Although not the sexiest sounding program, the Capital Improvement Program (CIP) is one of the most critical analyses in Fairfax County when it comes to schools. Annually, the CIP reviews current student membership and facilities data in order to identify future capacity needs and capital requirements (e.g., renovation, new building, etc.). Thus the CIP drives resource allocation among schools and communities across Fairfax County. However, the total flow of capital resources is established by the Fairfax County Board of Supervisors, not the School Board. The School Board prioritizes these resources through the annual FY CIP and public input. Everything you need to know about the CIP is here, including 13 years of CIP summaries going back to 2012. The most current CIP is for FY 2025-29, which was adopted with amendments in February 2024. What most Fairfax residents should review is capacity utilization on pages 80-208 to see priorities, and breakdowns of capacity utilization by region and school or program type. It also includes projections of changes in capacity and the impact of modular use to reduce overcrowding at schools. It is complex, but so are boundaries and our over 200 schools, hundreds of school programs, over 180,000 students, and over 40,000 full and part-time employees. I’ve written two blogs that provide additional context and resources regarding boundary policy, change, and history: Essential Boundary Policy for a New Century which explains the history of FCPS boundary policy and why it was necessary after 38 years of boundary changes with inadequate policies. It also provides examples of how some boundaries have been gerrymandered into “irregular” shapes over time, including Coates ES and surrounding elementary schools, Luther Jackson MS AAP program, Woodson HS, McLean HS, and Langley HS. It also has links to nearly a dozen resources that would help you learn more about school boundaries. A “Brief” History of Boundary Change which provides important context about FCPS Boundary Policy 8130, including politically-motivated efforts to prevent updates to the outdated policy. It also provides details about boundary changes in the last 20 years. It describes how boundary change is somewhat inevitable as demographics and development change the literal landscape of Fairfax County. An annual School Board public hearing soliciting public input on the proposed FY 2026 CIP will be held Tuesday, January 14, 2025 at 6pm. You can sign up here to speak in person or via zoom (2 minutes) until 6pm on January 13. If you are planning to speak, it would be beneficial to review the proposed FY 2026 CIP on your family’s schools to see if there are concerns that you would like to raise. Priority schools, which are schools that are the most under or over-utilized, are identified on pages 51-71. Regional reviews begin on page 72. Although there is significant concern about school boundaries at this time, the hearings are intended to discuss the proposed FY 2026 CIP so that the School Board can make amendments as needed. You can also send concerns directly to your school board member here. Note: Before the hearing at 6pm next Tuesday (1/14/25), the School Board will be having a work session from 11:30-4:30 (+ a break for lunch) to discuss the CIP. This can be attended in person at 8115 Gatehouse Road, Falls Church 22042 (Room 1600), or observed online on FCPS channel 99 https://www.fcps.edu/tv/ch99. Read this if you want to know more about the FCPS Capital Improvement Plan and priorities.

Fairfax NAACP Community Meeting with the Superintendent Members of the Fairfax NAACP witnessed a rare event: a school superintendent willing to have a frank conversation about the state of schools for Black students. The meeting was hosted by Fairfax NAACP’s Dr. Sujatha Hamption (first Vice President and Chair of the Education Committee) and Mike Woltz (Chair of the Legal Redress Committee). It was a tough, open discussion with Dr. Michelle Reid, Superintendent of Fairfax County Public Schools (FCPS).  Racial equity was the foundation of the entire discussion with particular focus on the following: Impact of Regional Assistant Superintendents (RASs)  Literacy and Numeracy Hiring and Retention Needs for the Future Dr. Hampton framed the discussion through Dr. Reid’s credo: “If we walk by an inequity or mediocrity and do not attend to it, then we have lost the credibility to lead.” Mr. Woltz added that this forum was an opportunity to tell the whole story and was just the beginning of a dialogue. Impact of Regional Assistant Superintendents (RAS) For Black students, the impact of RASs is often negative despite their role of leadership, accountability, and direction of school principals. It seems that most of the RASs were once principals, thus their interest in holding principals accountable can be in conflict with their current role. Additionally, there is perceived disproportionality in time spent on some matters (e.g., the Hayfield football situation) versus time spent improving special education in that same region. It was discussed that the RASs’ focus does not always extend to things that matter most to Black students and educators, including active efforts to reduce racial discrimination in schools.  Under Dr. Reid’s supervision, the role of RASs has changed. Where they were once able to create their own independent plan for their region, they are now guided by the Strategic Plan to ensure that all regions are “going in the same direction.” They meet weekly to ensure they are accountable and to discuss the regional data dashboards.  Based on the discussion with Dr. Hampton and Mr. Woltz, Dr. Reid acknowledged that, “We still have work to do.” Dr. Reid shared how families should report racial incidents: Talk to school based staff. If the principal conversation doesn't go well, then escalate to the RAS. Then, the chief equity office.  