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Key Takeaways from Public Input on the FY 2027 FCPS Budget The February 10, 2026 Fairfax County School Board meeting opened the floor for public input, providing a valuable opportunity for community members to voice their concerns, suggestions, and hopes for the future of local education. This session revealed a wide range of opinions and priorities, reflecting the diverse needs of students, parents, teachers, and residents. Understanding these perspectives can help clarify challenges and opportunities facing the school district. This blog summarizes the key points raised during the meeting, highlighting the main themes and specific examples shared by participants. Click here to view 4 Public Education's live coverage of public input with comments from participants. Click on the photo to link to FCPS video of Public Input Appreciation for Reinstatement of Special Education Chairs Nearly half of the speakers voiced great appreciation for the reinstatement of special education department chairs at elementary schools across the county. These positions were cut in the FY 2025-26 budget to meet severe budget restrictions imposed by the incoming Trump Administration, Governor Youngkin, and the Fairfax Board of Supervisors. These cuts were so catastrophic for families whose children receive special education services in elementary school that over 180 families signed up to speak out against these cuts in 2025 in a special meeting with Superintendent Reid, and hundreds of staff and families signed up to speak out against these cuts at the Spring 2025 Board of Supervisors budget meetings. Thus, there was heartfelt appreciation voiced by parents, staff, Union leaders, and leaders of the Special Education PTA (SEPTA) for the reinstatement of the Special Education Department Chairs who support staff, students, and families in the IEP/504 process, but who also set the tone, tenor, and quality of special education support at a school. Universally, whether speakers had children requiring special education services or not, they each agreed that student success relied on these critical roles early in their educational career. They were truly grateful to Dr. Reid, her staff, and the School Board for including them in the budget. Michelle Cades , the current President of SEPTA, noted these positions are critically important right now when the federal government has decimated its office of civil rights, so it is critical that FCPS has strong educators and support staff for disabled students. NOTE: If you have a student that requires or may require special education services, you should consider joining SEPTA , or at the very least join their Facebook . They are a group whose knowledge, skill, and connections have helped so many families in Fairfax County, including the author's own wonderfully twice exceptional child. One of the most unique speeches  in support of these positions came from a dad whose child does not (yet?) require special education supports; however, he used humor and a real life situation to show how a Special Education Department Chair came through in a pinch for a classroom missing a teacher. It's worth a listen to understand how to be an amazing ally in the fight for disability civil rights, but also to hear a masterful storyteller who could easily sell you the Brooklyn Bridge...and a robotics course for his daughter's school. Concerns About Budget Priorities A number of parents, staff, and citizens discussed concerns about budget priorities, including: Librarian Stipends: Two librarians expressing great concern about the redesignation by Virginia Department of Education (VDOE) of librarians as "other personnel" which demoted them from professional staff, despite certification and extensive teaching experience. This resulted in denial of stipends which matter to the librarians, despite being a small amount to FCPS. Adult and Community Education (ACE) : Two members of the ACE advisory committee spoke to the need for FCPS to maintain the tuition at affordable rates, since it is the backbone of economic advancement for the Fairfax community and trains our neighbors to be certified for jobs the community needs. ACE is efficient, effective, and necessary. ( Note: one of these advocates is a Board Member of 4PE) Moldy Classrooms versus Playground Construction : A parent and FCPS teacher focuses on issues with school playground construction priority, safety, and communication in contrast with the lack of focus on remediation of classrooms with mold. Both are safety issues for students. Equity Requires Transportation for Rezoned Students : A parent of a Marshall High School student who was rezoned emphasized that boundary changes place an inequitable burden on students and will mean only privileged students will be able to afford to remain in their former schools. Fewer Raises : The President of the Fairfax County Taxpayers Alliance advocates for fewer raises because they are raising the property taxes. Reinstate Mental Health Professionals : Last year's budget crisis eliminated trusted adults from across the county and students are suffering as school psychologists are split between schools serving up to 5,000 students, which creates inconsistency for students, especially those in crisis. The speaker shared a personal story emphasizing the critical role these