VCU School of Education Dean Kelli Feldman, Henrico County Public Schools Director of Research, Assessment, and Education (and MERC PPC Chair) Tiffany Hinton, Huguenot High School Principal Mike Massa, and MERC Director David Naff offer welcome remarks to the 2025 MERC Summit, along with a brief overview of what to expect for the day.

A panel of students from our host site Huguenot High School will reflect on the different themes of the 2025 MERC Summit and offer their vision for the future of public education. 

Candace Bechtold, Virginia Commonwealth University; Allison Yandle, Virginia Commonwealth University   

We will analyze the Virginia Literacy Act and will reveal how science of reading (SoR) reform is often co-opted to advance neoliberal standardization and accountability. We will argue that disentangling SoR from the restraints of neoliberalism allows us to see that the shortcomings of SoR are actually the shortcomings of neoliberal policy implementation.

Takeaways: 
1. Understand the deleterious effects of neoliberal ideologies within educational policy contexts
2. Understand how science of reading narratives in policy discourse further exacerbate the use of neoliberal mechanisms
3. Receive recommendations on how to disentangle neoliberal approaches to implementation from science of reading pedagogy to mitigate some contentions surrounding the VLA

Maureen Mahoney, Franklin City Public Schools; Wayne Carter, Franklin City Public Schools

This presentation will explore a comprehensive literacy improvement framework leveraging instructional leadership, professional development, data driven strategies, cross disciplinary collaboration to enhance reading achievement in underperforming schools, demonstrating how systematic implementation will foster educational equity and sustainable student success.

Takeaways: 
1. Implementation of systemic, research based strategies
2. Role of instructional leadership in sustaining change
3. Connecting policy and practice for equity

Kelsey Dunn, Virginia Commonwealth University

This presentation will introduce a video-based intervention aimed at improving interview skills in youth with autism. By aligning goals with participants' interests and emphasizing the importance of individualization, the study will demonstrate effective strategies that can be implemented in school settings to enhance self-advocacy and transition outcomes for autistic youth.

Takeaways:
1. Participants will understand the importance of individualization in interventions and how it enhances the effectiveness of skill development.
2. Participants will learn how to implement cost-effective, empirically grounded strategies such as direct instruction, video modeling, self-reflection, and role play.
3. Participants will explore the generalization of interview skills to real-world settings, including interactions with local business owners.

Molly Taylor, Virginia Commonwealth University; LaNeka Brown, Virginia Commonwealth University; Tammy Sellers, Richmond Public Schools; Amanda Dailey, Richmond Public Schools

This presentation will introduce a “photovoice” curriculum to support career exploration for high school students with disabilities. Presenters will provide an instructional guide, lesson plans, and learning materials. Participants will learn how photovoice empowers students to document work-based learning experiences, facilitating more meaningful IEP engagement and community involvement.

Takeaways: 
1. Classroom teachers will leave with a complete photovoice instructional guide for transition, ready for use.
2. Special educators will learn new research-based ways to engage their students with disabilities in career exploration and work-based learning.
3. School divisions can network with VCU and RPS teams to incorporate photovoice for career exploration in their schools.

Mary Strawderman, Virginia Commonwealth University; Daniel Case, Chesterfield County Public Schools; Kim Elmore, Chesterfield County Public Schools; Haley Hendershot, Chesterfield County Public Schools; Kait Donahue, Chesterfield County Public Schools; Moe Greene; Virginia Commonwealth University; Yaoying Xu, Virginia Commonwealth University; Robert Godwin-Jones, Virginia Commonwealth University; Samaher Aljudaibi, Virginia Commonwealth University

Since the emergence of ChatGPT, AI applications have proliferated worldwide, including in education. In this symposium, authors from the collection 'AI in Education in Virginia through a Humanities Lens' will share perspectives on AI's impact, challenges, and practical applications at various educational levels, followed by an interactive “challenge-solution exchange.”