If the principal is  the problem, then the RAS should be contacted immediately. Also there is a discrimination and harassment form online. Regional equity specialists should be reviewing incidents in a timely manner and the team should support an environment to reduce harm; however, this may not always happen. A "Let's talk" feature has been added to the laptops for students. Now, it is being tracked, and they weren't before. It is 2nd year of tracking. Literacy and Numeracy Dr. Hampton celebrated the successes FCPS has made with English Language Learners where their World-Class Instructional Design and Assessment (WIDA)  scores were up by 11% but that led to the question, “Why hasn’t FCPS seen similar improvements to close gaps for Black students?” This would include barriers to improvement that are inside  the schools, including unconscious bias which results in greater discipline of (11% for Black students versus 6% overall) and fewer opportunities offered to Black students (e.g., fewer in advanced classes and AAP).  Thoughtfully, Dr. Reid responded that “the system is designed to get the results it gets,” thus she has worked to disrupt practices that lead to barriers for children negatively impacted by the system. FCPS has seen increases in both the number of Black students taking Algebra by 8th grade and on-time graduation for Black students. Dr. Hampton described the “gates” (e.g., Advanced Academic Placement (AAP) access) that are “still there to prevent Black kids from having opportunities, and someone is operating the gate” which lead to the question,”What are the changes in FCPS to make the [Strategic Plan Algebra] goal by 2030?” Dr. Reid said that access to Algebra by 8th grade should not be related to access to AAP, but is related to whether advanced math is available in elementary schools. She suggested that boundary review and restructuring of middle schools to include 6th grade may enable access for all students to Algebra. Mr. Woltz added that his children have had few issues with their peers, but more with their teachers, thus, Black student access to AAP is more about the teacher’s personality and views than about a child’s abilities. He asked whether Dr. Reid considered the concept of bringing AAP to the kids, rather than kids going to AAP? Dr. Reid said that AAP is a civil right and that her instructional team is working to get AAP opportunities to the kids. Dr. Reid shared ideas of making Career and technical education (CTE)  classes more accessible and modern, including: opening academy class offerings around the school district, an innovative partnership with INOVA Hospital for ultrasound technicians, and apprenticeship programs. These programs can open doors for students who are not (quite?) ready for college. There was an interesting discussion about recent efforts to defund public education systems as part of a national effort to create an “underclass” by making higher education less accessible, particularly for underrepresented groups like Black students. Therefore, there is a need to balance opportunities between higher education and CTE. Dr. Ried pointed out that so many more people with high school diplomas (and no higher education) died of COVID than their college-educated peers, due to the inability of remote work for most jobs for those without higher education. Hiring and Retention of Black Staff The rate of staff departures in FCPS has decreased  by a whopping 37%! Although she did not have a breakdown by race of retention, Dr. Reid shared that FCPS continues to increase the number of Black teachers, Assistant Principals, and Principals hired every year since 2019. Nevertheless, FCPS needs to continue to make progress. Fairfax NAACP advocated for attracting, hiring, and retaining the best teachers and highlights the positive impacts on students of having a Black teacher, including a decrease in disciplinary referrals, and improvements in math scores and attendance. In FCPS, there are problems with both hiring and retention. For example, skilled Black recruits are less likely to be contacted by principals and many schools are unsafe for Black educators. White parents and community are often less welcoming (if not openly hostile) to Black staff and principals, while white principals have deleterious impact on the retention of Black staff. Needs for the Future The meeting ended with “asks” by Fairfax NAACP, including: Holding more meetings like this one. Success in solving the Black/white achievement gap in FCPS. Regular sharing of numeracy and literacy data. AAP enrollment changes (e.g., every pyramid should have AAP centers). Data on Black students and math pathways. More data on recruitment and retention. Improvement of RASs vis-a-vis racial equity, bias, and reporting. Despite recent elections which may change the landscape of public education across the nation, Dr. Reid assured the room that FCPS would remain steadfast in its resolve to quality public education for Black students and all students. Public education is the cornerstone of democracy. We are at a crossroads, and Fairfax can be a light for the nation. We have a mandate and the future of the country depends on our work. -- Dr. Reid

Ask your Elected Officials to Act before it is Too Late Most people are unaware of the power they have as constituents of senators and congressional representatives. Regardless of their party, elected officials serve and give special consideration to their constituents–they try to satisfy their constituents’ requests when they can. For those reasons, you can exercise your power by contacting your congressperson and senators to tell them what you would like them to do. And, don’t forget to let them know you are their constituent. Currently there are three main asks each of us can make of our Senators and Congresspersons (see links below for contact information for your representatives):  Ask 1. Continue to support our U.S. Department of Education, their programs, and their funding to states to provide good educations for all public-school students.  Share your concerns about proposed changes in policies and funding for the US Department of Education outlined in the Project 2025 and the Agenda 47 documents. Find more information here .  