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26 Henrico teachers attain profession’s highest mark; HCPS recognized for supporting teachers’ efforts

Twenty-six Henrico County Public Schools teachers achieved certification from the National Board for Professional Teaching Standards in 2019, and three additional Henrico teachers renewed their certifications. Becoming certified is a rigorous process and is the profession’s highest mark of accomplishment.

RVAHub Staff



Twenty-six Henrico County Public Schools teachers achieved certification from the National Board for Professional Teaching Standards in 2019, and three additional Henrico teachers renewed their certifications. Becoming certified is a rigorous process and is the profession’s highest mark of accomplishment. The national board also included HCPS among 11 school divisions in the country it recognized for supporting teachers in their efforts to earn certification.

The teachers were honored in a pinning ceremony Thursday at VCU’s Vlahcevic Concert Hall, along with teachers from the city of Richmond and the counties of Chesterfield and Hanover.

Among central Virginia school divisions, Henrico Schools employs the most teachers certified by the professional organization: 153.

A statement from the National Board said that “Henrico County Public Schools has seen tremendous growth in the number of teachers pursuing and achieving National Board certification and led the state in 2019. They have created a program that empowers [certified teachers] to lead candidates through the National Board process as a cohort, helping teachers be more successful and making the process more meaningful.”

This year represents an uptick in HCPS teachers earning certification from the group. Eleven Henrico County teachers earned the designation in both 2018 and 2017.

To become certified by the National Board, teachers must submit detailed portfolios to be reviewed by their peers. The portfolios include videos of the candidates teaching, documented professional accomplishments, reflective essays and examples of student work. Teachers must also pass an exam relevant to his or her subject and level of instruction.

Peggy Brookins, the organization’s president and CEO, said that HCPS and the other school divisions chosen for recognition have taken “extraordinary steps” to improve student learning by supporting teachers striving for certification.

“Their commitment – through financial resources and dedication to creative programming is having an impact on teachers and students, and I’m proud to recognize that work.”

Henrico County teachers newly certified by the National Board for Professional Teaching Standards are:

  • Meghan E. Atkins, Springfield Park Elementary School
  • Whitney Beaton, Douglas S. Freeman High School
  • Kelly Jones Becker, Glen Lea Elementary School
  • Jenny Brady, Shady Grove Elementary School
  • Jessica Capano, Maude Trevvett Elementary School
  • Kelly D. DuBose, Shady Grove Elementary School
  • Amy L. Earle, Deep Run High School
  • Brittany Fennell, Springfield Park Elementary School
  • Nikki Ficor, Pinchbeck Elementary School
  • Amber Fugate, Mehfoud Elementary School
  • Cathleen A. Goodan, Twin Hickory Elementary School
  • Andrew M. Hall, Glen Allen High School
  • Tatiana Hawthorne, Maybeury Elementary School
  • Stacy Hilton, Springfield Park Elementary School
  • Jennifer deGraw Hughes, Rivers Edge Elementary School
  • Melissa Jeffrey, Sandston Elementary School
  • Donna Letson, Twin Hickory Elementary School
  • Charlotte S. Mason, Holman Middle School
  • Joshua McKeon, Mills Godwin High School
  • Ashley Melnichak, An Achievable Dream Academy at Highland Springs Elementary School
  • Lindsey Pantele, Glen Allen High School
  • Amy Stills, The Academy at Virginia Randolph
  • Ellen S. Terry, Henrico High School
  • Bebhinn Thomas, J. R. Tucker High School
  • Alayna M. Tignor, Holman Middle School
  • Laura van Bylandt, Hungary Creek Middle School

Teachers must renew their certification every 10 years to remain certified by the National Board. Henrico teachers recognized for renewing their certification included:

  • Jackie Batkins, Seven Pines Elementary School
  • Melissa Davis, Nuckols Farm Elementary School
  • Jessica Walter, Holman Middle School



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UR’s Chief Information Officer Keith McIntosh wins national CIO excellence award

The University of Richmond’s Chief Information Officer and Vice President for Information Services Keith W. McIntosh has received the 2020 CapitalCIO of the Year ORBIE Award for education and nonprofit organizations.

RVAHub Staff



The University of Richmond’s Chief Information Officer and Vice President for Information Services Keith W. McIntosh has received the 2020 CapitalCIO of the Year ORBIE Award for education and nonprofit organizations.

Presented annually since 1998 by CapitalCIO, the CIO of the Year ORBIE Awards is the premier technology executive recognition program in the United States, honoring chief information officers who have demonstrated excellence in technology leadership.  

ORBIE award winners were selected for their exceptional leadership innovation, vision, and engagement in industry and community endeavors.