trusted adults can play in a student's success . She asked FCPS to ensure that there are mental health professionals placed back in each of these schools to support students. ( Note: This speaker is a Board Member of 4PE.) Although these speakers had criticisms, each were polite and civil, which was a change from previous years. Teachers Salaries and Collective Bargaining Last year was the first year the Collective Bargaining Agreement (CBA) was negotiated with FCPS by the teacher's unions. Union leaders and members spoke up to thank the Superintendent, staff, and School Board for respecting the CBA both last and this year. Emily VanDerhoff , President of FCFT, thanked Dr. Reid and the School Board for returning critical positions that had been cut last year and efforts to adjust class size. The budget is both needs based and rooted in reason. Others echo her concerns, including: The need to pay staff so they can live in our county, which is hard when some support staff are paid near the poverty level. There are differences in the collective bargaining agreements among different unions across the county, so please do not to pit Fairfax County and FCPS employees against each other. If budget cuts occur, protect specific areas: staff pay, class size reductions, and restoring special education department chairs. If there is change, please be sure to communicate early and clearly, because this was problematic last year and caused chaos and heartbreak for staff and their families. Next Steps for the School Board The public input session provided the school board with a wealth of information to guide future decisions. The board members acknowledged the diverse viewpoints and committed to reviewing feedback, engaging with stakeholders, and developing action plans. Community members were encouraged to stay involved and continue sharing their perspectives to help shape a strong, inclusive educational environment. For more information about the budget, please see Dr. Reid's Budget Presentation below.

2026 General Assembly Legislative Support for Public Education Public education remains one of the General Assembly’s most significant policy and budgetary responsibilities. With the conclusion of the Youngkin administration and the beginning of Governor Abigail Spanberger’s term last month, the legislature has continued its role in shaping education policy—particularly through direct investment, funding reform, and oversight. Strengthening State Investment in K–12 Schools In recent budget cycles, the General Assembly approved substantial increases in state funding for public education. These actions reflect a legislative consensus that long-standing underinvestment has strained local school divisions and undermined staffing stability. Key investments include increased General Fund support for early childhood and K–12 education, state-funded salary increases for instructional and support staff, and expanded funding targeted to at-risk students, English learners, and special education services. In several instances, these appropriations exceeded executive proposals, underscoring the legislature’s intent to stabilize school funding and address structural gaps. Modernizing the Standards of Quality The Standards of Quality (SOQ) serve as the backbone of Virginia’s public education funding system, yet they have not kept pace with the actual costs faced by school divisions. Recognizing this, the General Assembly has advanced work to modernize the SOQ, including reviews of staffing ratios, cost assumptions, and the state-local funding partnership. This effort marks a shift away from incremental adjustments toward a more comprehensive examination of how the Commonwealth defines and funds an adequate education. Re-centering Public Education Funding During the Youngkin administration, significant attention was directed toward expanding scholarship and voucher-style programs to support private education options. In contrast, recent legislative action has prioritized direct investment in public schools. The General Assembly has declined to expand large-scale private school subsidy programs and instead directed available resources to classroom instruction, student supports, and school division capacity. This approach reflects a legislative judgment that strengthening the public system remains the most effective way to serve students statewide. Policy Direction Going Forward While core priorities such as literacy and accountability remain, the legislature’s policy focus has broadened to include student mental health, special education capacity, and disparities between school divisions. Workforce alignment and long-term system capacity are increasingly viewed as integral components of education policy. Looking Ahead Forecasts from state education officials indicate that meeting enrollment growth, staffing needs, and updated Standards of Quality may require more than $1 billion in additional funding over the next biennium. As budget deliberations continue, public education is expected to remain a central focus of legislative action. The General Assembly has moved toward a more traditional and direct approach to supporting public education—one grounded in funding adequacy, structural reform, and legislative oversight. These actions reflect an ongoing commitment to treating public education as a core responsibility of the Commonwealth and preparing the system to meet future demands. The Future of Education is Bright in the Commonwealth

