05/06/2026
HCPS defers budget vote for two weeks: Localities still waiting on final state spending plan
By Deb and Joe Fitzgerald
Harrisonburg’s School Board delayed passing a budget at its Tuesday meeting, with board Chair Dr. Tim Howley saying it was unfair to expect localities to meet budget deadlines when the General Assembly has not met theirs.
The last agenda item from Tuesday’s meeting was expected to be a vote on the budget, first presented to the Board on March 3, more than two months ago. Executive Director for Finance Daniel Kirwan reported again that the General Assembly has missed its deadline and no budget resolution is expected until June, leaving every school division uncertain as to the level of state funding expected next year.
Superintendent Michael Richards proposed to adopt the budget as is and then plan to amend the budget in June, after Richmond comes to agreement on funding levels. The primary impasse is a disagreement over tax exemptions for data centers, despite Democratic current control of the House of Delegates, the State Senate, and the governor’s mansion.
Dr. Andy Kohen made a motion to pass the budget, with the caveat that when additional state funding becomes known and available, those extra funds will go to increases in salaries for Instructional Assistants (IA’S). Other board members spoke of their unwillingness to pass a budget without a larger pay increase for IA’s. After discussion, Dr. Kohen withdrew his motion and the vote will be postponed for 2 more weeks until their May 19th work session, hoping for more information.
School Board action may complicate upcoming budget votes for the Harrisonburg City Council, who must by city code adopt a balanced budget no later than 30 days prior to the start of the fiscal year. The City of Harrisonburg operates on a fiscal year from July 1 to June 30.
This means the city budget is legally required to be approved on or before May 31 of each year. The HCPS budget is part of the overall city budget. City Council meets on May 12th and May 26th.
The rest of the meeting was filled with recognitions, awards, and detailed information items and reports.
The evening kicked off the expected year-end recognitions and awards, including high school debate teams, the VA Math League, HHS creative writing students, and musicians from both HHS and RHS.
Next on the agenda was an update from the Gifted Education Advisory Committee (GEAC), provided by Dr. Jeremy Aldrich, Gifted Director, and GEAC chair parent Nathan Brustein,Three related documents were presented together to the board; together they cover program data, progress on prior recommendations, and new recommendations for 2026–27.
HCPS gifted education is showing real gains in SOL performance and in clustering of gifted students together in classes. Year-over-year SOL Pass Advanced rates improved significantly for gifted students: 54% Pass Advanced English (up from 36% in Spring 2024), and 57% Pass Advanced Math (up from 43% in Spring 2024.) The gifted Talent Development pipeline is a promising equity tool with good results this year. Persistent challenges remain: underrepresentation of Hispanic and English Learner students in gifted identification, a near-complete absence of gifted-endorsed classroom teachers, no high school Advanced Learning Specialists despite a multi-year commitment to hire them, and limited collaborative planning time between classroom teachers and gifted specialists.
Recommendations for 2026 include:
#1: Middle School Intervention Grouping: Each middle school should consolidate all gifted and talent development students into a single dedicated intervention group, or provide written justification for why that model isn’t feasible.
#2: Instructional Coaches & Differentiation: Since dedicated planning time with Advanced Learning Specialists remains scarce, the GEAC wants to explore whether instructional coaches can play a larger role in supporting gifted differentiation.
#3: High School Advanced Learning Specialists: The GEAC is renewing its call for a dedicated ALS at each high school. Priority focus areas include: AP course availability and scheduling, hybrid/shared course offerings between Rocktown and Harrisonburg High Schools, expanded online course access, clear advanced math pathways, and building community among gifted students through recognition programs and honor societies. The GEAC notes these are priorities regardless of whether the ALS position gets filled.