I am humbled and honored to receive this recognition,” said McIntosh. “This is a testament to those around me. This includes my wonderful Information Services team who work tirelessly each and every day to provide outstanding services and support for our students, faculty, and staff.”

In his role as UR’s CIO since 2016, McIntosh is responsible for the day-to-day management and strategic development of the university’s Information Services.

Prior to joining the University of Richmond, he was the associate vice president for Digital Instruction and Information Services and CIO at Ithaca College and vice chancellor for Information Technology and CIO at Pima County Community College District. He held progressive leadership and management positions within IT during his distinguished 24.5-year service in the United States Air Force, including a tour in Northern Iraq.



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Virtual learning a mixed bag for special education students, teachers

The COVID-19 era has restructured education for everyone, especially students with disabilities. The lack of peer interaction has negatively impacted some students with disabilities, while allowing others to thrive in the digital classroom, according to parents and educators.

Capital News Service



By Hunter Britt and India Jones

Sebastian and Gabriel Saxon wake up at the same time every day and log into online classes. Sebastian has Cerebral palsy and is diagnosed with autism. Gabriel has hearing loss and wears hearing aids.

The twins’ mother, Judi Saxon, said that Google Meet, the platform used to conduct online classes, has worked well for her sons, who are freshmen in high school this year.

“They’re both rule followers,” Saxon said. “They like a routine.”

Saxon said she is involved in her sons’ education and the special needs community. Her husband, Michael Saxon, sits on the Board of Directors of Special Olympics Virginia. She said that switching to all virtual learning was an adjustment, but it had a positive effect on her teenage sons.

“Our family is pretty low key, and our boys are not super sports fans, and they don’t have a lot of extra curricular activities,” she said. “So they weren’t really missing out on that. And they are homebodies, so they really enjoyed it.”

The COVID-19 era has restructured education for everyone, especially students with disabilities. The lack of peer interaction has negatively impacted some students with disabilities, while allowing others to thrive in the digital classroom, according to parents and educators.

The Virginia Department of Education reported a decrease in fall term enrollment for all students, including students with disabilities. Enrollment for students without and with disabilities declined by 3% and 4% respectively from the 2019 to 2020 academic years, according to VDOE.

Gov. Ralph Northam announced guidelines in June for phased reopening of pre-K through 12th grade schools for the 2020-2021 academic year. The announcement prioritised special education students to return to in-person education before other groups.

But many school districts, including Richmond, opted to remain remote since the beginning of the school year. Some districts are allowing only students with disabilities to return to in-person learning. VDOE Assistant Superintendent of Special Education Samantha Hollins said that for students with disabilities, the virtual learning environment may be more of a challenge.

State and public agencies are required to provide early intervention, special education and related services nationally to more than 6.5 million people with disabilities, according to the Individuals with Disabilities Education Act. The VDOE oversees special education for children and youth with disabilities between ages 3 to 21.

“It has become more challenging of course, but the students’ rights remain,” said VDOE spokesman Charles B. Pyle. “The services that are required to be provided to those students do not go on holiday because of the pandemic.”

Local school divisions offer special programs and resources for students with disabilities, but remote education may be inaccessible during the pandemic for such students who rely on hands-on education, according to Hollins. There are almost 168,000 students with disabilities in Virginia public schools, according to VDOE’s latest enrollment numbers. Disabilities range from intellectual and emotional to hearing and visual impairments, including the deaf and blind, Hollins said.

“Certain populations of students are more at-risk and not able to access virtual learning or remote education as easily as other students, for example, students with disabilities,” Hollins said. “When you talk about students with disabilities, there is a pretty wide group of those students.”

Students are often required to attend multiple courses per day via Zoom or Google Meet, including out-of-class assignments. Hollins said her department has provided a lot of information on assistive technology. For example, virtual education may be accessible to a hearing impaired student with screen reader software.

“Students who have a visual disability, or blind, or a hearing impairment, or deaf, will require special tools to be loaded onto their Chromebook,” Hollins said.

The VDOE sponsors training and technical assistance centers across the state to provide support to teachers test-driving new technology, Hollins said. Public and private special education schools have a collaborative approach to improve educational services for students during COVID-19. According to VDOE, technology provided to public schools is accessible to private educational facilities.

“We’ve had countless meetings with public schools during these difficult times,” said Sarah Ulmer, principal of Grafton School in Midlothian.

Grafton Integrated Health Network is a nonprofit with group homes and schools serving students with autism, intellectual disabilities and mental health challenges, according to its website. Seventy-four students are enrolled on the Midlothian campus, Ulmer said. During the COVID-19 mandated closure, students with disabilities received in-person instruction from their residential group homes, while teachers provided virtual instruction to students who do not live on-campus.