Ask 2. Please do everything you can to prevent the president elect from succeeding with his plan to appoint the Secretary of Education and other cabinet members with recess appointments.  Mr. Trump has asked that the Senate go into recess early in his administration so he does not have to subject nominees to Senate confirmation. The founders made recess appointments possible  for when there is an emergency, not for presidents to use as a go-around for senate confirmation hearings. Ask 3. Please continue to hold the president elect and his transition team to the requirements of the law under the Presidential Transition Act  before the transition takes place . It is troubling and unacceptable that the president elect has refused to sign the ethics agreement regarding conflicts of interest. Thank you, advocates, for taking a moment to contact both of your senators and your congressperson. Please note that if your senators or congressperson change as a result of the recent election, you may have to contact both your current and the new legislator to be most effective. Find your congressperson here: https://www.house.gov/representatives Find your senator here: https://www.senate.gov/senators/senators-contact.htm

Election Day 2024 has come and gone.  Like most pro-public schools people, we here at 4 Public Education are stunned and concerned about the results. Though Virginia stood for public education for the most part, large numbers of states voted for an anti-public schools platform. The incoming administration has made no bones about their education policy plans which are draconian. In the coming days and weeks, we will be formulating action plans and strategies for protecting our students and schools, but first we want to reassure Virginians and people around the country who rely on us for information and strategies that we will be here.  Holly Hazard, our founding president, said it well:  To my daughters and others who are afraid for their own autonomy, I will still fight to the death for you.  To my immigrant friends who are afraid they are no longer welcome-you are and I’m here for you.  To my gay friends and family-we will hold our heads high and stand with you against hate and persecution. We lost this battle but we will NEVER give in. Ever.  You matter and you have millions of people standing with you, by you and for you.  Don’t ever forget that. We at 4 Public Education will remember and hold fast.  When you are ready to join the struggle for our schools and communities with some time and additional actions, please consider volunteering for 4 PE  here  or donating to support our cause here .

Thursday, April 24th, was a beautiful day for a moving experience of shared trauma, survival, triumph, and advocacy. Many thanks to Lisa Sales of Virginia National Organization for Women (Virginia NOW) who organized a press conference in honor of Sexual Assault Awareness Month in front of the Federal Courthouse in Alexandria, Virginia where she gathered local experts, survivors, and legislators to advocate for strengthening laws, culture change, and better enforcement mechanisms to fight sexual harassment and assault. Ms. Sales shared her own story of assault and retaliation by the perpetrator and her workplace to highlight how what happens too often when people are sexually assaulted–they are harassed, defeated, and silenced. Because of this, she is a fierce, tireless advocate who works alongside the rally speakers like: Elected officials like Vice Mayor of Alexandria Amy Jackson, Virginia Delegate Mark Sickles, and 56th Virginia Speaker Eileen Filler Corn; National non-profit leaders like Christian Nunes (National NOW), Jonathan Yglesias (Virginia Action Alliance), Dae Hae Kim (National Women's Law Center), Ellie Smeal (Feminist Majority Foundation), Bobbee Cardillo (Zonta USA); State and Local community leaders like Kenda Sutton-El (Birth in Color RVA), and Joanie Hunn (National Council of Jewish Women–Virginia); and Survivors like Myra Smith-Jones (Representative for NAACP - Virginia), Susanna Gibson (My Own PAC), Galina Varchena, Lisa Bowman ( Author of “Harasshole; A Cautionary Tale of My Time at ‘America’s Favorite Charity’”). These speakers spoke of the need to remember that many vulnerable communities have higher incidences of sexual assault and are less likely to receive services and legal support. They reminded us that we need to remember that the LGBTQIA community must not be forgotten in actions to curb sexual assault and empower survivors. They also spoke of critical legislation that passed in Virginia like the bipartisan HB 994 which ended child marriage in Virginia. During the press conference, Lisa Bowman announced her lawsuit against the United Way for continued sexual harassment and retaliation in the workplace and the failure of the United Way to address her allegations before firing her. I feel fortunate to have met Ms. Bowman who has been so brave in the face of this retaliation and the failure of systems to protect and support her. I was astonished to learn that sexual assault has cost Americans over $3 trillion and afflicts more than 25 Million according to the CDC, and that sexual harassment and sexual assault victims face retaliation 75% of the time. When Ms. Sales shared these statistics, there was an audible gasp in the crowd. Too many of those that I hold near and dear have experienced sexual assault, and nearly every woman I know, including myself, has experienced sexual harassment. As an advocate for public education, I attended this rally to learn more about what we can do to prevent sexual assault and harassment in our schools, and how to support survivors. I am looking forward to using what I learned from these brave smart people to make our schools a place that empowers students to combat the scourge of sexual harassment and assault. In Ms. Sales words: “We want to end this!” Next week, 4 Public Education will share recent revisions to Title IX which will be one more step toward ending sexual assault and harassment through regulations that should support families in K-12 schools and universities around the country.

