Support the Montgomery Virtual Academy (MVA) from Budget Cuts!

[Anonymous]

The MVA supporters at the meeting demonstrated the same level of respect, dignity, and integrity as the MVA posters on DCUM. Yet they were somehow surprised MVA was ultimately closed?

Maybe next time you shouldn't demonize working parents, propose closing schools, or suggest cutting special education services.

[Anonymous]

Good move by MCPS

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Good Afternoon! My name is Nancy Cipolla. I have been a teacher in

MCPS for 30 years and have been fortunate enough to teach at the Virtual

Academy for the past three years. I am here today to request that the

Board of Education fully fund the Virtual Academy as planned for grades

2-12 for Fiscal Year 25 and beyond.

In February, the board came to a unanimous agreement to fund the full

program at the Virtual Academy for next year. In fact, Ms. Wolf said, “You

were going to ensure that the MVA was going to stay put for Fiscal Year

2025.” There was some discussion about wanting to analyze the data at

the lower school.

As a teacher in MCPS, I believe it is crucial to base our decisions on

evidence and data that demonstrate the efficacy of programs. So let’s

discuss the data from our Lower School so you can see the value of our

program and see clearly who will be affected by the decisions you

make today.

Let’s start by taking a deep dive into our performance data. The data for

our lower school shows that we surpass the average achievement in

MCPS in both reading and math. Whereas MCPS shows 46.5% average

achievement in math and 55.3% average achievement in reading, our

average math achievement is 84% and our average reading achievement

is 77%. To break achievement down further, our end of year Dibels data

showed 73% of our first graders and 69% of our second graders reading at

or above grade level. NWEA Spring data shows 64% of our third, fourth,

and fifth graders met proficiency on MAPR . Spring Data for MAPP and

MAPM also show we are achieving better than many schools in MCPS.

72% of our first graders, 74% of our second graders, and 66% of our third

graders met proficiency. An astounding 90% of fourth graders and 89% of

fifth graders receiving virtual instruction in math met proficiency. The data

doesn’t lie, virtual instruction works for elementary students. Our students

are not only thriving but they are exceeding standards.

Voice data also shows how students are building strong relationships

with their peers and teachers and have self-confidence. This is an indicator

that we have created equitable identity-affirming classrooms where

students feel supported and comfortable asking questions . 94% of

our students feel confident that they can do well. 91% of our students said

they had friends in the Virtual Academy and that they had opportunities to

learn about people from a variety of different racial, ethnic, and cultural

backgrounds.

Now let’s look at the demographics of the Virtual Academy. Our student

population is predominantly from the Global Majority (35% Hispanic,

21.4% African American, 24.3 % Caucasian,13.8% Asian, 5.2%

Multi-racial, .2 % American Indian, and.1% Hawaiian/Pacific Islander).

Furthermore, our school has a 67% FARMS rate, yet we do not receive

any Title I funding or benefits.

The Virtual Academy also offers hybrid classes to over 200 elementary

students attending approximately 30 in-person schools. Next year,

our hybrid program was scheduled to expand to over 300 students.

Through this program, we are able to provide instruction in enriched

mathematics. Not only is this a cost savings to the county, as our four

teachers would be equivalent to approximately 20 in person teaching

positions, but let’s take a look at who is benefiting from hybrid instruction.

80% of the schools that utilize hybrid math instruction are Title 1

Schools, with student populations that represent the global majority.

These students would not be receiving enriched math instruction if not for

the Virtual Academy. As you ponder this, think about how many students

are not receiving instruction in enriched literacy (ELC) in these same

schools. Why are these students’ academic needs being ignored?

I ask the board as you deliberate on your decision today to consider your

core purpose of preparing all students to thrive in their future and

your core value of equity. Think very carefully about the students you are

doing harm to if you decide to close the Virtual Academy. Many of them

are students who are financially disadvantaged and represent the global

majority. How does this fit with your values? Each board member has an

opportunity today to show Montgomery County that you are committed to

your core purpose and values. By supporting the Virtual Academy, you

are allowing our students to continue to thrive and you are ensuring

all students have an equitable opportunity for high quality education

in Montgomery County Public Schools

We are asking you to fully fund the Virtual Academy as planned for

grades 2-12 for FY25 and beyond.

https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/D64KJ25206F1/$file/Nancy Cipolla Testimony.pdf

The Board of Education refused to let this teacher speak at the Board meeting today. Win win for them.

She submitted written comments.

So not attending the meeting in person?

[Anonymous]

Anonymous wrote:The MVA supporters at the meeting demonstrated the same level of respect, dignity, and integrity as the MVA posters on DCUM. Yet they were somehow surprised MVA was ultimately closed?

Maybe next time you shouldn't demonize working parents, propose closing schools, or suggest cutting special education services.

So that’s why it closed? Because they pissed you off? lol okkkkk

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Good Afternoon! My name is Nancy Cipolla. I have been a teacher in

MCPS for 30 years and have been fortunate enough to teach at the Virtual

Academy for the past three years. I am here today to request that the

Board of Education fully fund the Virtual Academy as planned for grades

2-12 for Fiscal Year 25 and beyond.

