exploring.

Ellen Osborne – Scottsville
The experiences children have early in life play a crucial role in the development of the brain, so every child should have a positive pre-K experience. We should explore the development of centralized preschools in each feeder pattern and work on making access and opportunity to pre-K services readily available. Sometimes when pre-K is embedded in local schools, it gets lost because the professional development needs of the providers. PreK students have schedule needs different than K-12. We will also need to look at what wrap-around services are needed, such as extended day care.

Allison Spillman – At-Large
To ensure the success and well-being of our youngest learners, I will advocate for the following policies and strategies: Expanded Access to Pre-K Programs: I will work to expand access to high-quality, affordable pre-kindergarten programs for all eligible children in our community. Early childhood education sets the foundation for future academic success, and we must prioritize providing these opportunities to as many families as possible. Professional Development for Early Childhood Educators: Investing in professional development for early childhood educators is essential. I will advocate for targeted training to enhance teaching practices, curriculum development, and a focus on social-emotional learning to better meet the unique needs of young learners. Family Engagement: Engaging families in early childhood education is crucial for student success. I will prioritize creating programs that encourage family involvement in their child's education, providing resources, workshops, and support to empower parents as their child's first teachers. Data-Driven Approaches: Utilizing data to measure the impact of early childhood education initiatives will be a priority. By collecting and analyzing data on program effectiveness and student outcomes, we can continuously improve and refine our strategies to best serve our young learners. Integrated Support Services: I will advocate for integrated support services, such as health screenings, social services, and access to nutritious meals, to address the holistic needs of our early childhood learners and ensure their overall well-being. Early Intervention Programs: Identifying and addressing learning challenges early on is essential. I will support the implementation of early intervention programs that provide additional support to students who may be at risk of falling behind in their development.

QUESTION 7:
SPECIAL EDUCATION SERVICES

ACPS is required to provide a free and appropriate public education to students who are identified as needing an IEP or 504 plan. However, families of children with disabilities have expressed frustration with the services and education provided. How will you ensure that every child in ACPS receives a free and appropriate public education, regardless of their abilities?

Rebecca Berlin – White Hall
As a longtime special education advocate, one of my first tasks when joining the school board was to meet with special education teachers and parents of children within our special education; meet with the chair of the SEAC committee; and join the SEAC committee. As a former special education teacher, it is so important to me that the students and parents in these programs feel a part of our school system, through both belonging and feeling listened to. At the end of the 22-23 school year, the SEAC committee surveyed all parents within our special education programs. I will be working with the SEAC committee and ACPS administration to review the results of the survey and develop an implementation plan for needed changes.

Judy Le – Rivanna
Again, as board members, what we can do is seek transparency and set direction. And I have and will continue to seek full transparency about our special education programs and accountability, while leaving operational decisions to those in the division.

Ellen Osborne – Scottsville
The board’s role in this is ensuring accountability. Operational decisions made within the division should be informed by the Special Education Advisory Committee.

Allison Spillman – At-Large
Every child deserves a high-quality education that allows them to learn, grow, and thrive, and it is crucial that we address the challenges faced by families of children with disabilities in accessing appropriate education. To ensure that every child in ACPS receives a free and appropriate public education, regardless of their abilities, I will focus on the following priorities: Improved Communication and Engagement: ACPS must prioritize improving communication and engagement with families of children with disabilities. Listening to parents' needs and concerns is essential to develop special education programs that cater to each child's individual needs. Transparent Decision-Making: ACPS must be more transparent in its decision-making process for special education services. This includes timely assessments for disabilities, prompt development of individualized educational programs, and involving parents in the decision-making process. Support for Families' Legal Rights: I will work to provide greater support to families regarding their legal rights in special education matters. This includes ensuring adequate resources, such as a fully staffed Parent Resource Center, to assist families in navigating the system and advocating for their child's rights. Teacher and Support Staff Recruitment and Retention: ACPS needs to increase efforts to recruit and retain teachers and support staff for students with disabilities. This involves providing competitive compensation, benefits, and working conditions to attract and retain skilled educators. Addressing Specific Challenges: We must address specific challenges identified in the Special Education Advisory Committee's annual report, such as the need for intervention specialists and support staff to effectively implement individualized education plans.