You can’t just ignore problems away. Author's forward: I wrote this piece on a snowy day in January. Dr. Claudine Gay had just resigned, and I feared that more officials (both at the college and local levels) were next. While there are copious articles about how states and entities actively dismantling DEI programs, I wasn’t finding much on why it’s important in itself... until recently. WHY are we letting billionaires frame our discourse? They have benefitted from legacy admissions processes; and can and will send their children to elite schools almost effortlessly, just by writing a check or creating an endowment. Can we stop letting them co-opt our words and our movements when we become inconvenient? Furthermore, as budget season continues through our state legislatures and local governments, DEI departments are often deemed “bloat”, easy to cut for fiduciary reasons. DEI programs should not be co-opted into other departments to die. On the front lines, school board members, administrative staff and activists need messaging to counter this vitriol. Herein lies my tiny contribution to the debate. Because DEI is Civil Rights. Centering marginalized children and staff within your systems will only buoy the rest of us. In light of right wing and monied actors using DEI as a wedge issue to destroy K-12 public schools and higher education in general, it may be helpful to engage with what DEI exactly is, and why it has been implemented in educational settings across the nation.   Diversity, Equity and Inclusion (DEI) is a paradigm that acknowledges that every person within its community is entitled to dignity and space to exist. Within public schools, DEI departments work to maintain a civilized school and organizational culture celebrating differences among students and staff. This enables students to access learning and makes them more likely to succeed; enabling teachers to best support students while encouraging staff retention at the same time. It is more than just implementing policies to center marginalized communities; DEI creates the capacity and opportunity where all can thrive and succeed in an increasingly intellectually interconnected global world. For a global society that is empathetic and can think critically about issues from different viewpoints and understandings will only benefit the greater good. ...Exposure to diverse cultures, backgrounds, and perspectives helps students develop a full understanding of and appreciation for the global community. Diverse school environments foster inclusivity and work to create and maintain a sense of belonging for all students, staff, parents, and caregivers. It is our ambition to ensure that all students see themselves represented in positive ways throughout our curriculum, among their peers, and those who support their education and social development. Additionally, we will act in ways to ensure that educational opportunities are made readily available to all students, regardless of their socioeconomic background, ethnicity, or other demographic factors.” - Arlington Public Schools What exactly is “DEI” though? In the simplest terms... Why Do We Need a DEI Department? But why do school systems need whole departments and staff to address issues of marginalization? DEI synergizes efforts between departments to foster achievement for all, not just for the majority, normative students. It would be difficult for even one person to manage all these efforts holistically. Amongst other roles, DEI departments work with (click on the arrow to expand for more information): Human Resources and Recruitment DEI starts not just with diverse students, but also with hiring diverse staff who marginalized students can see themselves in. Representation matters and having role models that embody their own realities can foster student aspirations for their own futures. And in school, they can have a shared voice in advocacy for their communities But marginalized peoples not only benefit: Exposure to diverse educators of all backgrounds helps EVERY student develop interpersonal skills, emotional maturity, and empathy towards others. Challenging preconceptions about others based on prejudices and thinking deeply about the actual communities they live in, and all people that encompass it builds crucial critical thinking skills as they engage with diverse peoples and perspectives. Professional Development A central role of DEI departments is to conduct staff training to help them reflect on their own implicit biases. Many teachers/staff do not feel comfortable talking about large systemic issues such as race and feel unequipped when they must address it in the moment to students. And it should not be incumbent on marginalized staff to always have to explain their own oppression to others. By evaluating and implementing culturally responsive trainings, DEI departments educate staff on how to discuss marginalization with students leads to having hard conversations that can lead to societal change that benefits all social groups. Academic Support (particularly for lower performing students) Why do mostly Black, Brown, and/or the disAbled/neurodivergent underperform in standardized testing scores relative to other students?  Traditionally called the “achievement gap,” (but it’s really a failure of opportunity), systems need to understand why their schools consistently fail these children and measure how these scores change over time. Many divisions have now implemented online “dashboards” to show accountability to their constituencies. These students often need further academic support. Some examples include Special Education or EL programs that target specific students for additional individualized services. Curricula/Program of Studies DEI departments work together with instructional departments to make sure the system procures and maintains culturally responsive, unbiased curricula that reflect all lived experiences that students can see themselves in. Information Technology also interplays with curricula development, as school systems makes sure that all students have access to the same technology in and out of schools so that everyone can learn the same platforms and complete homework outside of class. Pen and paper are important, but resource-poor schools do not have access to printers, paper, and pencils consistently. School Climate School climate is a wide-ranging term, which refers not only to the physical attributes of a classroom (e.g., is the classroom space inviting and uncluttered; is the ratio of children to teachers appropriate for learning), but also the emotional space (i.e., are teachers and staff able to build relationships with students, do students “feel safe” with their adults and peers in the school setting); all of which intersect with the high quality of academic rigor each system expects the children in their care to partake. The school climate informs why trauma-informed care and socio-emotional learning must be implemented in classrooms too, as “students can’t learn if they don’t feel safe….” (Minahan, 2014) Emotional regulation, the ability to make and sustain peer-based friendships within the school setting and feeling confident in oneself enough to learn all traverse in resulting successful academic outcomes. This reality applies to all students, not just marginalized ones. Community-Based Learning Many school-based DEI departments develop public seminars related to marginalized people's experiences within the system; and in response to current history and events. It creates spaces for sustained discussions within and among the larger community. Other School-Based Department Coordination/Considerations Schools, for better or for worse, are institutions that must go beyond just mere learning instruction. Everything that impacts communities finds its way into schools: substance abuse, violence, poverty, amongst other societal issues. Indeed, for many families, their local public school is their primary source of food, health and mental care. DEI works hand in hand with specialized student support staff, such as counselors, school psychologists, community outreach groups, mental health specialists and specialized Special Education Teams (e.g., physical/occupational/speech therapists) to provide appropriate, culturally and family based wrap-around services. Restorative justice practices also play a role in schools, and not just in law enforcement. For example, chronic absenteeism is a real issue within school systems, mostly borne by students of color, marginalized genders and those with disAbilities. Disciplinary policies that actively promote school suspensions/expulsions often results in students falling further behind academically before dropping out of school altogether. Students who do not feel that they belong to their school community do not have successful outcomes in school and often, in life. The school-to-prison pipeline is a reality for many marginalized populations. DEI Supports Each and Every Student to Succeed For the naysayers that promote DEI programs as “bloat,” divisive and unnecessary… you just cannot ignore issues away. Differentiation between groups of students is not only academic; no student is alike and there will always be variation between and amongst them due to race, class or other marginalization. And reverting to the same (privileged) lens to solve structural issues… where has it left us? The same groups of children who have always fallen behind (even before the COVID-19 pandemic) will continue to fail. And why is race (and merit) brought up when people of color ascend to leadership positions, while for the truly privileged, even with low test scores, it’s just assumed they are qualified... and it does not stop them from reaching the top. I am not convinced those who want to eliminate DEI programs want all children to succeed. They only want theirs to hoard all the limited resources public schools possess. Eventually going to Ivy league schools will always and forever be reserved for the most privileged of our society. And as for school systems who embrace DEI, it must be more than just words. Can your system unequivocally say that their DEI policies and implementation of them is truly having the effect of lifting up marginalized children you work with every day? If not, it’s just a performative exercise without action. Your students deserve better. Anjy Cramer has a Certification in Cultural Competency, the precursor to DEI, from the University of Missouri. She has one child in Arlington Public Schools. Previously, she has written a blog entitled Look Beyond SROs for Safe Schools for 4 Public Education, which she had translated into Spanish, Los SRO no son la Solución para Tener Escuelas Seguras, to ensure that more Northern Virginians could read it. This blog was originally posted in March 2024 as "DEI is here to Stay." It has been updated to reflect to recent events, including attacks on corporate and university DEI programs. It has also been published in Dogwood Sources and Additional Reading: Arlington Public Schools. Diversity, Equity and Inclusion. Accessed 14 January 2023. Clark, Jess. “DEI efforts in Kentucky K-12 schools at risk under proposed legislation.” Louisville Public Media. 9 January 2024. Accessed 13 March 2024. Cline, Nathaniel. Youngkin administration reviews race, DEI syllabi for VCU, George Mason courses. Virginia Mercury. 28, March 2024. https://virginiamercury.com/2024/03/28/youngkin-administration-reviews-race-dei-syllabi-for-vcu-george-mason-courses/. Accessed 29, March 2024. Cohen, Rebecca. “University of Florida Eliminates all diversity, equity and inclusion positions due to new state rule.” NBC News. 2, March 2024. Accessed 13, March 2024. Confessore, Nicholas. “‘America Is Under Attack’: Inside the Anti-D.E.I. Crusade." New York Times. 20, January 2024. Accessed 22 January 2024. “DEI Legislation Tracker.” The Chronicle of Higher Education. 18 January 2024. “Educational Equity: What does it mean? How Do We Know When We Reach It?” Center for Public Education. January 2016. Accessed 14 January 2024. Fronius, Trevor, et al. “Restorative Justice in U.S. Schools: An Updated Research Review.” WestEd Justice & Prevention Research Center. March 2019. Accessed 14 January 2024. George W. Bush: Andover and Yale. World Biography: US Presidents. Accessed 18 January 2024. Hayes, Lillah. “'A chilling effect:' UNC community grapples with pending diversity and inclusion policy change.” The Daily Tar Heel. 19, April 2024. https://www.dailytarheel.com/article/2024/04/a-chilling-effect-unc-community-grapples-with-pending-diversity-and-inclusion-policy-change Accessed 24, April 2024. Henry, Alyssa, "The Impact of Teacher’s Understanding of Childhood Trauma and Trauma-Informed Classrooms on Perceived Barriers and Comfort in Implementing School-Based Trauma Informed Practice." PCOM Psychology Dissertations. 614. 