Ten Things Adults Can Do Now Virginia high school students are not imagining the threat. Many are living with real fear tied to immigration enforcement, attacks on trans kids, and a steady erosion of support for public education. Fear turns into anger; anger collapses into depression. Adults don’t fix this by minimizing it or pretending kids are “resilient enough.” That’s how trust breaks. Please see resources in our We Stand with Minneapolis blog for general support for elementary, middle, and high school students, but here is what actually helps for teenagers: 1. Name the reality—plainly. Kids calm down when adults stop gaslighting them. Say it out loud: “Yes, there are policies and rhetoric that are scary. Yes, some groups are being targeted. It’s not fair.”  Naming reality reduces anxiety more than false reassurance ever will. 2. Separate feelings from outcomes. Teens often fuse emotion with catastrophe (“I’m scared, so something terrible will happen”). Teach the skill: feelings are information, not predictions. Practice grounding—slow breathing, cold water on wrists, five things you can see—so their nervous system stands down enough to think. 3. Protect identity, not just behavior. For immigrant and trans students especially, the stress isn’t abstract—it’s personal. Make your home, classroom, or practice explicitly affirming. Use correct names and pronouns. Shut down demeaning talk immediately. Safety is built through consistency, not speeches. 4. Give anger a job. Anger isn’t a problem; directionless anger is. Channel it into concrete, age-appropriate action: mutual aid drives, tutoring younger students, art, music, writing, organizing a school forum. Purpose metabolizes rage into agency. 5. Limit the doom feed. Endless news and social media keep kids in fight-or-flight. Set boundaries together—specific times to check updates, phone-free hours at night, and credible sources only. This isn’t avoidance; it’s mental hygiene. 6. Keep adults predictable. When systems feel unstable, relationships have to be rock solid. Show up on time. Follow through. Admit mistakes. Predictability is a powerful antidepressant for teens. 7. Watch for red flags—and act fast. Persistent withdrawal, sleep changes, hopelessness, self-harm talk, or a sudden drop in grades are not “phases.” Get professional help. Connect with school counselors and local community mental health centers. In Virginia, you can call or text 988  for immediate support in a crisis. Waiting makes things harder. 8. Model courage without cruelty. Kids learn how to face a hostile world by watching adults do it. Be honest about your own fear, then show how you cope: boundaries, community, therapy, rest, and principled action. 9. Keep Calm and Carry On. Teens don’t need adults to be calm because everything is fine. They need adults to be steady because things aren’t fine.  10. Validate. When we validate their experience, protect their identities, and give their emotions somewhere to go, we don’t erase the threats—but we make them survivable.

4 Public Education Public Statement on ICE Activity 4 Public Education is committed to the safety, support, and physical and mental health of students, school staff and families. As such, we cannot sit by and ignore the federal overreach, bloodshed, and authoritarian chaos in Minneapolis (and other cities) and the impact it has on students and community. In that city 3,000 ICE agents  (five times larger than the local police department) are killing, arresting, gassing, terrifying, and assaulting protesting American citizens. All indications are that these heavy handed tactics are planned to come to other “blue” cities around the nation. We grieve the loss of eight lives in 2026 due to ICE interactions, including Renee Good, mom of three, and Alex Pretti, Veteran’s Affairs Nurse and protector, while the federal government slanders their good names.  We offer sympathy to the families affected by unlawful and violent ICE tactics used against citizens and undocumented immigrants.  We send strength to those who are in the streets, courtrooms, and newsrooms both documenting and protesting these flagrant violations of constitutional rights.  It is unacceptable to hear that Minneapolis was targeted by the federal government for reasons unrelated to regulating “dangerous illegal” immigrants. Overwhelmingly, it has been shown that the Trump administration sent ICE troops to Minneapolis to retaliate against Governor Tim Walz, to address false allegations of daycare fraud  by a far right influencer, to scare Americans into submission ahead of the mid-terms, as part of efforts to target democratic communities, and even to force Minnesota to hand over welfare and voting rolls  to the federal government. Our nation was founded on resistance to tyranny, and as we see the devastating consequences of the national descent into authoritarian rule, our nation is returning to its roots. U.S. history has been pockmarked with rebellion and resistance against a King, enslavement, Jim Crow laws, disenfranchisement of women, unjust wars, and more. Peaceful protest is how we can succeed; nevertheless, sometimes civil disobedience has turned violent. Historically, this violence mostly came from those opposed trying to enforce a status quo, no matter