Takeaways:
1. Participants will explore multiple perspectives (from K12 to higher ed) on how AI is reshaping educational landscapes through learning about thoughtful/meaningful uses of AI in the classroom while examining critical concerns.
2. Participants will contribute to an ongoing dialogue about creating responsible, equitable, and human-centered AI practices in K12 and higher ed.
3. Participants will develop strategies for navigating AI-related challenges through collaborative exchange with colleagues and researchers.

Kiara Crawley, Virginia Commonwealth University; Christina Davis, Virginia Commonwealth University; Sabrina Evans, Virginia Commonwealth University; Tara Willging, Virginia Commonwealth University

The Civil Rights Era was defined by a tumultuous, yet victorious period of political and educational action. As today's political climate intensifies and substantially affects public education, exploration of past emancipatory educational initiatives launched during The Movement may inspire innovative ways to preserve democracy and student empowerment in today's classrooms.

Takeaways:
1. Participants will gain a basic understanding of three emancipatory educational initiatives birthed during the American Civil Rights Movement.
2. Participants will be able to identify political themes and learning practices present in Civil Rights era emancipatory educational initiatives and connect them to relevance in today's public education classrooms.
3. Participants will be able to connect relevant educational theory to political influence on public education.

Tracy Booker, Virginia Commonwealth University; Kiari Cole, Virginia Commonwealth University

These scholar-practitioners will utilize the valuable insights and lessons learned from Black educators during the Civil Rights Movement to navigate political, economical, and social shifts in the present-day classrooms. The scholar-practitioners will use personal narratives from 48 educators to offer applicable strategies for growth and leadership in the educational field.

Takeaways:
1. Participants will learn about the benefits of developing a psychological safe environment in which students and teachers can learn and explore without backlash.
2. Participants will learn how to curate a space where students can build connections, rapport, and relationships with their teachers and their peers.
3. Participants will learn about the benefits of reflection and the incorporation of past educators’ experiences to inform teaching strategies.

Gabriel Driver, Virginia Commonwealth University

This presentation will examine how grief fluency can transform educational leadership and policy. The presenter will explore strategies for integrating grief-informed practices into institutional frameworks, highlighting future applications in fostering psychological safety, equity, and resilience. Attendees will gain insights to reimagine leadership through a lens of emotional awareness and collective healing.

Takeaways:
1. Develop grief awareness
2. Cultivate grief fluency
3. Promote human-centered leadership

Sherry Ceperich, James Madison University; Lee Duffy-Ledbetter, James Madison University; Micah Davis, Richmond Public Schools

Four Virginia high schools piloted My Compass, a 10-session program built on science- based principles from positive psychology adapted for the classroom. It aims to help seniors build resilience to navigate the challenges of life after graduation. Initial results and perspectives from a participating student and facilitator will be shared.

Takeaways:
1. Incorporating a mental well-being curriculum into a high school schedule is challenging logistically and necessitates collaboration and flexibility but IS feasible.
2. Senior high school students will engage with content to enhance mental health and build resilience when given a conducive environment and opportunity.
3. Initial results suggest that near-peers (a few years older than the seniors) with whom students can relate and talk with about concepts in the curriculum are important to include as co-facilitators to enhance engagement.

Kali Delay, Virginia Commonwealth University; Nowoola Awopetu, Virginia Commonwealth University; Obed Boateng, Virginia Commonwealth University

Attendees will join presenters in an exploration of school-based mental health services (SBMHS) and race-based traumatic stress (RBTS) to better understand 1. how Black youth are impacted by RBTS, 2. what role school systems serve as a primary line of support for mental health, and 3. how students perceive the effectiveness of this support. Presenters will then facilitate an interactive discussion on a prospective research proposal aiming to investigate these questions among SBMHS offered by the Greater Richmond area

Takeaways: 
1. To critically explore our schools' implementation of trauma-informed mental health services
2. To better understand how our students are using school-based mental health services
3. To identify potential school-based, early intervention strategies for race-based traumatic stress

Tiffany Hinton, Henrico County Public Schools; Matthew Stanley, Richmond Public Schools; Lucas Hostetter, Richmond Public Schools; Melissa Tracy, Richmond Public Schools; Cammie Justus-Smith, Virginia Commonwealth University; Fred Gatty, Virginia Commonwealth University

This symposium session will showcase a collaborative strategic planning process between MERC and Henrico County Public Schools and Richmond City Public Schools. Attendees will learn about two different strategic planning processes and participate in a community input activity modeled by Richmond City Public Schools, gaining practical tools for inclusive and responsive educational policies.