2023. Accessed 14 January 2024. Lonetree, Anthony, “Showdown over diversity programs threatens Anoka-Hennepin schools budget.” Star Tribune. 23, April 2024. https://www.startribune.com/ideological-divide-threatens-anoka-hennepin-schools-budget-spurs-student-protest/600360977/. Accessed 24, April 2024. Malcom, Shirley. “Strengthen the case for DEI.” Science. Vol. 383 Issue 6690. p. 1395. 28 March 2024. https://www.science.org/doi/10.1126/science.adp4397 Accessed 29, March 2024. McGee,Kate & Ikram Mohamed. “As doors close and funding fades, students worry UT-Austin is taking Texas’ new DEI ban too far.” Texas Tribune. 26, February 2024. . Accessed 13, March 2024. Minahan, Jessica. “The behavior code companion: Strategies, tools, and interventions for supporting students with anxiety-related or oppositional behaviors.” 2014. Cambridge, MA: Harvard Education Press. Minahan, Jessica. “Trauma-Informed Teaching Strategies,” Association for Supervision and Curriculum Development, Vol. 77 No. 2. Oct. 2019. National Association of Elementary School Principals (NAESP). “Wraparound Services: Build Connections, Foster Partnerships, Educate the Whole Child.” March/April 2020. Accessed 14 January 2024. “Opportunity Gap.” Close the Gap Foundation. Accessed 14 January 2024. Reuter, Courtney. “Implementing Social Emotional Learning with Fidelity: A School Improvement Plan,” Capstone Project, Northwestern College, Orange City, Iowa. Summer 2023. Accessed 14 January 2024. Ruffin, Millicent. “Five reasons why all schools need DEI.” LinkedIn. 4, May 2023. Accessed 14 January 2024. “School Climate.” SchoolSafety.Gov. Accessed 14 January 2024. Shores, Kenneth et. al. “Categorical Inequalities Between Black and White Students are Common in US Schools – But They Don’t Have To Be.” Brookings Institution. 21, February 2020. Accessed 14 January 2024. Somasundaram, Praveena & Hannah Natanson. Alabama governor signs bill restricting DEI programs in public schools. Washington Post. 20, March 2024. https://www.washingtonpost.com/education/2024/03/20/alabama-dei-bill/. Accessed 24, April 2024. Staats. Cheryl. “Understanding Implicit Bias: What Educators Should Know.” American Educator, Winter 2015-2016. Accessed 14 January 2024. Tensley, Brandon. Claudine Gay’s Resignation: What’s at Stake for Black People. Capital B. 4, January 2024. Accessed 18 January 2024. “What Is the School-to-Prison Pipeline?” ACLU. 2008 June 6. Accessed 14 January 2024. Will, Madeline & Ileana Najarro. “What Is Culturally Responsive Teaching?” 18 April 2022. Education Week. Accessed 14 January 2024.

Today is May 1st. In an alternate reality where the U.S. Department of Education hadn’t completely botched the FAFSA form update, roll-out, and processing, hundreds of thousands of high school seniors would have signed on the dotted line and committed to a college. Today should be “College Day,”  but instead, many students are in limbo and hundreds of colleges have now moved deadlines twice: first to May 15th and then to June 1st.  If you don’t know the lingo: the FAFSA (Free Application for Federal Student Aid) is the “largest source of financial aid” for students in terms of scholarships, grants, work-study funds, and loans. The FAFSA process normally involves 1) filling out the FAFSA in December and January, as you fill out college applications; 2) receiving funding information from colleges after FAFSA processing in March; and 3) making a decision May 1-15, depending on the college. Essentially, due to a myriad of problems, some FAFSA forms are still in process while others require corrections. At least 2 million applications required recalculation and retransmission to colleges. Even worse is that the number of FAFSA forms submitted is way down compared to previous years, particularly among lower-income students who would most benefit from college financial aid. Many I have talked to who have received their Student Aid Index (SAI)  have found that they qualify for no aid; however, colleges and other organizations offering scholarships, etc. have been waiting for the FAFSA, so everything is delayed. If you are in this boat, check out an interesting Reddit thread  that covers many people’s experiences with FAFSA processing and corrections needed. My own child has been deliberating among three colleges, one in state and two out of state, but the lack of clarity from these colleges about fees and funding has made his decision more difficult. I can only imagine how other families are feeling, particularly those who lack financial stability and/or 529 plans. Merit and need scholarships run the lives of most families when it comes to college decisions–it is not just about where to go, but if  students can afford to go to college. Additionally, for students on the waitlist, their college opportunity has been delayed even further into the future. They have to make a difficult decision about where to put a deposit, as they wait to find out from their dream school. During this FAFSA frustration, I’ve made a new friend at my high school: Shari and I met on the PTSO page when so many of us were commiserating about the ridiculous rollout. She and I helped each other through the process, sharing tips and tricks, many of which I added to my January Frustrating Financial Aid: A Family Guide to the New FAFSA  blog. In fact, Shari was the “friendly parent” referred to in that blog.  Shari’s perspective as a parent experienced with the previous FAFSA form was immensely helpful and reassuring, something every parent needs when they are sharing their most sensitive personal information besides their weight with a stranger. Telling a faceless bureaucrat how much money is in your bank account and hidden under your mattress feels quite invasive. What this means is that many families are finding out that the do not qualify for need or merit scholarships, which makes one wonder who does qualify, particularly when estimates can range from about $40,000 (Virginia, in-state Virginia) to around 100,000 per year for elite private colleges (note: includes tuition, room and board, fees, books, and expenses). Few families have that kind of money lying around, even those who were able to invest in 529s. For many students, college financial award letters remain “in the mail” and all families feel distrust for the process and the outcome. The U.S. Department of Education has a lot to answer for, and they will need to work hard to build confidence in the form and process for next year.