Next up was Brian Nussbaum, secondary mathematics coordinator, with an update on VA-ADMIN (Advancing Development through a Mathematics Innovation Network), a VDOE grant-funded project led by Harrisonburg City Public Schools, alongside Virginia Beach and Prince William County. The central premise is that a high-quality math curriculum on the shelf isn’t enough; teachers and administrators need professional learning and practical tools to ensure that good materials actually translate into good teaching. The project has drawn significant statewide interest, with 45 school divisions expressing interest, 32 superintendents submitting letters of support, and representation from 7 of Virginia’s 8 VDOE regions. HCPS isn’t a participant here, but leading it, which positions Harrisonburg as a statewide model for math instruction improvement.
The project rolls out in three phases: onboarding this spring, an online evidence-based instruction course in summer 2026, and three statewide summits in fall 2026 focused on data analysis, action planning, and sharing results. The four pillars of the work are SOL resource alignment, open-source professional learning tools for administrators, curriculum implementation evaluation protocols, and building a lasting community of practice across Virginia. Importantly, all resources produced will remain free and publicly available to every school division in the Commonwealth after the grant ends.
Major goals of the project include developing support for SOL alignment across various adopted publisher resources, developing open source professional learning systems and ensuring they remain accessible post-grant. Also planned are methods for equipping administrators to be instructional experts, creating a community of practice where leaders across the Commonwealth can learn from and support one another.
Closing out the updates was an update from Amy Sabarre, HCPS K-12 STEM Education and HCPS Governor’s STEM Academy Director / Middle School Science Coordinator on the STEM Academy for 2026.
The Governor’s STEM Academy accepted 86 students for the 2026–27 school year and secured a strong collection of grants and donations totaling roughly $27,000 in cash funding plus $8,000 in in-kind support. On the broader statewide front, HCPS serves as the Lead Hub for the Virginia STEM Ecosystem, a Governor’s STEM Advisory Board initiative that secured a $142,000 grant to build regional collaboration across Virginia.
Harrisonburg anchors Regions 5, 6, and 7, while Newport News leads Regions 1, 2, and 8, and Arlington leads Region 4. Each hub has tailored programming, such as career labs, teacher credentialing, career exploration fairs, and STEM summits, with shared resources, pooled equipment, and joint grant initiatives connecting all three. The ecosystem tracks progress through a unified data dashboard measuring student participation, educator training, industry partnerships, and program completion. The overarching goals are workforce development, equitable educational access, and regional economic innovation through PK–12 STEM programming.
The Board also reviewed a series of policies:
-- New Policy 461: Student-Athlete Extreme Heat Safety and Protection, Policy 461 is a new policy designed to protect student-athletes during outdoor practices and games in dangerous heat conditions.
-- Policy 409: Parental Involvement in Education, affirms that parents and guardians have a fundamental right to be involved in their child’s education. This one was deferred to check on the legal difference between guardians and custodial parents, a distinction that matters in a few places in the policy.
-- Policy 719: Vocational Education, a policy to ensure that HCPS prepares students for life after graduation, whether that means college, a career, the military, or starting a business. Starting in middle school, students get exposure to career exploration, and by high school, that grows into structured programs that connect academic learning with real-world job skills based on actual labor market demands. Every student’s Academic and Career Plan includes information on top professions in Virginia, the skills those jobs require, and relevant higher education programs. The school also notifies high school students and families annually about postsecondary education data and the option to earn a nationally recognized career readiness certificate through a local high school, community college, or workforce center.
On the partnership side, the policy allows HCPS to collaborate with local businesses, community colleges, and other higher education institutions to open up real pathways for students. Through High School to Work Partnerships, students can gain workplace experience while still in school. Through College and Career Access Pathways Partnerships , which HCPS can enter into with institutions like Blue Ridge Community College, students may earn college credit, industry credentials, certifications, or licenses alongside their high school diploma. The policy also supports pre-apprenticeship and apprenticeship programs that count toward both high school and college credit. The overall goal is to make sure every student leaves with something marketable in hand. Passed unanimously on 1st reading.