Takeaways:
1. Practical insights into strategic planning
2. Community engagement techniques
3. Collaborative learning experience

Seb Prohn, Virginia Commonwealth University; Janai Santiago, Virginia Commonwealth University ACE-IT

Active community belonging contributes to life-long well-being. Building belonging requires proactive planning. Virginia’s Inclusion Project youth leaders with disabilities developed tools for assessing belonging readiness. This presentation will provide an overview of belonging and recently developed tools for planning meaningful community engagement during and after high school.

Takeaways:
1. Attendees will understand how tools were informed by research and the lived experiences of youth with disabilities.
2. Attendees will learn how to use belonging self-assessments to support student and community goals for enhancing belonging.
3. Attendees will know where to find belonging lesson plans and how to implement them in the classroom environment.

Rich Ashburn, Henrico County Public Schools; Tamia Morris, Henrico County Public Schools

This presentation will explore Henrico County Public Schools' (HCPS) evolution of the community school model, emphasizing collaborative leadership and community engagement. In 2024, HCPS launched Community School Impact Committees, which used a data-driven approach for selecting initiatives that aligned with School Improvement Plans.  We will discuss how Impact Committees incorporated need assessments to determine initiatives, used data to measure impact and will incorporate research to support approaches in the future.

Takeaways:
1. Community School Model: The role of combining education, social services, and health support to create equitable learning environments.
2. Collaborative Leadership: The importance of shared voice through the School Community Impact Committees in fostering meaningful community initiatives to support student and family engagement.
3. Continuous Improvement: The ongoing analysis of student outcomes and data-driven strategies to refine and strengthen community school initiatives.

Mike Littleton, Williamsburg City James County Public Schools; Aaron Burkart, Williamsburg City James County Public Schools; Jennifer Stanley, Williamsburg City James County Public Schools

This presentation will highlight how James Blair Middle School prioritizes staff retention and well-being by cultivating a collaborative leadership culture and offering meaningful professional development. Through initiatives like the “Continue the Journey” PD series, JBMS fosters growth, connection, and shared leadership. Following our research on teacher retention, collective efficacy, and Todd Whitaker’s leadership practices, our work focuses on building a collaborative learning culture where educators feel empowered—offering strong potential for future research on the impact of school-based leadership on teacher engagement and student success.

Takeaways: 
1. Strategies for building a collaborative leadership culture that supports staff.
2. Ideas for designing purposeful professional development that drives engagement and retention.
3. Approaches to creating a supportive environment where educators feel seen and heard.

Dave Saavedra, Virginia Commonwealth University; Victoria Gochez, Richmond Public Schools; Jennifer Blackwell, Richmond Public Schools; Thea Racelis, Virginia Commonwealth University

This presentation will outline the formation of an Academic-Community Partnership between the Office of Multilingual Learner Success in Richmond Public Schools and the School of Education at Virginia Commonwealth University. The presenters will share processes and key learnings in laying the groundwork for future engaged research aligned with division priorities.

Takeaways:
1. Inquire: our work started with a simple request to meet. Nothing will happen if you don’t ask.
2. Mutual expertise: recognize that each side of the partnership is bringing valuable knowledge and expertise to the table that, when combined, can produce understandings and plans of action greater than either could do in isolation.
3. Flexibility: understand that as partners start to work together and get to know each other, the original goal may shift. Be open to moving in a new direction.

Christine Jones Monaccio, Virginia Partnership for Out-of-School Time (VPOST); Blaire Denson, VPOST

Out-of-School Time (OST) programs are essential in education by supporting learning, well-being, and workforce readiness. This session will explore how Virginia is reframing OST as an education strategy by aligning research, policy, and practice. Participants will gain insight into how grassroots support, partnerships, and youth voice led to state-level investment.