In collaboration with the Virginia Grassroots Coalition, 4 Public Education initiated a letter to Governor Youngkin about the upcoming budget negotiations. That letter, provided below, requested that the Governor restore to the budget funding for high poverty schools that the General Assembly had previously approved. The letter was signed by twenty-five organizations that advocate for public education. Apparently, the Budget Conferees and the Governor have agreed on a compromise but the details will not be released until Saturday, May 11. Even the legislators will not know the details of the agreement until they are released on Saturday, but the General Assembly is planning to vote on and finalize the 2024-2026 budget on Monday, May 13th. Read the full letter below.

2025 FCPS Budget Public Input At the May 14, 2024 Public Hearing in front of the Fairfax County School Board on the 2025 Budget, the auditorium was nearly empty with only six speakers providing public input on the $3.8 billion Fairfax County Public School Budget. 4 Public Education's Vice President, Vanessa Hall, provided the following input : Our mission at 4 Public Education is to “champion public schools as the cornerstone of a healthy democracy and the right for every child to an exceptional education,” which is why we support fully funded schools and associated equity initiatives that ensure each student receives the support and resources they need to succeed.  Thus, we ask that greater funding be directed to those who are most vulnerable and underserved, like: Title 1 schools, lower income students, English Language Learners, and students requiring special education support. The families of the most vulnerable students often have the quietest voices, so please listen closely and respond to their needs . Another equity issue is that recent literacy initiatives in elementary, may be leaving secondary school students behind. We have so many smart, capable high school students whose poor literacy skills may make college inaccessible. Please don’t shut them out from a lifetime of opportunities. Finally, the proposed 3% pay raise still leaves Fairfax teachers behind. Being underpaid combined with the actions of a few bad actors, some of which are parent operatives and others who are administrators, will have short and long-term consequences in attracting and retaining amazing teachers. I’ve heard many complaining about taxes, especially on Next Door, and how much money is allocated for our schools, students, and educators. Their complaints fail to recognize the long-term consequences of an under-educated Fairfax County population, which means fewer and/or less-qualified doctors, nurses, medical technicians, and health aids, all of which we need in a rapidly aging population in Fairfax County. I’ve met FCPS graduates in the E.R. at INOVA innumerable times (because we are an accident prone family). They are the best they can be because they came from the best school system. I’d hate for that to change.

Pardon the inflammatory title, but that is the response I’ve heard from parents and students about current proposals to severely curtail cell phones through a reactive “crack down.” In fact, I suspect that any such “crackdown” will be a way to unite the community after four years of culture wars; however, not in the way the school board intends.  Universally, parents and students reject phone collection , particularly when they fully consider the logistics of such a plan and the impact on their student connection, privacy, and safety. The issue is that everyone feels a very personal connection to their cell phone. For example, if I walk out of the house without my cell phone, I feel unmoored and lost. It feels as if I’m missing part of my brain, which I kind of am, since I store so much information on my phone. At last Thursday’s Fairfax County School Board (FCSB) meeting, board members approved a proposal  for a pilot program involving a system-wide student cell phone storage solution, in addition to changes to the Students Rights and Responsibilities (SR&R). Their vote requires a presentation of recommendations in July from Fairfax County Public Schools (FCPS) Superintendent Dr. Michelle Reid. For middle school, this involves storing cell phones all day , and for high school, it would involve storing cell phones for each class. Teachers are allowed to make exceptions for in-class cell phone use. Per the proposal, students with medical conditions would be exempt. However, I bet a lot of parents would like to know what that means–is it students with IEPs, life threatening conditions, and/or something else completely? These proposals are intended to address the (somewhat) piecemeal nature of school by school, and sometimes class-by-class, cell phone policies. Of course, there are already rules regarding cell phone use , which seem to be disregarded by many students, parents, and teachers. No matter what, there are likely to be huge unintended consequences from whatever action the school board and superintendent choose. It is unlikely to make anyone happy, and it is very likely to enrage many parents and students. Parent and Student Concerns Initially, parents like the idea of curtailing cell phone use in schools, but after a few moments of thought, they get concerned. Parents fear being unable to connect with their child(ren) during school, especially in the case of an emergency. It is an unspoken truth that many parents fear gun violence in school , and want their child to be able to contact them in the case of an active shooter. Additionally, parents communicate throughout the day about logistics and other expectations, so locking up their child’s phone reduces their flexibility.  Students echo the concern about extreme violence and safety. Additionally, they feel like their rights and ability to self-advocate are being undermined by such a draconian resolution. They also worry about the safety of their phone and the privacy of the information on their phone.  