In February, the board came to a unanimous agreement to fund the full

program at the Virtual Academy for next year. In fact, Ms. Wolf said, “You

were going to ensure that the MVA was going to stay put for Fiscal Year

2025.” There was some discussion about wanting to analyze the data at

the lower school.

As a teacher in MCPS, I believe it is crucial to base our decisions on

evidence and data that demonstrate the efficacy of programs. So let’s

discuss the data from our Lower School so you can see the value of our

program and see clearly who will be affected by the decisions you

make today.

Let’s start by taking a deep dive into our performance data. The data for

our lower school shows that we surpass the average achievement in

MCPS in both reading and math. Whereas MCPS shows 46.5% average

achievement in math and 55.3% average achievement in reading, our

average math achievement is 84% and our average reading achievement

is 77%. To break achievement down further, our end of year Dibels data

showed 73% of our first graders and 69% of our second graders reading at

or above grade level. NWEA Spring data shows 64% of our third, fourth,

and fifth graders met proficiency on MAPR . Spring Data for MAPP and

MAPM also show we are achieving better than many schools in MCPS.

72% of our first graders, 74% of our second graders, and 66% of our third

graders met proficiency. An astounding 90% of fourth graders and 89% of

fifth graders receiving virtual instruction in math met proficiency. The data

doesn’t lie, virtual instruction works for elementary students. Our students

are not only thriving but they are exceeding standards.

Voice data also shows how students are building strong relationships

with their peers and teachers and have self-confidence. This is an indicator

that we have created equitable identity-affirming classrooms where

students feel supported and comfortable asking questions . 94% of

our students feel confident that they can do well. 91% of our students said

they had friends in the Virtual Academy and that they had opportunities to

learn about people from a variety of different racial, ethnic, and cultural

backgrounds.

Now let’s look at the demographics of the Virtual Academy. Our student

population is predominantly from the Global Majority (35% Hispanic,

21.4% African American, 24.3 % Caucasian,13.8% Asian, 5.2%

Multi-racial, .2 % American Indian, and.1% Hawaiian/Pacific Islander).

Furthermore, our school has a 67% FARMS rate, yet we do not receive

any Title I funding or benefits.

The Virtual Academy also offers hybrid classes to over 200 elementary

students attending approximately 30 in-person schools. Next year,

our hybrid program was scheduled to expand to over 300 students.

Through this program, we are able to provide instruction in enriched

mathematics. Not only is this a cost savings to the county, as our four

teachers would be equivalent to approximately 20 in person teaching

positions, but let’s take a look at who is benefiting from hybrid instruction.

80% of the schools that utilize hybrid math instruction are Title 1

Schools, with student populations that represent the global majority.

These students would not be receiving enriched math instruction if not for

the Virtual Academy. As you ponder this, think about how many students

are not receiving instruction in enriched literacy (ELC) in these same

schools. Why are these students’ academic needs being ignored?

I ask the board as you deliberate on your decision today to consider your

core purpose of preparing all students to thrive in their future and

your core value of equity. Think very carefully about the students you are

doing harm to if you decide to close the Virtual Academy. Many of them

are students who are financially disadvantaged and represent the global

majority. How does this fit with your values? Each board member has an

opportunity today to show Montgomery County that you are committed to

your core purpose and values. By supporting the Virtual Academy, you

are allowing our students to continue to thrive and you are ensuring

all students have an equitable opportunity for high quality education

in Montgomery County Public Schools

We are asking you to fully fund the Virtual Academy as planned for

grades 2-12 for FY25 and beyond.

https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/D64KJ25206F1/$file/Nancy Cipolla Testimony.pdf

The Board of Education refused to let this teacher speak at the Board meeting today. Win win for them.

She submitted written comments.

So not attending the meeting in person?

I don't know if she did, but don't they only allow same-day testimony sign-ups when early sign-ups don't take up all of the allocated time?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Good Afternoon! My name is Nancy Cipolla. I have been a teacher in

MCPS for 30 years and have been fortunate enough to teach at the Virtual

Academy for the past three years. I am here today to request that the

Board of Education fully fund the Virtual Academy as planned for grades

2-12 for Fiscal Year 25 and beyond.

In February, the board came to a unanimous agreement to fund the full

program at the Virtual Academy for next year. In fact, Ms. Wolf said, “You

were going to ensure that the MVA was going to stay put for Fiscal Year

2025.” There was some discussion about wanting to analyze the data at

the lower school.

As a teacher in MCPS, I believe it is crucial to base our decisions on

evidence and data that demonstrate the efficacy of programs. So let’s

discuss the data from our Lower School so you can see the value of our

program and see clearly who will be affected by the decisions you

make today.

Let’s start by taking a deep dive into our performance data. The data for

our lower school shows that we surpass the average achievement in

MCPS in both reading and math. Whereas MCPS shows 46.5% average

achievement in math and 55.3% average achievement in reading, our

average math achievement is 84% and our average reading achievement

is 77%. To break achievement down further, our end of year Dibels data

showed 73% of our first graders and 69% of our second graders reading at

or above grade level. NWEA Spring data shows 64% of our third, fourth,

and fifth graders met proficiency on MAPR . Spring Data for MAPP and

MAPM also show we are achieving better than many schools in MCPS.