how un-American that status quo was:  Brave Americans who broke Fugitive Slave Laws to form the Underground Railroad to bring enslaved people to freedom. Suffragists were imprisoned and tortured at the Occoquan Workhouse for daring to protest in front of the White House for women' s voting rights in 1917. Mississippi Freedom riders faced violent white mobs who tried to prevent the civil rights activists from desegregating public transport in 1961. In 1965, Jimmie Lee Johnson was shot by a state trooper as he protected his mother–he died a week later–and the KKK killed James Reeb, a Unitarian Universalist minister, who was called to join his friend MLK Jr. for the march in Selma to demand voting rights for African Americans. These deaths galvanized the nation in support of their cause. Unarmed college students were killed and wounded by the Ohio National Guard in 1970 for daring to protest expansion of the Vietnam War. None of this should happen in the United States! Frankly, Minneapolis was not the beginning of this ICE violence and federal overreach, and it will not be the end.  Be a Helper Also, you can empower yourself and help children at the same time by doing what you do naturally or what you do best. Some of us are protestors, some are video documenters, while others have social media reach and can share videos and calls to action. Some have money to donate to legal funds or food for immigrant neighbors sheltering from the ICE storm. Some carry signs while others write to their local officials, asking them to regulate ICE and end the madness. Pick something you can and want to do, and join in the American pastime of rebellion and resistance. Please do it safely, but do it for yourself, your children, your neighbors, and your country.  As Mr. Rogers said, “Look for the helpers.” Never has that been more truthful than in Minnesota where teachers, school staff, union members, and neighbors  have stepped up to take vital roles in the community to activate safety patrols in the streets, raise funds, and coordinate donation drives for families trapped by ICE actions. As one St. Paul union educator stated : “This isn’t the work that we went to school for, but these students are like our kids. We love them and want to take care of them in any way we can…. If they need food, we’re going to feed them. If they need clean laundry, we’ll find a way to get it to them. This is the work in our hearts.” Most of these resistance activities described above are adult activities, but include your children when safe. They can make signs, write letters, pack food and diapers, and fundraise with hot chocolate stands, if they want. Sometimes an activity can help them feel less afraid and more empowered, which is something we all need right now. It is easy to feel helpless in this never-ending cycle of Trump-induced violence and trauma, but imagine being a child  in the middle of the nonstop news of Minneapolis violence. Here is some brief advice available on how to offer emotional support to your children about the current chaos and violence:  Ask Questions: What they have already heard? What questions do they have? Validate Feelings: Acknowledge that they may have feelings of fear, sadness, or confusion, and that these feelings are normal. Phrases like "don't be afraid" may feel like you are dismissing their fears. Listen Actively: Make yourself fully available (i.e., put your phone away) to listen to their concerns without interruptions or lectures. Be Honest but Simple: Give direct, age-appropriate information. Don’t overshare or give too many details, especially with young children. 4 Public Education has additional resources to share with your children about big feelings associated with current events, including a simple graphic, below. Please also view Ten Ways to Help Teens with Fears about life and current events. Click on photo to read Ten Ways to Help Teens with Fears Resources Helping Teens Process Current Events: A Toolkit for Parents , Harvard Talking to Kids About Current Events , Ariana Hoet, PhD, The Kids Mental Health Foundation What to say to kids when the news is scary , Anya Kamenetz and Cory Turner, NPR How to support kids who are anxious about ICE , Dr. PJ Striker, Child psychiatrist at Children's Minnesota (video) What To Say to Kids About ICE , Children's Network of Solano County How to Talk With Kids About Tragedies & Other Traumatic News Events , David Schonfeld, MD, FAAP Simple messages for children about ICE actions across the country.

On November 7, 2023, Fairfax County elected 12 School Board members to serve a four-year term, beginning on January 1, 2024. Each took the oath of office on December 13, 2023, which was administered by Fairfax County Circuit Court Judge Robert J. Smith. The ceremony took place at Jackson Middle School.  The new School Board is composed of three At-Large members, Kyle McDaniel, Ryan McElveen, and Ilryong Moon. District representatives are Rachna Sizemore Heizer for Braddock, Melanie Meren for Hunter Mill, Robyn Lady for Dranesville, Marcia St. John-Cunning for Franconia, Dr. Ricardy Anderson for Mason, Mateo Dunne for Mount Vernon, Karl Frisch for Providence, Sandy Anderson for Springfield, and Seema Dixit for Sully. Karl Frisch will be the chair of the School Board and a new vice chair will be chosen at their first meeting as a school board on January 11, 2024.