Takeaways:
1. High-quality Out-of-School Time (OST) programs offer distinct, research-backed benefits that complement the school day by supporting academic achievement, social-emotional well-being and workforce readiness.
2. Strategic advocacy grounded in grassroots support, coalition-building, and youth voice has effectively led to a new state budget line item that increases access to educational opportunity.
3. New investments have elevated OST as a key component of public education and demonstrate how aligning research, policy, and practice leads to positive youth outcomes and policy change.

Sean Miller, Boys & Girls Clubs of Metro Richmond; Paula Ogston-Nobile, VCU Institute for Collaborative Research and Evaluation

Learn about what are the main challenges facing Richmond Public Schools youth, families and educators and what role out-of-school time (OST) providers play in providing that targeted support. This session will share findings from a needs assessment conducted by the Institute for Collaborative Research and Evaluation in partnership with the Boys & Girls Clubs of Metro Richmond and OST programming leaders in the metropolitan Richmond community.

Takeaways:
1. Collaborative, Community-focused Evaluations Can Deepen Understanding of Student and School Needs. The session will highlight how a mixed-methods, stakeholder-driven approach – engaging students, families, educators, school administrators, and providers – provided deeper insights into Richmond Public Schools’ out-of-school time needs.
2. "RPS’s Students and Families Need Expanded, Accessible, and Aligned OST Opportunities. Participants will learn about major findings from this evaluation, including barriers to OST participation (e.g. transportation, awareness, family engagement), the importance of academic and social-emotional support, and the need for culturally relevant, flexible, and career-connected programming.
3. Strengthened Partnerships and Strategic Investments Are Key to Enhancing OST Impact. The session will share practical recommendations for aligning OST services with school and community priorities — through expanded school-OST-family collaboration, shared data collection and evaluation metrics, and responsive program design — to better meet evolving student needs and drive continuous improvement.

Charol Shakeshaft, Virginia Commonwealth University; Kellie Carlyle, Virginia Commonwealth University; Kim Halterman, Alleghany Highlands Public Schools; Melinda Snead-Johnson, Alleghany Highlands Public Schools; Abigail Conley, Virginia Commonwealth University; Emiola Oyefuga, Virginia Commonwealth University

In this interactive symposium, presenters will share findings from a study on preventing educator sexual misconduct. Participants will engage in discussions exploring evidence-based strategies, including training and school policy reform, to strengthen prevention efforts, enhance accountability, and create safer learning environments for all students.

Takeaways:
1. Participants will learn about key findings from the study from researchers and hear firsthand from school leaders who have implemented prevention strategies in their schools.
2. Participants will explore effective practical and proactive ways to prevent educator sexual misconduct before it happens.
3. Participants will leave the symposium with practical ideas that can be used in their schools to make it safer for students and employees.

Kristen O'Sullivan, Virginia Commonwealth University; Kim Dupre, Virginia-Tiered Systems of Supports; Anna Hebb, Virginia-Tiered Systems of Supports

This research explores how Multi-tiered Systems of Support (MTSS) can address internalizing behaviors—such as anxiety, depression, and social withdrawal—in PK-12 students. Through a review of 78 articles, the study emphasizes data-informed, collaborative practices that promote mental wellness for students, staff, and families while identifying gaps in current support systems.

Takeaways:
1. Participants will be able to articulate how internalizing behaviors affect students' academic performance, social interactions, and emotional well-being in at least two specific examples.
2. Participants will walk away with practical strategies within an MTSS framework.
3. Participants will be able to see how coordinated efforts across individual, school, family, and community systems to drive change and promote mental wellness.

Kathleen Rudasill, Virginia Commonwealth University

INSIGHTS into Children's Temperament is a temperament-based social emotional learning intervention for kindergarten and first grade. This presentation will provide results from a clinical trial of INSIGHTS conducted in rural schools; these include improvements in students' reading, math, and critical thinking scores, as well as self-regulation and classroom behavior.