72% of our first graders, 74% of our second graders, and 66% of our third

graders met proficiency. An astounding 90% of fourth graders and 89% of

fifth graders receiving virtual instruction in math met proficiency. The data

doesn’t lie, virtual instruction works for elementary students. Our students

are not only thriving but they are exceeding standards.

Voice data also shows how students are building strong relationships

with their peers and teachers and have self-confidence. This is an indicator

that we have created equitable identity-affirming classrooms where

students feel supported and comfortable asking questions . 94% of

our students feel confident that they can do well. 91% of our students said

they had friends in the Virtual Academy and that they had opportunities to

learn about people from a variety of different racial, ethnic, and cultural

backgrounds.

Now let’s look at the demographics of the Virtual Academy. Our student

population is predominantly from the Global Majority (35% Hispanic,

21.4% African American, 24.3 % Caucasian,13.8% Asian, 5.2%

Multi-racial, .2 % American Indian, and.1% Hawaiian/Pacific Islander).

Furthermore, our school has a 67% FARMS rate, yet we do not receive

any Title I funding or benefits.

The Virtual Academy also offers hybrid classes to over 200 elementary

students attending approximately 30 in-person schools. Next year,

our hybrid program was scheduled to expand to over 300 students.

Through this program, we are able to provide instruction in enriched

mathematics. Not only is this a cost savings to the county, as our four

teachers would be equivalent to approximately 20 in person teaching

positions, but let’s take a look at who is benefiting from hybrid instruction.

80% of the schools that utilize hybrid math instruction are Title 1

Schools, with student populations that represent the global majority.

These students would not be receiving enriched math instruction if not for

the Virtual Academy. As you ponder this, think about how many students

are not receiving instruction in enriched literacy (ELC) in these same

schools. Why are these students’ academic needs being ignored?

I ask the board as you deliberate on your decision today to consider your

core purpose of preparing all students to thrive in their future and

your core value of equity. Think very carefully about the students you are

doing harm to if you decide to close the Virtual Academy. Many of them

are students who are financially disadvantaged and represent the global

majority. How does this fit with your values? Each board member has an

opportunity today to show Montgomery County that you are committed to

your core purpose and values. By supporting the Virtual Academy, you

are allowing our students to continue to thrive and you are ensuring

all students have an equitable opportunity for high quality education

in Montgomery County Public Schools

We are asking you to fully fund the Virtual Academy as planned for

grades 2-12 for FY25 and beyond.

https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/D64KJ25206F1/$file/Nancy Cipolla Testimony.pdf

The Board of Education refused to let this teacher speak at the Board meeting today. Win win for them.

She submitted written comments.

Everyone submitted written comments. The BOE wouldn't let her take a seat and speak.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The MVA supporters at the meeting demonstrated the same level of respect, dignity, and integrity as the MVA posters on DCUM. Yet they were somehow surprised MVA was ultimately closed?

Maybe next time you shouldn't demonize working parents, propose closing schools, or suggest cutting special education services.

So that’s why it closed? Because they pissed you off? lol okkkkk

Choosing to not alienate 99.5% of the MCPS community can only help.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Good Afternoon! My name is Nancy Cipolla. I have been a teacher in

MCPS for 30 years and have been fortunate enough to teach at the Virtual

Academy for the past three years. I am here today to request that the

Board of Education fully fund the Virtual Academy as planned for grades

2-12 for Fiscal Year 25 and beyond.

In February, the board came to a unanimous agreement to fund the full

program at the Virtual Academy for next year. In fact, Ms. Wolf said, “You

were going to ensure that the MVA was going to stay put for Fiscal Year

2025.” There was some discussion about wanting to analyze the data at

the lower school.

As a teacher in MCPS, I believe it is crucial to base our decisions on

evidence and data that demonstrate the efficacy of programs. So let’s

discuss the data from our Lower School so you can see the value of our

program and see clearly who will be affected by the decisions you

make today.

Let’s start by taking a deep dive into our performance data. The data for

our lower school shows that we surpass the average achievement in

MCPS in both reading and math. Whereas MCPS shows 46.5% average

achievement in math and 55.3% average achievement in reading, our

average math achievement is 84% and our average reading achievement

is 77%. To break achievement down further, our end of year Dibels data

showed 73% of our first graders and 69% of our second graders reading at

or above grade level. NWEA Spring data shows 64% of our third, fourth,

and fifth graders met proficiency on MAPR . Spring Data for MAPP and

MAPM also show we are achieving better than many schools in MCPS.

72% of our first graders, 74% of our second graders, and 66% of our third

graders met proficiency. An astounding 90% of fourth graders and 89% of

fifth graders receiving virtual instruction in math met proficiency. The data

doesn’t lie, virtual instruction works for elementary students. Our students

are not only thriving but they are exceeding standards.