Although Grafton School reopened its community day school to in-person instruction five days a week, many parents have not sent their children to school, Ulmer said.

“Our students benefit from learning with hands-on activities,” Ulmer said. “The teachers and clinicians have worked hard to create work activities that are sent home to our students to complete with their families.”

Distance learning plans at the school include individualized sessions throughout the week with the student’s teacher and assigned therapists.

Many educators as well as parents have differing views on online platforms being used for virtual education. Some also question how effective online education is as a whole and said it is a struggle for teachers and students.

Donna Marshall, a special education teacher at Lakeside Elementary in Henrico County, said that both she and many of her students have had issues with the online format.

“It was very difficult for them at first,” Marshall said. “This is such a change for them. Many of them need different things like the sensory breaks, and it’s really hard for them to just sit in front of a computer.”

The primary platform Marshall and her students use is Microsoft Teams. She said that while it works well in business settings, she believes that it is less effective in a classroom setting due to audio issues.

Marshall said that some of her students have done well with virtual education, but the format has had a negative impact on other students.

“I have seen several kids majorly regress because they don’t have the in-person connection,” she said.

Marjorie Loya, a Special Olympics coach and a retired special education teacher from Chesterfield County who is now a substitute teacher, said the biggest concern she has for the children learning virtually is the lack of interaction with peers.

“They just don’t see the other kids, which is the shame,” she said. “That’s the big piece that I see that they’re missing. They’re interacting with adults, but they’re not interacting with their peers.”

Loya said she believes that online education in the special needs community is ineffective, especially in the long run.

“I don’t think it’s very good at all, because there’s so many things, so many aspects that you can’t deliver services for,” she said. “Virtually, you just can’t do it. One of the biggest issues that people with autism have is interacting with other people, and now we’re taking almost all of that away and putting a computer between them.”

Anteal Gargiulo, a special education teacher at Goochland High School in Goochland, said that while some students she teaches have adapted well, others are struggling with the lack of structure and in-person interaction.

“My autistic kids that I thought were going to have the biggest issues actually have been more outgoing and verbal because they are on the computer, by themselves, and in their own space,” she said. “For other kids, the lack of structure has really thrown them.”

As a whole, virtual learning “has not been the best thing” for the special needs community because many students are used to teachers being physically present to help them, Gargiulo said.

“On a case-by-case basis, it’s been good for a couple of our autistic kids. As far as the rest of the kids, it has been a struggle because they don’t have the teachers right there with them.”



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Night shift: Student safety ambassadors provide a resource for the VCU community after dark

The ambassadors, part of the university’s transition to a more equitable public safety model, provide assistance when people need help but don’t need to contact law enforcement.

RVAHub Staff



If you’re looking for Virginia Commonwealth University sophomore Ayanna Farmer-Lawrence in the evenings, you’ll most likely find her around the Compass wearing a bright-yellow vest.

Farmer-Lawrence is a newly hired student safety ambassador for the VCU Police Department — and her vest is both a uniform and visual identifier for VCU community members.

This past summer, the university announced a plan for police reform initiatives, including workforce realignment and the hiring of non-sworn, unarmed employees to serve as resources on campus when members of the VCU community need assistance, but do not feel compelled to contact law enforcement.

Carly Jackson wearing a safety vest.
Carly Jackson models a designated, uniform vest during her shift. (Kevin Morley, University Marketing)

John Venuti, VCU’s associate vice president of public safety and chief of police, said with safety and well-being as the focus, a student may be a better alternative option for needs such as asking for directions, answering questions about transportation, working at events and walking people to their cars at night.

“The safety ambassadors will be present in places with high volumes of students, such as outside the University Student Commons and the Compass,” Venuti said. “They will predominately work at night because in the spring 2020 perception of safety survey, students told us they feel less safe at night.”

The three safety ambassadors received 40 hours of training and are also tasked with reporting safety concerns they come across during their shifts. In their first two nights working, they reported to police about damaged property, a traffic light failure and a fire at a business on West Broad Street.

Farmer-Lawrence, a homeland security and criminal justice major in the L. Douglas Wilder School of Government and Public Affairs, said the part-time position coincides with her goal of becoming a special agent for the FBI. She was drawn to become a safety ambassador to learn from police, build relationships, network and be ready for internships or employment opportunities upon graduation.

“I thought it was a good idea to be that person that [people] can go to if they have a problem, but don’t want to go to the police directly,” Farmer-Lawrence said. “It’s a good idea given what’s going on in society currently.”

Venuti said he looks forward to hearing feedback from community members about the new program and plans to expand the number of student safety ambassadors, and their designated locations, in spring 2021.



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