Takeaways:
1. INSIGHTS promotes rural students' academic skills
2. INSIGHTS promotes rural students' behavior
3. INSIGHTS promotes rural students' self-regulation

Kristin Thrower, Chesterfield County Public Schools

This presentation will describe the Soccer Reader Method program, which leverages the universal appeal of soccer to engage reluctant readers and English as Second Language (ESL) learners, and offers a solution to long-standing challenges in education. The SRM resulted from analyzing the current research on English Language Learners and reluctant readers' intrinsic and extrinsic motivations that increased text comprehension and language acquisition.  The studies found texts that appealed to the students' sense of belonging, background knowledge, and high-interest topics positively impacted literacy and test scores. Attendees will learn about how SRM helps to engage reluctant readers and English Language learners as a solution to improve literacy rates, engaging reluctant readers, and creating a welcoming atmosphere for learning.

Takeaways:
1. Adaptable story complexity levels that cater to diverse reading abilities.
2. Ready-to-use materials that significantly reduce teacher preparation time.
3. Addressing the challenges of differentiated instruction while maintaining student engagement.

Jennifer Askue-Collins, Virginia Commonwealth University

Explore how the evidence-based Self-Regulated Strategy Development (SRSD) model supports elementary students with executive function disorders in the general education classroom. This session will highlight research examining SRSD’s impact on writing quality, task engagement, and self-efficacy, offering practical insights for educators, researchers, and policymakers focused on inclusive, strategy-based writing instruction.

Takeaways:
1. SRSD integrates writing strategies with self-regulation supports to improve writing outcomes for students with executive function challenges.
2. SRSD research can inform writing instruction for students with disabilities in general education settings
3. SRSD-based research can bridge theory and practice by improving students’ written expression, making students’ thinking and learning processes visible and measurable.

Kendall Hunt, Henrico County Public Schools; Ragan Collins, Henrico County Public Schools; Corey Calder, Henrico County Public Schools; Lisa Anderson, Lexia Learning

Participants will engage in conversations about meeting the needs of striving students, how literacy skills impact a student’s entire school day, and how support from the expanded Virginia Literacy Act can enable schools to provide targeted support. Participants will hear from teachers and students that are engaged in interventions.

Takeaways: 
1. Components of reading intervention that are supported by policy and research and can be adapted to a variety of school settings
2. Insight and testimonials from students, teachers, and administrators as to the benefits of participating in/supporting reading intervention
3. An example of a partnership that supports instruction, professional learning, and data collection

Dawn Mosley, Virginia Commonwealth University; Matthew Luther, Department for Aging and Rehabilitative Services; Karen Akom, Virginia Commonwealth University

Engage with VCU’s Pre-ETS facilitators as they offer a comprehensive overview of the progress and challenges encountered while implementing the Virginia’s Collaborative Model for Pre-Employment Transition Services. Gain insights from reflection shared by the team at large, including the Department of Rehabilitation Services, and pilot Virginia School Divisions. Presenters will expand on reflective practices and collaborative strategies used to maximize best practices in increasing the number of students receiving pre-ETS in Virginia. Finally, presenters will showcase deliverables deployed during the first and second year of their project, to include the pre-ETS resource hub, WBLE course for transition providers, and more. Join as we work together to expand pre-ETS to Virginia students.

Takeaways:
1. Participants will gain first-hand knowledge of the successes and challenges of engaging in partnerships to increase the scope of pre-ETS services for students with disabilities.
2. Participants will gain an understanding of the technical assistance provided by the Pre-ETS Facilitators.
3. Participants will become familiar with the products and tools created in the first two years of the Virginia Collaborative model, to include work samples, Pre-ETS resource hub, and WBLE course for providers.

Jennifer Askue-Collins, Virginia Commonwealth University; Regina Frazier, Virginia Commonwealth University; Karli Johansen, Virginia Commonwealth University; Molly Taylor, Virginia Commonwealth University

As youth with IDD continue to experience poor transition outcomes, particularly in relation to employment, more creative efforts need to be implemented if we are going to see that change. Project PEACE focuses on strategies designed to bring schools and community members together to find solutions to eliminate those barriers.