Voice data also shows how students are building strong relationships

with their peers and teachers and have self-confidence. This is an indicator

that we have created equitable identity-affirming classrooms where

students feel supported and comfortable asking questions . 94% of

our students feel confident that they can do well. 91% of our students said

they had friends in the Virtual Academy and that they had opportunities to

learn about people from a variety of different racial, ethnic, and cultural

backgrounds.

Now let’s look at the demographics of the Virtual Academy. Our student

population is predominantly from the Global Majority (35% Hispanic,

21.4% African American, 24.3 % Caucasian,13.8% Asian, 5.2%

Multi-racial, .2 % American Indian, and.1% Hawaiian/Pacific Islander).

Furthermore, our school has a 67% FARMS rate, yet we do not receive

any Title I funding or benefits.

The Virtual Academy also offers hybrid classes to over 200 elementary

students attending approximately 30 in-person schools. Next year,

our hybrid program was scheduled to expand to over 300 students.

Through this program, we are able to provide instruction in enriched

mathematics. Not only is this a cost savings to the county, as our four

teachers would be equivalent to approximately 20 in person teaching

positions, but let’s take a look at who is benefiting from hybrid instruction.

80% of the schools that utilize hybrid math instruction are Title 1

Schools, with student populations that represent the global majority.

These students would not be receiving enriched math instruction if not for

the Virtual Academy. As you ponder this, think about how many students

are not receiving instruction in enriched literacy (ELC) in these same

schools. Why are these students’ academic needs being ignored?

I ask the board as you deliberate on your decision today to consider your

core purpose of preparing all students to thrive in their future and

your core value of equity. Think very carefully about the students you are

doing harm to if you decide to close the Virtual Academy. Many of them

are students who are financially disadvantaged and represent the global

majority. How does this fit with your values? Each board member has an

opportunity today to show Montgomery County that you are committed to

your core purpose and values. By supporting the Virtual Academy, you

are allowing our students to continue to thrive and you are ensuring

all students have an equitable opportunity for high quality education

in Montgomery County Public Schools

We are asking you to fully fund the Virtual Academy as planned for

grades 2-12 for FY25 and beyond.

https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/D64KJ25206F1/$file/Nancy Cipolla Testimony.pdf

The Board of Education refused to let this teacher speak at the Board meeting today. Win win for them.

She submitted written comments.

Everyone submitted written comments. The BOE wouldn't let her take a seat and speak.

Had she been selected for verbal testimony?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Good Afternoon! My name is Nancy Cipolla. I have been a teacher in

MCPS for 30 years and have been fortunate enough to teach at the Virtual

Academy for the past three years. I am here today to request that the

Board of Education fully fund the Virtual Academy as planned for grades

2-12 for Fiscal Year 25 and beyond.

In February, the board came to a unanimous agreement to fund the full

program at the Virtual Academy for next year. In fact, Ms. Wolf said, “You

were going to ensure that the MVA was going to stay put for Fiscal Year

2025.” There was some discussion about wanting to analyze the data at

the lower school.

As a teacher in MCPS, I believe it is crucial to base our decisions on

evidence and data that demonstrate the efficacy of programs. So let’s

discuss the data from our Lower School so you can see the value of our

program and see clearly who will be affected by the decisions you

make today.

Let’s start by taking a deep dive into our performance data. The data for

our lower school shows that we surpass the average achievement in

MCPS in both reading and math. Whereas MCPS shows 46.5% average

achievement in math and 55.3% average achievement in reading, our

average math achievement is 84% and our average reading achievement

is 77%. To break achievement down further, our end of year Dibels data

showed 73% of our first graders and 69% of our second graders reading at

or above grade level. NWEA Spring data shows 64% of our third, fourth,

and fifth graders met proficiency on MAPR . Spring Data for MAPP and

MAPM also show we are achieving better than many schools in MCPS.

72% of our first graders, 74% of our second graders, and 66% of our third

graders met proficiency. An astounding 90% of fourth graders and 89% of

fifth graders receiving virtual instruction in math met proficiency. The data

doesn’t lie, virtual instruction works for elementary students. Our students

are not only thriving but they are exceeding standards.

Voice data also shows how students are building strong relationships

with their peers and teachers and have self-confidence. This is an indicator

that we have created equitable identity-affirming classrooms where

students feel supported and comfortable asking questions . 94% of

our students feel confident that they can do well. 91% of our students said

they had friends in the Virtual Academy and that they had opportunities to

learn about people from a variety of different racial, ethnic, and cultural

backgrounds.

Now let’s look at the demographics of the Virtual Academy. Our student

population is predominantly from the Global Majority (35% Hispanic,

21.4% African American, 24.3 % Caucasian,13.8% Asian, 5.2%

Multi-racial, .2 % American Indian, and.1% Hawaiian/Pacific Islander).

Furthermore, our school has a 67% FARMS rate, yet we do not receive

any Title I funding or benefits.

The Virtual Academy also offers hybrid classes to over 200 elementary

students attending approximately 30 in-person schools. Next year,

our hybrid program was scheduled to expand to over 300 students.