The budget cycle has been pretty much the same for decades, and spring is the time of bickering and finger pointing. “Why do you want so much?” “Why are you taking from our programs and kids?” “Other programs need money too.” “Your system is top heavy.” “We deserve a professional wage.” “Why are taxes so high?” And the circular accusations and pleadings go around and around.  But what are the sources of our repeated dilemma and how might we finally and with some clarity begin to resolve the worst angst and agony? Here are some of the main reasons budget season is so difficult. The Philosophical Divide The Constitution of Virginia requires that a “high quality education” be provided for all Virginia’s children. Some believe the best way to provide that is for the government itself to publicly fund schools through collaboration between local districts and the state. Others believe that the best source of a high quality education system is free-market capitalism which provides public dollars to independent companies.  These are the mind-sets which legislators and Governor Youngkin struggle with right now. It’s not just about how much we should spend on schools. It is about the very type of schools we will have and literally whether all students should have full access to the same quality or the market should drive where resources go.  The Dillon Rule The Dillon Rule is a principle that restricts local governments by declaring they only have the powers directly bestowed by the state government. The Dillon Rule means a county or town cannot levy taxes or new policies unless the state gives them express permission to do so. The effect is that many of the ways by which a locality could raise money for their schools, such as hotel, restaurant, or entry fees, and even penny sales taxes cannot be levied. This leaves localities with only property taxes as a means to fund expenses, thus districts with lower property values or large carve outs for non-taxable properties with less money for their schools. The Dillon Rule essentially ties the hands of local county and city boards, while Governor Youngkin vetoed permission for a penny sales tax option for localities this year.  The Composite Index (LCI) and Costs of Living The Virginia formula that determines how much the state will cover is the Composite or Ability to Pay Index.  For many districts this formula means Virginians in their district will pay more while the state pays less. The districts who lose the most because they are deemed “able to pay” are those in urban centers like northern Virginia, the Newport News triangle and Richmond. Arlington, considered one of the districts most able to pay, received $3,113 per pupil in SOQ funds in FY2022.  The Cost of Living is a perennial frustration. All the employee raises offered by the state require local districts to produce matching funds; therefore, few of the increases offered across the last 30 years have resulted in employee raises that even met general inflation rates.    The Unfunded Mandate or Carrot-and-Stick Method There are few initiatives of recent years that don’t fit under this umbrella of policies. It has become the default that localities will be required to match or completely fund any new initiatives.  For instance the  Virginia Literacy Act  of two years ago requires all local districts to reconfigure their Pre-K-Elementary language arts classes and retrain all their elementary teachers to use the new literacy materials and practices. The cost of that re-adoption, just of the materials, for Fairfax County, the state’s largest district, is $25 million,  while most of the state funding for the implementation is going to consultants and district-level coaches rather than local classrooms.  IDEA  is perhaps the most notorious unfunded mandate. IDEA is the federal law establishing requirements for special education, which has never been fully funded. The cost to provide for IDEA students is 150% of that for non-IDEA students. Neither the federal nor the state have ever met that full cost.  Standards of Quality (SOQs) establish which basic courses must be offered and the basic staffing requirements for accredited schools in Virginia. Almost every district in Virginia pays for more staff  and services than required by the Standards of Quality, and the state has never fully funded the basic SOQs. Districts receive no credit for the sums they pay beyond the core courses in the SOQs, nor do they receive off-set for extra electives or services that raise the quality or ratings of Virginia’s education system.   Testing and Data Collection  has required that Virginia spend approximately $37 million a year for roughly 26 years. This is just to buy standardized tests administered to Virginia students, but does not budget for the cost of computers, training, wi-fi, or staffing such testing requires. Districts are on their own for these costs.  Individually, these requirements seem reasonable to lawmakers and the Governor, but taken together they create a major funding dilemma almost every year for localities around the Commonwealth. The JLARC study of 2022 on school funding had ideas for and urged major changes in the funding formula and practices Instead of moving forward with changes, the legislature voted for a study of their study, and Governor Youngkin vetoed virtually all of the funding options and changes that could have altered this year’s finger-pointing festival.   Before considering inflation, the governor’s budget appropriates $156 million less in FY25 and $138 million less in FY26 compared to current-year General Fund appropriations to Direct Aid for Public Education. That’s almost $300 million less across the two-year budget, and is a 1.7% reduction in FY25 and a 1.5% reduction in FY26. - The Commonwealth Institute, January 2024 This year instead of pointing at one another, stakeholders might want to turn their fingers to the Governor’s mansion and urge the legislators to hold their ground on supporting JLARC recommendations and school funding.