Takeaways:
1. Community support and respect are contributing factors to the success of students with disabilities. It is crucial to increase knowledge of transition to employment for employers, families, and schools.
2. Including community members in conversations brought solutions identified by participants as well as the parties that needed to be involved to enact the solutions to increase employment for youth with IDD.
3. Community conversations established visions for employment transition for youth with IDD.

Katherine Urban, Chesterfield County Public Schools; Maggie Szydlowski, Virginia Commonwealth University; Shelby Garofalo, Virginia Commonwealth University

This presentation will discuss the physical state of school buildings as an important, but under researched element of the “Working Conditions” that impact teachers’ experiences. We will recommend areas of future research and encourage review of existing building-related policies.

Takeaways:
1. The impact of the conditions of school buildings is as important to teacher well-being as it is to students, and may impact retention and attrition.
2. Although research exists on the impacts of “working conditions,” the existing literature does not sufficiently explore potential impacts of building quality on teachers.
3. Changes to policies and funding could be potential solutions for the issue of teacher retention as it relates to the quality and age of school buildings.

Stephanie Lambrecht, Henrico County Public Schools

This presentation examines the impact of school choice on rural and metro districts, explores factors influencing family decision-making, and offers strategies for public schools to adapt. Participants will learn how to harness school choice trends to strengthen public education, improve equity, and build responsive, community-centered programs.

Takeaways:
1. Attendees will understand how school choice impacts school funding and enrollment patterns.
2. Attendees will understand the factors which influence school choice, and how to assess these factors in their local school system.
3. Attendees will be able to view school choice trends as opportunities for innovation, equity, and stronger community engagement rather than viewing them solely as threats.

Kim Bridges, Virginia Commonwealth University

This presentation will explore common challenges superintendents & school boards face as governance teams. We'll unpack some of the reasons for these dynamics and explore strategies superintendents and district leaders can take to support effective and equitable policymaking

Takeaways:
1. Attendees will gain understanding about what to expect in the delivery of effective governance
2. Attendees will learn and apply specific strategies for effective governance.
3. Attendees will learn about an innovative approach to professional development for governance leaders.

Kris Herakovich-Curtis, Virginia-Tiered Systems of Supports; Kristen Tuxbury, Virginia Commonwealth University; Anna Hebb, Virginia-Tiered Systems of Supports; Wendi Jenkins, Virginia-Tiered Systems of Supports, Kim Dupre, Virginia-Tiered Systems of Supports

This symposium examines how prepared PK-12 faculty and staff are in the MERC region to support the mental health needs of their students. It highlights findings from a MERC systematic literature review about implementing MTSS with fidelity to support student mental health, as well as key takeaways from a regional advisory council who developed a regional MTSS mental health support model. It also shares findings from a regional MERC survey about mental health support preparedness in local school systems. Participants will have an opportunity to interact with a data dashboard while learning from findings from this MERC mental health project.

Takeaways:
1. Understand the importance of fidelity in mental health implementation through findings from a systematic literature review focused on MTSS and validated evaluation tools.
2. Explore the value of stakeholder engagement by learning how an advisory council informed the development of a mental health model and protocol.
3. Learn how a MERC data dashboard, built from survey data, and the Managing Complex Change framework were used together to support advisory council engagement, identify system gaps, and guide sustainable change efforts.

Julexus Cappell Hyman, Henrico County Public Schools

This session will explore how educators can intentionally integrate AI using SchoolAI tools to personalize learning, model ethical technology use, and build digital literacy. Participants will examine how student-AI interaction may support bridging knowledge gaps, enhance engagement, and prepare students for future-ready, standards-aligned instruction in a digital age.