Through this program, we are able to provide instruction in enriched

mathematics. Not only is this a cost savings to the county, as our four

teachers would be equivalent to approximately 20 in person teaching

positions, but let’s take a look at who is benefiting from hybrid instruction.

80% of the schools that utilize hybrid math instruction are Title 1

Schools, with student populations that represent the global majority.

These students would not be receiving enriched math instruction if not for

the Virtual Academy. As you ponder this, think about how many students

are not receiving instruction in enriched literacy (ELC) in these same

schools. Why are these students’ academic needs being ignored?

I ask the board as you deliberate on your decision today to consider your

core purpose of preparing all students to thrive in their future and

your core value of equity. Think very carefully about the students you are

doing harm to if you decide to close the Virtual Academy. Many of them

are students who are financially disadvantaged and represent the global

majority. How does this fit with your values? Each board member has an

opportunity today to show Montgomery County that you are committed to

your core purpose and values. By supporting the Virtual Academy, you

are allowing our students to continue to thrive and you are ensuring

all students have an equitable opportunity for high quality education

in Montgomery County Public Schools

We are asking you to fully fund the Virtual Academy as planned for

grades 2-12 for FY25 and beyond.

https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/D64KJ25206F1/$file/Nancy Cipolla Testimony.pdf

The Board of Education refused to let this teacher speak at the Board meeting today. Win win for them.

She submitted written comments.

Everyone submitted written comments. The BOE wouldn't let her take a seat and speak.

How was she there in-person? It was a school day.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Good Afternoon! My name is Nancy Cipolla. I have been a teacher in

MCPS for 30 years and have been fortunate enough to teach at the Virtual

Academy for the past three years. I am here today to request that the

Board of Education fully fund the Virtual Academy as planned for grades

2-12 for Fiscal Year 25 and beyond.

In February, the board came to a unanimous agreement to fund the full

program at the Virtual Academy for next year. In fact, Ms. Wolf said, “You

were going to ensure that the MVA was going to stay put for Fiscal Year

2025.” There was some discussion about wanting to analyze the data at

the lower school.

As a teacher in MCPS, I believe it is crucial to base our decisions on

evidence and data that demonstrate the efficacy of programs. So let’s

discuss the data from our Lower School so you can see the value of our

program and see clearly who will be affected by the decisions you

make today.

Let’s start by taking a deep dive into our performance data. The data for

our lower school shows that we surpass the average achievement in

MCPS in both reading and math. Whereas MCPS shows 46.5% average

achievement in math and 55.3% average achievement in reading, our

average math achievement is 84% and our average reading achievement

is 77%. To break achievement down further, our end of year Dibels data

showed 73% of our first graders and 69% of our second graders reading at

or above grade level. NWEA Spring data shows 64% of our third, fourth,

and fifth graders met proficiency on MAPR . Spring Data for MAPP and

MAPM also show we are achieving better than many schools in MCPS.

72% of our first graders, 74% of our second graders, and 66% of our third

graders met proficiency. An astounding 90% of fourth graders and 89% of

fifth graders receiving virtual instruction in math met proficiency. The data

doesn’t lie, virtual instruction works for elementary students. Our students

are not only thriving but they are exceeding standards.

Voice data also shows how students are building strong relationships

with their peers and teachers and have self-confidence. This is an indicator

that we have created equitable identity-affirming classrooms where

students feel supported and comfortable asking questions . 94% of

our students feel confident that they can do well. 91% of our students said

they had friends in the Virtual Academy and that they had opportunities to

learn about people from a variety of different racial, ethnic, and cultural

backgrounds.

Now let’s look at the demographics of the Virtual Academy. Our student

population is predominantly from the Global Majority (35% Hispanic,

21.4% African American, 24.3 % Caucasian,13.8% Asian, 5.2%

Multi-racial, .2 % American Indian, and.1% Hawaiian/Pacific Islander).

Furthermore, our school has a 67% FARMS rate, yet we do not receive

any Title I funding or benefits.

The Virtual Academy also offers hybrid classes to over 200 elementary

students attending approximately 30 in-person schools. Next year,

our hybrid program was scheduled to expand to over 300 students.

Through this program, we are able to provide instruction in enriched

mathematics. Not only is this a cost savings to the county, as our four

teachers would be equivalent to approximately 20 in person teaching

positions, but let’s take a look at who is benefiting from hybrid instruction.

80% of the schools that utilize hybrid math instruction are Title 1

Schools, with student populations that represent the global majority.

These students would not be receiving enriched math instruction if not for

the Virtual Academy. As you ponder this, think about how many students

are not receiving instruction in enriched literacy (ELC) in these same

schools. Why are these students’ academic needs being ignored?

