Department staff on Thursday described a redesigned approach to school supports tied to the updated Virginia School Performance and Support Framework and to upcoming federal grant applications.

The office of school improvement (OSI) said it will change the needs‑assessment process and monitoring model for schools classified as “needs intensive” so plans are more targeted and living documents rather than compliance checklists. OSI Director Doctor Ballard told the board the office will provide in‑person and virtual technical assistance, conduct resource reviews and work across the agency to coordinate subject matter support such as special education, attendance or literacy interventions.

Deputy Superintendent Booker Dwyer said state and federal requirements determine identification, but the department will align its “needs intensive” label with federally identified Comprehensive Support and Improvement (CSI) schools to reduce confusion. Under the department’s consolidated ESSA plan, a division may be designated an MOU division if 40% of its schools are identified for CSI/targeted support or if 10 or more schools are identified; Dwyer said those divisions will face required division‑level academic and resource allocation reviews.

The department previewed two funding vehicles: a 2025–26 School Improvement Grant (federal) to support multiyear implementation of evidence‑based interventions and a Direct Student Services grant that is open to all divisions but will prioritize schools in the needs‑intensive category. OSI said the state has $1.9 million in general‑fund support to expand planning and monitoring capacity at the agency.

A key change the department is preparing to seek is an EdFlex waiver under ESSA to allow greater flexibility in how federal funds are used by divisions and to permit multi‑year grant windows. The department argued that longer grant windows and flexibility would permit deeper, sustained interventions and reduce the churn caused by single‑year funding cycles.

Board members asked for follow‑up materials on regional pay disparities that affect turnover, supports for instructional leaders, grant‑writing assistance for smaller divisions, and how the state will ensure family engagement in improvement plans. Director Ballard said monitoring will include classroom visits that focus on progress against clear benchmarks rather than “check‑the‑box” reviews.

Ending: The department said it will return with more details on MOU history, updated ESSA consolidated plan language and EdFlex proposals; it plans to release grant applications and parent‑ and principal‑facing resources once accountability results are finalized.