Takeaways:
1. AI as a Support, Not a Shortcut: Attendees will understand how leveraging AI with students, when done intentionally, is not about cutting corners, but about modeling realistic and ethical use rooted in strategies like the “80/20 AI generation approach.” Students learn to use AI to support their thinking, not replace it.
2. Personalized Learning Reimagined: Participants will explore how SchoolAI tools, especially Sidekicks and Spaces, offer a novel and accessible entry point into personalized learning. AI can help with meeting students where they are while aligning to standards and developing independent learning habits.
3. Modeling Purposeful, Mindful AI Use: Educators have both the responsibility and the opportunity—to intercept the wave of mindless AI use. This session will show how modeling thoughtful integration can enhance student understanding, retention, and engagement with academic content.

Amy Corning, VCU Institute for Collaborative Research and Evaluation; Jon Becker, Virginia Commonwealth University; Keisha Tennessee, Virginia Department of Education; Jon Graham, Virginia Commonwealth University; James Carrigan, Virginia Commonwealth University

New research from a collaboration between VDOE and VCU will provide insight into specialized computer science and information technology opportunities for high school students. Presenters will share findings and a dashboard that allows students, families, counselors, educators, and specialists to explore opportunities available within regions and divisions across Virginia.

Takeaways:
1. Specialized CS/IT opportunities are a valuable but previously understudied option for Virginia high school students.
2. While the CS/IT opportunities vary substantially by geography, institutional framework, full-time/part-time participation, and other characteristics, they share many common approaches, focuses, and challenges.
3. The session will include discussion and preview of a new dashboard tool that students, families, counselors, educators, specialists can use to find information about the CS/IT programs.

Eric Ekholm, Chesterfield County Public Schools

Educators are increasingly being asked to use data to make instructional and programmatic decisions. However, very few have formal training in managing data. In this session, we will describe some data management tips and best practices for teachers, school administrators, central office staff, and researchers alike.

Takeaways:
1. Participants will understand how to align data structures to research questions
2. Participants will be able to develop intentional data standards and conventions
3. Participants will learn to engage in “database-style” thinking for managing large datasets.

Ashley Cooper, Hanover County Public Schools

Explore how action research empowered one teacher leader to boost student success on rigorous science assessments. Learn practical strategies to help students unpack complex questions, voice their thinking, and build confidence. Discover a framework that makes rigor accessible—and walk away with tools to transform your own classroom practice.

Takeaways:
1. Rigor can be demystified through scaffolded support
2. Growth mindset builds academic resilience
3. Reflective practice drives intentional, data-informed teaching decisions.

Dack Axselle, Hanover County Public Schools

This presentation provides key information about how to use the Reciprocal Teaching Model for greater student engagement with non textual items. Explore ways to engage students with items commonly found on SOLs and AP Exams through this method which enhances student autonomy, metacognition and discussion in your classroom.

Takeaways:
1. You will be able to effectively organize “run” the Reciprocal Teaching Model in class.
2. Your students will be able to discuss and critique in class items on a deeper level
3. You will no longer have to be the “sage on stage” but will provide a student centered classroom environment.

Holly Duley, Hanover County Public Schools

Discover how teacher-led action research can drive classroom literacy transformation! Join this session to explore how multisensory scaffolds boosted heart word retention and reading fluency in a first-grade classroom. Learn how the HART program empowers educators to investigate, implement, and share research-based strategies that make a real impact on student success.

Takeaways:
1. Strategies for improving high frequency word retention
2. Incorporating multisensory strategies for early literacy learning
3. Improving student fluency, measured by words correct per minute

Audra Lancaster, Chesterfield County Public Schools; Meleah Ellison, VCU Institute for Collaborative Research and Evaluation

Grounded in the recent MERC Brief: Trends, Challenges, and Evidence-Based Strategies for School Dropout Prevention in Virginia, school leaders will explore research findings and dropout prevention strategies. Attendees will collectively break down complex factors influencing school dropout and explore strategies that mobilize school teams and communities to prevent school dropout.

Takeaways: 
1. Explore key research that surrounds the complexities of school dropout and its impact on communities.
2. Collaborate with educational leaders to discover tangible strategies for students engagement and success.
3. Identify pivotal members in your school community that help identify student risks and can greatly influence student connectedness.