I ask the board as you deliberate on your decision today to consider your

core purpose of preparing all students to thrive in their future and

your core value of equity. Think very carefully about the students you are

doing harm to if you decide to close the Virtual Academy. Many of them

are students who are financially disadvantaged and represent the global

majority. How does this fit with your values? Each board member has an

opportunity today to show Montgomery County that you are committed to

your core purpose and values. By supporting the Virtual Academy, you

are allowing our students to continue to thrive and you are ensuring

all students have an equitable opportunity for high quality education

in Montgomery County Public Schools

We are asking you to fully fund the Virtual Academy as planned for

grades 2-12 for FY25 and beyond.

https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/D64KJ25206F1/$file/Nancy Cipolla Testimony.pdf

The Board of Education refused to let this teacher speak at the Board meeting today. Win win for them.

She submitted written comments.

Everyone submitted written comments. The BOE wouldn't let her take a seat and speak.

That's awful - I'm sure delivering her testimony verbally would have changed the outcome, since it wasn't enough to have 10 speakers in support of the MVA testify at the meeting. That 11th would have done the trick

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Good Afternoon! My name is Nancy Cipolla. I have been a teacher in

MCPS for 30 years and have been fortunate enough to teach at the Virtual

Academy for the past three years. I am here today to request that the

Board of Education fully fund the Virtual Academy as planned for grades

2-12 for Fiscal Year 25 and beyond.

In February, the board came to a unanimous agreement to fund the full

program at the Virtual Academy for next year. In fact, Ms. Wolf said, “You

were going to ensure that the MVA was going to stay put for Fiscal Year

2025.” There was some discussion about wanting to analyze the data at

the lower school.

As a teacher in MCPS, I believe it is crucial to base our decisions on

evidence and data that demonstrate the efficacy of programs. So let’s

discuss the data from our Lower School so you can see the value of our

program and see clearly who will be affected by the decisions you

make today.

Let’s start by taking a deep dive into our performance data. The data for

our lower school shows that we surpass the average achievement in

MCPS in both reading and math. Whereas MCPS shows 46.5% average

achievement in math and 55.3% average achievement in reading, our

average math achievement is 84% and our average reading achievement

is 77%. To break achievement down further, our end of year Dibels data

showed 73% of our first graders and 69% of our second graders reading at

or above grade level. NWEA Spring data shows 64% of our third, fourth,

and fifth graders met proficiency on MAPR . Spring Data for MAPP and

MAPM also show we are achieving better than many schools in MCPS.

72% of our first graders, 74% of our second graders, and 66% of our third

graders met proficiency. An astounding 90% of fourth graders and 89% of

fifth graders receiving virtual instruction in math met proficiency. The data

doesn’t lie, virtual instruction works for elementary students. Our students

are not only thriving but they are exceeding standards.

Voice data also shows how students are building strong relationships

with their peers and teachers and have self-confidence. This is an indicator

that we have created equitable identity-affirming classrooms where

students feel supported and comfortable asking questions . 94% of

our students feel confident that they can do well. 91% of our students said

they had friends in the Virtual Academy and that they had opportunities to

learn about people from a variety of different racial, ethnic, and cultural

backgrounds.

Now let’s look at the demographics of the Virtual Academy. Our student

population is predominantly from the Global Majority (35% Hispanic,

21.4% African American, 24.3 % Caucasian,13.8% Asian, 5.2%

Multi-racial, .2 % American Indian, and.1% Hawaiian/Pacific Islander).

Furthermore, our school has a 67% FARMS rate, yet we do not receive

any Title I funding or benefits.

The Virtual Academy also offers hybrid classes to over 200 elementary

students attending approximately 30 in-person schools. Next year,

our hybrid program was scheduled to expand to over 300 students.

Through this program, we are able to provide instruction in enriched

mathematics. Not only is this a cost savings to the county, as our four

teachers would be equivalent to approximately 20 in person teaching

positions, but let’s take a look at who is benefiting from hybrid instruction.

80% of the schools that utilize hybrid math instruction are Title 1

Schools, with student populations that represent the global majority.

These students would not be receiving enriched math instruction if not for

the Virtual Academy. As you ponder this, think about how many students

are not receiving instruction in enriched literacy (ELC) in these same

schools. Why are these students’ academic needs being ignored?

I ask the board as you deliberate on your decision today to consider your

core purpose of preparing all students to thrive in their future and

your core value of equity. Think very carefully about the students you are

doing harm to if you decide to close the Virtual Academy. Many of them

are students who are financially disadvantaged and represent the global

majority. How does this fit with your values? Each board member has an

opportunity today to show Montgomery County that you are committed to

your core purpose and values. By supporting the Virtual Academy, you

are allowing our students to continue to thrive and you are ensuring

all students have an equitable opportunity for high quality education

in Montgomery County Public Schools

We are asking you to fully fund the Virtual Academy as planned for

grades 2-12 for FY25 and beyond.

https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/D64KJ25206F1/$file/Nancy Cipolla Testimony.pdf

The Board of Education refused to let this teacher speak at the Board meeting today. Win win for them.

She submitted written comments.

Everyone submitted written comments. The BOE wouldn't let her take a seat and speak.