QUESTION 8:
HISTORY AND SOCIAL SCIENCES CURRICULUM

The Virginia Board of Education recently completed a lengthy and controversial revision of the Virginia History and Social Sciences Standards of Learning. Both the process and the revisions have been criticized by educators, historians, and others across the Commonwealth. Will you explicitly commit that ACPS will teach history that is factually accurate, inclusive, and age appropriate, and support funding for those efforts in the budget?

Rebecca Berlin – White Hall
I will absolutely commit ACPS to teach history that is factually accurate, inclusive, and age appropriate. I will support funding, training and materials for this in the budget. It is essential that ALL students are exposed to a factually accurate history curriculum throughout their entire education at ACPS. I support the experts—the educators and the historians–to guide and teach this curriculum.

Judy Le – Rivanna
I have and will always advocate for teaching truthful history in our schools. Our students deserve to know the truth about our shared history, and our communities deserve adults who know the truth about history.

Ellen Osborne – Scottsville
Yes

Allison Spillman – At-Large
Yes, I explicitly commit that ACPS will teach history that is factually accurate, inclusive, and age-appropriate. Our students deserve a comprehensive education that reflects diverse perspectives and presents an honest portrayal of our history. To achieve this goal, I will advocate for a curriculum that is based on rigorous historical research, free from biases or inaccuracies, and presents a balanced view of historical events. Further, I will work to promote an inclusive curriculum that represents the contributions and experiences of all individuals and communities, including marginalized groups. And finally, I will prioritize allocating sufficient funding in the budget to support the implementation of factual history and social sciences curriculum.

QUESTION 9A:
ACCESS TO DIVERSE AND INCLUSIVE BOOKS

The issue of banning books has become a hot topic in school districts across the country, including in Virginia. Do you support or oppose limiting students’ access to age-appropriate books and resources in school libraries?

Rebecca Berlin – White Hall
I oppose limiting students’ access to age appropriate books and resources in school libraries and within school curricula. Limiting access to books compromises students’ education, academic, and social development. Books give students a window into a world beyond Albemarle County, Virginia and beyond the year 2023. Students need to be aware of all challenges and mistakes of the past, so that they are better informed to lead us in the future.

Judy Le – Rivanna
As a parent, as a community member, as a board member, I strongly support students’ access to age-appropriate books and resources in school libraries.

Ellen Osborne – Scottsville
We should trust the librarians, teachers, and the ACPS approval process for giving students access to age-appropriate books. If a parent objects to a particular title for their child, a different title can be substituted for their child; the rest of the school population should not be obligated to submit to that one parent’s perspective.

Allison Spillman – At-Large
I strongly oppose limiting students' access to age-appropriate books and resources in school libraries. It is essential to promote a diverse and inclusive learning environment that encourages critical thinking, fosters empathy, and allows students to explore a wide range of perspectives and experiences through literature.

QUESTION 9B:
ACCESS TO DIVERSE AND INCLUSIVE BOOKS

How will you work to ensure that books taught as part of the curriculum and accessible in libraries are representative and respectful of our diverse community of students, staff, and families?

Rebecca Berlin – White Hall
I started my career working in special education in linguistically and culturally diverse communities in Washington and Virginia. I provided a literature-rich environment but struggled to find books that depicted characters that looked like my children and their families written in their home language. That experience taught me how important it is to have homes, classrooms, libraries, and schools full of books that are both respectful and representative of our diverse community of students, staff, and families. I will support our teachers, librarians, and leaders in upholding our current policies and using their expertise to make the best choices for students. I will also work to make sure we have funding in our future budget to upgrade library resources as needed to support this requirement.

Judy Le – Rivanna
As a board member I vote on the inclusion of books, but those recommendations come to us from where they should: the experts, our teachers and librarians.

Allison Spillman – At-Large
I am committed to ensuring that books taught as part of the curriculum and accessible in libraries are representative and respectful of our diverse community. I will work collaboratively with educators, librarians, and community stakeholders to review and update reading materials, promoting a comprehensive collection that reflects the experiences, cultures, and identities of all students, staff, and families. Additionally, I will advocate for ongoing professional development for teachers and librarians to foster cultural competence and ensure an inclusive learning environment for every student. Furthermore, I will prioritize efforts for ACPS to hire a diverse staff and promote diversity in school leadership to create a more equitable educational system.