For those who are unaware, FCPS Family Life Education (FLE) classes begin to cover internet and cell phone safety in elementary school . Recent suggested updates to the FLE curriculum involve cell phone safety lessons earlier in elementary school. Logistics of Cell Phone Collection I suspect that Superintendent Dr. Reid and her staff will carefully evaluate logistics, but I wanted to share some of the obvious concerns here for readers. Personally, I have huge concerns about the recommendation to mass “collect cell phones” in the front office of middle schools. This is a logistical nightmare that will involve lost (and stolen) cell phones and place an undue burden on the front office and create anxiety among students. Additionally, such an effort will take away the rights of both students and parents/guardians. For high school, I can only imagine how “excited” teachers will be when they have to take valuable class time to collect and redistribute cell phones during every class period every day of the week. Adding one more task to already overburdened teachers could never go wrong. Also I’m sure that all phones will be returned to every student and none will go missing, get stolen, or become broken. (Yes, that was my sarcastic voice.) My daughter said that some classrooms at her high school already have individual numbered cell phone cubbies, but that few people use them. Otherwise, they seem like a nice idea; however, I question the need to build such cubbies in every classroom in Fairfax County high schools when we have schools that have mold and over-crowded classrooms. Where Does That Leave Us? We all seem to agree that student cell phone use is out of control in school and that cell phones are having deleterious mental health effects on kids, but none of us really agree on solutions to these problems. Many solutions seem so unpalatable or have so many unintended consequences that this is really a hard problem to solve. Nevertheless, I have a couple of ideas: Involve a panel of respected and reasonable parent/guardian, student, teacher, and administrator representatives to ensure that decisions reflect the needs of vulnerable students, health and safety of students, logistical demands on administrators and teachers, and expectations and responsibilities of parents. Make and enforce consistent rules regarding cell phone use and how to deal with abuse. Teachers need backup when they deal with cell phone use and abuse in classrooms.  Maybe cell phone use in school should be on an opt-in basis? An opt-in would require that both parents and their student agree to rules and consequences of cell phone misuse. FCPS should look at how other districts or specific schools are successfully handling the situation, respective of all stakeholders. And…. Parents and Guardians Need to Take Responsibility for Cell Phone Use (and Abuse) Finally, I think that parents need to take responsibility for their kids’ cell phone use and abuse. They need to do a better job of regulating their child’s cell phone use in the home and at school. And, if there is a serious problem, parents can support their child into better lifelong habits. Whoever pays the bill, sets the rules. This means that before you buy your child a phone, it is a good idea to discuss the rights and responsibilities of cell phone use, including consequences for inappropriate use, particularly in school, and expectations on when, where, and how much they can use them.  When kids are younger, parents can use one of the myriad of apps to monitor and/or restrict cell phone use during certain times or for certain activities. I found these helpful to teach my kids better habits regarding cell phone use and to avoid social media pitfalls. Also, we adults need to set a better example. So many of us are are addicted to our phones. When we always are looking at our phones, we are likely teaching our kids that the phone takes precedence over everything else. Personally, I have had to make a conscious effort to put down my phone and focus my attention on my family's needs, so I suspect I'm not alone. Turn off the phone and focus on your child. You both will be glad for it, and you will be setting them up for a more fulfilling life off-line and connected to their friends and family. As a parent, I strongly recommend that you follow the FCSB discussions and tune in in July when Dr. Reid gives her presentation. Maybe you want to give your two cents to your FCSB member, as well. Update and a Student Success Story A friend told me that I was a "little too strident" in this blog. Rereading it, I have to admit she was right, and I've made some changes accordingly. I've also realized that I should share a recent success story about cell phones and students. Universally, for camping trips with my scout troop, the rule has always been " NO PHONES ." However, now they are all teenagers, I thought a discussion in advance of the trip would be useful. We had a discussion about what they wanted from the big camping trip with 100 other scouts and how phones would work in such an experience. All of them decided that cell phones could be used to augment the trip ( e.g. , by taking photos), but cell phones should not interfere with the trip (e.g., by hanging out on social media). It was a great conversation that included respect, open discussion, and a mutually agreed upon decision. The girls decided to bring along digital cameras to document the weekend and left their cell phones hidden in the minivan. Afterward, they were excited to see their phones again, but were appreciative of a weekend away from them. They had an amazing experience with direct connections with scouts of all different ages while they zip-lined, canoed, and hiked in the woods. It was a glorious phone-free weekend because they were empowered to make a good decision. Students agree that cell phone use is out of control in schools and that it is interfering with their education experience. However, we must not forget that students are stakeholders in the cell phone discussion. Discounting their concerns and eliminating their voice will directly lead to the same level of compliance (or lack thereof) to new rules, as to the current rules.