That's awful - I'm sure delivering her testimony verbally would have changed the outcome, since it wasn't enough to have 10 speakers in support of the MVA testify at the meeting. That 11th would have done the trick

I'm sure she was prepared to make a very compelling case for why it is unreasonable to expect her to actually have to go into a school to be a teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Good Afternoon! My name is Nancy Cipolla. I have been a teacher in

MCPS for 30 years and have been fortunate enough to teach at the Virtual

Academy for the past three years. I am here today to request that the

Board of Education fully fund the Virtual Academy as planned for grades

2-12 for Fiscal Year 25 and beyond.

In February, the board came to a unanimous agreement to fund the full

program at the Virtual Academy for next year. In fact, Ms. Wolf said, “You

were going to ensure that the MVA was going to stay put for Fiscal Year

2025.” There was some discussion about wanting to analyze the data at

the lower school.

As a teacher in MCPS, I believe it is crucial to base our decisions on

evidence and data that demonstrate the efficacy of programs. So let’s

discuss the data from our Lower School so you can see the value of our

program and see clearly who will be affected by the decisions you

make today.

Let’s start by taking a deep dive into our performance data. The data for

our lower school shows that we surpass the average achievement in

MCPS in both reading and math. Whereas MCPS shows 46.5% average

achievement in math and 55.3% average achievement in reading, our

average math achievement is 84% and our average reading achievement

is 77%. To break achievement down further, our end of year Dibels data

showed 73% of our first graders and 69% of our second graders reading at

or above grade level. NWEA Spring data shows 64% of our third, fourth,

and fifth graders met proficiency on MAPR . Spring Data for MAPP and

MAPM also show we are achieving better than many schools in MCPS.

72% of our first graders, 74% of our second graders, and 66% of our third

graders met proficiency. An astounding 90% of fourth graders and 89% of

fifth graders receiving virtual instruction in math met proficiency. The data

doesn’t lie, virtual instruction works for elementary students. Our students

are not only thriving but they are exceeding standards.

Voice data also shows how students are building strong relationships

with their peers and teachers and have self-confidence. This is an indicator

that we have created equitable identity-affirming classrooms where

students feel supported and comfortable asking questions . 94% of

our students feel confident that they can do well. 91% of our students said

they had friends in the Virtual Academy and that they had opportunities to

learn about people from a variety of different racial, ethnic, and cultural

backgrounds.

Now let’s look at the demographics of the Virtual Academy. Our student

population is predominantly from the Global Majority (35% Hispanic,

21.4% African American, 24.3 % Caucasian,13.8% Asian, 5.2%

Multi-racial, .2 % American Indian, and.1% Hawaiian/Pacific Islander).

Furthermore, our school has a 67% FARMS rate, yet we do not receive

any Title I funding or benefits.

The Virtual Academy also offers hybrid classes to over 200 elementary

students attending approximately 30 in-person schools. Next year,

our hybrid program was scheduled to expand to over 300 students.

Through this program, we are able to provide instruction in enriched

mathematics. Not only is this a cost savings to the county, as our four

teachers would be equivalent to approximately 20 in person teaching

positions, but let’s take a look at who is benefiting from hybrid instruction.

80% of the schools that utilize hybrid math instruction are Title 1

Schools, with student populations that represent the global majority.

These students would not be receiving enriched math instruction if not for

the Virtual Academy. As you ponder this, think about how many students

are not receiving instruction in enriched literacy (ELC) in these same

schools. Why are these students’ academic needs being ignored?

I ask the board as you deliberate on your decision today to consider your

core purpose of preparing all students to thrive in their future and

your core value of equity. Think very carefully about the students you are

doing harm to if you decide to close the Virtual Academy. Many of them

are students who are financially disadvantaged and represent the global

majority. How does this fit with your values? Each board member has an

opportunity today to show Montgomery County that you are committed to

your core purpose and values. By supporting the Virtual Academy, you

are allowing our students to continue to thrive and you are ensuring

all students have an equitable opportunity for high quality education

in Montgomery County Public Schools

We are asking you to fully fund the Virtual Academy as planned for

grades 2-12 for FY25 and beyond.

https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/D64KJ25206F1/$file/Nancy Cipolla Testimony.pdf

The Board of Education refused to let this teacher speak at the Board meeting today. Win win for them.

She submitted written comments.

Everyone submitted written comments. The BOE wouldn't let her take a seat and speak.

That's awful - I'm sure delivering her testimony verbally would have changed the outcome, since it wasn't enough to have 10 speakers in support of the MVA testify at the meeting. That 11th would have done the trick

I'm sure she was prepared to make a very compelling case for why it is unreasonable to expect her to actually have to go into a school to be a teacher.

Your jealousy is showing. Again.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Good Afternoon! My name is Nancy Cipolla. I have been a teacher in

MCPS for 30 years and have been fortunate enough to teach at the Virtual

Academy for the past three years. I am here today to request that the

Board of Education fully fund the Virtual Academy as planned for grades

2-12 for Fiscal Year 25 and beyond.

In February, the board came to a unanimous agreement to fund the full

program at the Virtual Academy for next year. In fact, Ms. Wolf said, “You

were going to ensure that the MVA was going to stay put for Fiscal Year

2025.” There was some discussion about wanting to analyze the data at

the lower school.

