Authority: School Improvement: § 22.1-253.13:1 et seq., Code of Virginia; P. L. 107-110, Federal Code.

School Nutrition: §§ 22.1-24, 22.1-89.1, and 22.1-207.3, Code of Virginia; P.L. 79-396, P.L. 89-642, P.L. 95-627, as amended, P.L. 108-265, Federal Code.

Pupil Transportation: Title 22.1, Chapter 12, and Title 46.2, Code of Virginia; P. L. 103-272 and P.L. 109-20, Federal Code.

A. This appropriation includes $1,100,183 the first year and $1,100,183 the second year from the general fund for contractual services related to assisting schools that do not meet the Standards of Accreditation, including schools identified as Off Track and Needs Intensive Support as identified by the School Performance and Support Framework as prescribed by the Board of Education.

B. Notwithstanding the provisions of § 2.2-1502.1, Code of Virginia, the Board of Education, in cooperation with the Department of Planning and Budget, is authorized to invite a school division to participate in the school efficiency review program described in § 2.2-1502.1, Code of Virginia, as a component of a division level academic review pursuant to § 22.1-253.13:3, Code of Virginia.

C. 1. Out of this appropriation, $1,922,461 the first year and $1,922,461 the second year from the general fund is provided to the Office of School Quality to assist low performing schools.

2. The Department of Education shall submit an initial report that contains: (i) the level of staffing, amount of funding, and opportunities and challenges of the Office for FY 2023 and FY 2024; (ii) the planned organizational structure, staffing, and resource needs of the Office over the next five years; (iii) the goals and expected outcomes of the Office and how the Office will collaborate with staff and units within the Department of Education to support schools based on their specific needs; and (iv) a plan to evaluate the effectiveness of the Office, including feedback from school divisions and stakeholders to determine both the impact and quality of the assistance received.

3. The Superintendent shall submit the initial report by July 1, 2024, to the Chairs of the Senate Education and Health and Finance and Appropriations Committees, and the Chairs of the House Education and Appropriations Committees. The Superintendent shall submit a report on the progress of implementing the goals of the Office by June 1, 2025. Funding for the first year and second year shall be unallotted and the Department of Planning and Budget shall transfer funds allocated to the Office in the corresponding year upon submission of the reports.

D. Out of this appropriation, $250,000 the first year and $1,000,000 the second year from the general fund is provided for regional support specialists focused on math, literacy, and science to assist divisions with multiple schools identified as Off Track and Needs Intensive Support and schools identified as Needs Intensive Support.

E. 1. Out of this appropriation, $50,000,000 the first year from the general fund is provided for infrastructure, technical training, and evidence-based supports needed for schools identified as Needs Intensive Support or Off Track and divisions with Needs Intensive Support or Off Track schools as designated by the Board of Education's School Performance and Support Framework. These funds shall only be expended on specific uses and amounts that are approved by the Board of Education, in consultation with the Department. Any balances for the purposes specified in this paragraph that are unexpended on June 30, 2025, and June 30, 2026, shall not revert to the general fund but shall be reappropriated for expenditure in the next fiscal year for the same purpose.

2. The funds provided in this initiative shall be used to support data-driven, evidence-based supports focused on the following priorities: a) Leadership Development including principal training, mentorship, and coaching, as well as instructional leadership training; b) Mastery and Growth Supports including grants for schools to partner with non-profits specializing in school improvement techniques with proven results at improving student outcomes; piloting math competency models; and providing additional Virginia Literacy Act implementation support; c) Readiness Supports including an infrastructure platform for academic career plans, college and career readiness, and work-based learning; a statewide attendance and data dashboard; start-up grants for middle school advanced courses; guidance counselor training and support; and seat time flexibility support; d) new Virginia IEP system modules to better serve students with disabilities; and e) partnering with a research institution to capture best practices from Virginia's high performing economically disadvantaged schools to scale proven practices to other economically disadvantaged schools that are low performing and inform peer mentorship.