QUESTION 10A:
EQUITY AND INCLUSION POLICIES

Do you support or oppose ACPS’s Anti-Racism Policy?

Rebecca Berlin – White Hall
I support the ACPS Anti-Racism Policy

Judy Le – Rivanna
I support the ACPS Anti-Racism Policy

Ellen Osborne – Scottsville
I support the ACPS Anti-Racism Policy

Allison Spillman – At-Large
I support the ACPS Anti-Racism Policy

QUESTION 10B:
EQUITY AND INCLUSION POLICIES

Do you support or oppose ACPS’s Policy on Treatment of Transgender and Gender Expansive Students?

Rebecca Berlin – White Hall
I support the ACPS Policy on Treatment of Transgender and Gender Expansive Students

Judy Le – Rivanna
I support the ACPS Policy on Treatment of Transgender and Gender Expansive Students

Ellen Osborne – Scottsville
I support the ACPS Policy on Treatment of Transgender and Gender Expansive Students

Allison Spillman – At-Large
I support the ACPS Policy on Treatment of Transgender and Gender Expansive Students

QUESTION 11:
BUDGET

The School Budget process is complicated, as the priorities of many different stakeholder groups must be weighed. What are your top priorities for the annual budget? Please be as specific as possible about programs that you would propose, amend, or eliminate that would have a material impact on the budget.

Rebecca Berlin – White Hall
I learned a great deal during my first budget cycle on the School Board and am very proud of the budget that we passed. The Bellwether report prioritized other areas that we need to focus on that must be included in our future budgets. Therefore, as we move into the next budget cycle, it is important for me to prioritize the following: 1) Continued investment in teachers and staff—in order to retain and recruit a diverse staff, we need to make sure our total compensation package (salary and benefits) is highly competitive in our area. Included in this investment is ensuring they have the professional development and classroom curriculum materials they need to provide differentiated academic support to ALL students. 2) Continued investment in school counselors and social-emotional support positions for ALL students—for students to be ready and able to learn, they must have their social-emotional needs met while they are in school. This need will not go away with distance from the pandemic, so these positions must be retained in the budget. In addition, we need to ensure that counselors who provide academic advisement to students have the training, information, and time they need to advise ALL students in rigorous academic course schedules so they will meet academic benchmarks including Algebra 1 in eighth grade. 3) Continued investment in academic support for ALL students—in the 23-24 budget we prioritized additional reading specialists, ESOL specialists, and special education teachers and this investment must be continued in the 24-25 budget paying particular attention to those schools with scores that continue to lag behind. During the 23-24 budget season, the Board discussed adding math interventionists in addition to reading interventionists in future budget years. Based on the findings of the Bellwether report, I support the addition.of math interventionists in some elementary and middle schools to ensure that all students are able to meet the Algebra 1 eighth grade benchmark.

Judy Le – Rivanna
My top priority has always been serving students who have not been served by our schools for generations upon generations, including students from low-income households, Black students, English learners and students with disabilities. I have yet to see a magic program that does that, that will fix our deficits in serving these children. What I can and have consistently asked for are student achievement metrics around every program that we institute within the budget. As I have made clear in meeting after meeting, I’m disinterested in continuing to spend money on programs that have no positive effect on our achievement.

Ellen Osborne – Scottsville
The majority of our expenses in the budget go toward personnel. My top priority for the annual budget is accountability. Are we getting the results we expect out of the programs we fund? Are the projects we’re funding likely to help us reach our strategic objectives, and help us close the opportunity gap? As you are examining the budget, look at the sources of income. The income is very generous locally, but Virginia state funding for education is not highly ranked nationally. The last couple of years it’s been chaos, with multi-million-dollar calculation errors and the Joint Legislative and Audit Review Commission study finding Virginia schools underfunded by 3 billion because our funding formula is more than 20 years old. Virginia can do better.