As a teacher in MCPS, I believe it is crucial to base our decisions on

evidence and data that demonstrate the efficacy of programs. So let’s

discuss the data from our Lower School so you can see the value of our

program and see clearly who will be affected by the decisions you

make today.

Let’s start by taking a deep dive into our performance data. The data for

our lower school shows that we surpass the average achievement in

MCPS in both reading and math. Whereas MCPS shows 46.5% average

achievement in math and 55.3% average achievement in reading, our

average math achievement is 84% and our average reading achievement

is 77%. To break achievement down further, our end of year Dibels data

showed 73% of our first graders and 69% of our second graders reading at

or above grade level. NWEA Spring data shows 64% of our third, fourth,

and fifth graders met proficiency on MAPR . Spring Data for MAPP and

MAPM also show we are achieving better than many schools in MCPS.

72% of our first graders, 74% of our second graders, and 66% of our third

graders met proficiency. An astounding 90% of fourth graders and 89% of

fifth graders receiving virtual instruction in math met proficiency. The data

doesn’t lie, virtual instruction works for elementary students. Our students

are not only thriving but they are exceeding standards.

Voice data also shows how students are building strong relationships

with their peers and teachers and have self-confidence. This is an indicator

that we have created equitable identity-affirming classrooms where

students feel supported and comfortable asking questions . 94% of

our students feel confident that they can do well. 91% of our students said

they had friends in the Virtual Academy and that they had opportunities to

learn about people from a variety of different racial, ethnic, and cultural

backgrounds.

Now let’s look at the demographics of the Virtual Academy. Our student

population is predominantly from the Global Majority (35% Hispanic,

21.4% African American, 24.3 % Caucasian,13.8% Asian, 5.2%

Multi-racial, .2 % American Indian, and.1% Hawaiian/Pacific Islander).

Furthermore, our school has a 67% FARMS rate, yet we do not receive

any Title I funding or benefits.

The Virtual Academy also offers hybrid classes to over 200 elementary

students attending approximately 30 in-person schools. Next year,

our hybrid program was scheduled to expand to over 300 students.

Through this program, we are able to provide instruction in enriched

mathematics. Not only is this a cost savings to the county, as our four

teachers would be equivalent to approximately 20 in person teaching

positions, but let’s take a look at who is benefiting from hybrid instruction.

80% of the schools that utilize hybrid math instruction are Title 1

Schools, with student populations that represent the global majority.

These students would not be receiving enriched math instruction if not for

the Virtual Academy. As you ponder this, think about how many students

are not receiving instruction in enriched literacy (ELC) in these same

schools. Why are these students’ academic needs being ignored?

I ask the board as you deliberate on your decision today to consider your

core purpose of preparing all students to thrive in their future and

your core value of equity. Think very carefully about the students you are

doing harm to if you decide to close the Virtual Academy. Many of them

are students who are financially disadvantaged and represent the global

majority. How does this fit with your values? Each board member has an

opportunity today to show Montgomery County that you are committed to

your core purpose and values. By supporting the Virtual Academy, you

are allowing our students to continue to thrive and you are ensuring

all students have an equitable opportunity for high quality education

in Montgomery County Public Schools

We are asking you to fully fund the Virtual Academy as planned for

grades 2-12 for FY25 and beyond.

https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/D64KJ25206F1/$file/Nancy Cipolla Testimony.pdf

The Board of Education refused to let this teacher speak at the Board meeting today. Win win for them.

She submitted written comments.

Everyone submitted written comments. The BOE wouldn't let her take a seat and speak.

That's awful - I'm sure delivering her testimony verbally would have changed the outcome, since it wasn't enough to have 10 speakers in support of the MVA testify at the meeting. That 11th would have done the trick

I'm sure she was prepared to make a very compelling case for why it is unreasonable to expect her to actually have to go into a school to be a teacher.

Your jealousy is showing. Again.

Oh yes, that sweet, sweet teaching job... Third graders, no less.

Weird.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The MVA supporters at the meeting demonstrated the same level of respect, dignity, and integrity as the MVA posters on DCUM. Yet they were somehow surprised MVA was ultimately closed?

Maybe next time you shouldn't demonize working parents, propose closing schools, or suggest cutting special education services.

So that’s why it closed? Because they pissed you off? lol okkkkk

Choosing to not alienate 99.5% of the MCPS community can only help.

Please cite the data that supports that statement.

Come on. Cite the data. Now.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The MVA supporters at the meeting demonstrated the same level of respect, dignity, and integrity as the MVA posters on DCUM. Yet they were somehow surprised MVA was ultimately closed?

Maybe next time you shouldn't demonize working parents, propose closing schools, or suggest cutting special education services.

So that’s why it closed? Because they pissed you off? lol okkkkk

Choosing to not alienate 99.5% of the MCPS community can only help.

Please cite the data that supports that statement.

Come on. Cite the data. Now.

Finally, the MVA supporters start looking for evidence-based assertions. Still need some work on the role of data in fact vs opinion tho