Allison Spillman – At-Large
I believe in prioritizing the needs of our students, teachers, and staff while ensuring fiscal responsibility. My top priorities for the annual budget revolve around enhancing the educational experience and well-being of everyone in the ACPS community. Paying Teachers What They Are Truly Worth: Our teachers are the backbone of our education system, and it's essential to compensate them fairly for their hard work and dedication. By allocating more funds to teacher salaries, we can attract and retain talented educators who can provide the best learning environment for our students. Living Wage for All ACPS Staff and Bonuses for In-demand Specialists: It is crucial to ensure that all ACPS staff members receive a living wage, as they play a vital role in shaping our students' lives. Additionally, we should offer bonuses to attract and retain in-demand specialists like school counselors, nurses, and reading specialists. Investing in these positions will have a positive impact on our students' overall well-being and academic success. Addressing the Bus Driver Shortage: The shortage of bus drivers is a pressing issue affecting our students' transportation. To combat this problem, I propose paying for the commercial driver's license (CDL) training and license for new bus drivers in exchange for a defined time commitment working for ACPS. This initiative not only helps address the driver shortage but also provides employment opportunities for community members. Universal Free School Lunch: Proper nutrition is crucial for students' physical and cognitive development. Implementing a universal free school lunch program will ensure that every student has access to a nutritious meal, promoting better health and academic performance. Establishing an Office of the Ombudsperson: Accountability is vital in any organization, including ACPS. By establishing an office of ombudsperson, we can ensure transparency and fairness in decision-making processes, address concerns, and enhance communication between stakeholders. This would provide staff, students, and families a confidential resource to report and address concerns. Addressing School Construction for Population Growth: As the district faces population growth, we must plan for adequate school construction to accommodate the increasing number of students. It is essential to work collaboratively with the community to find suitable solutions to this issue while keeping in mind our educational standards.

QUESTION 12:
CLIMATE CHANGE AND THE ENVIRONMENT

Climate change is one of the most important challenges of our time, and it will affect the world our children live in. What role should ACPS play in mitigating climate change, and how should the climate crisis and the environment be incorporated into the curriculum?

Rebecca Berlin – White Hall
As ACPS builds new schools and completes major renovations of existing schools, it is important to include within those budgets updates to make the schools as energy efficient as possible, including roof updates to allow for solar panels. In the AHS AP Biology curriculum, students are asked to develop projects that recommend ways for the school to become more environmentally efficient. This allows the students to become climate change problem solvers and advocates for their school. I would like to see this project-based learning integrated into the science curriculum across all schools and grade levels allowing the student recommended strategies to be reviewed at a school and county level for inclusion in operational plans. In 23-24, the division purchased its first electric bus. While the cost of electric buses are much greater than conventional buses, the long-term benefits in terms of both purchasing less gasoline and the environmental impact. I support ACPS in looking at ways to increase its bus replacement schedule with electric buses including the use of federal grants.

Judy Le – Rivanna
I support ACPS working to reduce its environmental footprint by reducing energy usage as well as waste at our current schools and in each of the buildings we seek to build. Our ACES committee is set to report to us for the first time next month, and I look forward to hearing from our community members how we can be more intentional in our climate change mitigation work. I also support educating our students about the climate crisis in real terms that take it out of hyper-individualistic frameworks and into community work.

Ellen Osborne – Scottsville
ACPS will continue to teach real science. The choice of specific curriculum are operational decisions. The board’s role in mitigating climate change is ensuring accountability in our instructional endeavors—not only in the science curriculum but also in basic reason and common sense. We are also accountable for mitigating climate change in our policy decisions around energy use, and in those decisions, we are guided by the subject matter experts on the Advisory Committee for Environmental Sustainability.

Allison Spillman – At-Large
I believe ACPS should play a crucial role in mitigating climate change by adopting sustainable practices within our schools and promoting environmental stewardship among students. We should invest in energy-efficient infrastructure, support renewable energy initiatives, and implement waste reduction and recycling programs. Additionally, incorporating the climate crisis and the environment into the curriculum is essential. I will advocate for integrating climate education and environmental studies across subjects to empower students with the knowledge and skills to be environmentally conscious citizens and future leaders in addressing this pressing global challenge.