Vanessa Hall's public input to the Fairfax County School Board on February 20, 2025 . My FCPS budget input comes in the form of a story.  Because I knew transitioning to high school would be hard for my daughter, our first stop was to meet the school psychologist--we’ll call him Mr. D--when she started high school.  And I’m so glad we made that connection, because Mr. D has been the primary adult she has gone to time and time again. In fact, in the first month of 9th grade, she had an insurmountable problem in ASL (not uncommon for dyslexics by the way).  Mr. D and I worked together to empower her to make informed, good choices, which enabled her to advocate for herself to move into a class where she thrived. With Mr. D’s guidance, my daughter went from feeling like a failure–and having grades that reflected those feelings–to getting nearly all A’s her Freshman year. In other words, Mr. D’s immediate efforts and availability supported my daughter to begin her high school career with confidence by empowering her to succeed rather than fail. My daughter is one of hundreds, if not thousands, whose education outcomes have been improved by Mr. D.  However, due to last year’s budget cuts, Mr. D is splitting his time between Woodson and Lake Braddock High Schools, which means he is available half-time at each school, causing instability for students who don’t know when he will be at their school. It also makes it hard for Mr. D to serve the individual needs of 5,000 students! Of course students can always see someone else, but we know that's not the same as working with a trusted adult who has an open heart and great guidance.  Every single school from elementary through high school deserves a Mr./Mrs./Mx. D. But last year’s budget cuts eliminated trusted adults from across the county and students are suffering. I bet their parents are suffering too. Please do whatever you can do to ensure that there are mental health professionals placed back in each of these schools to support our students who need them now. Thank you. 4 Public Education is dedicated to support students, staff, schools, and the community. However, mental health really requires professionals in many situations. Since it is hard to access mental health care for many, families should know that they can access care at their public schools and through public health. Click on this Photo for 10 Ways Parents/Guardians Can Help Teens Manage Fear

Four of the earliest school houses in Colonial America, (clockwise from top left) The Bray school of Williamsburg taught enslaved and free black children, The St. Augustine Oldest Wooden School House, the Boston Latin School, and the Staten Island Voorlezer's House. All these schools were in operation decades, some even more than a century before 1776, and some were operated with local tax dollars. When John Adams, Benjamin Franklin, and Thomas Jefferson were writing the Declaration of Independence during the hot summer of 1776, they knew that their ideas would only catch fire and spread if the people could read their words. All three were strong believers in education as necessary for an informed populace.  We honor that understanding and that fervor for democracy today.  On this 4th of July the prospects for our public schools are dire. The Reconciliation Bill the US Congress passed on July 3, 2025 is designed to destroy public education as we have known it; to impoverish and starve both the public schools and many of the children who attend them. Current political leaders would instead replace our common schools with a for profit set of “choices.”  But for today, 4 Public Education opts to reflect on both history and the future, and our belief in the power and importance of both a strong free public school system for all, and a government by the people, for the people, and of the people.  Today we honor the day with reflections from Holly Hazard, our founding President, Board Member Vanessa Hall, and a personal video memoir from Margaret Morrison given at the 2025 Network NOVA Summit. Thank you all for your support and activism, and for carrying the ideals of July 4th, and Education as a universal human right into our communities.

Join Fuse4Fauquier  this February 13th, 2024 at 6:00pm  to hear from Katie Lang and Darcy Kreutz, founding members of FUSE, on how grassroots advocacy has taken hold in Fauquier Public Schools.  FUSE is a group that believes public schools are essential to the community and our democracy, and that educators and parents should work together as partners who treat each other with mutual respect. FUSE believes that students learn best when they feel safe and supported! Katie Lang is a passionate advocate for public education who believes that strong schools build strong citizens and foster democracy. She is a founding member of FUSE, and a mother to five children. The majority of Katie’s professional career has been in the nonprofit world, focusing on ways to promote ethical conduct in organizational settings. She holds a Master of Arts in Teaching from the University of Portland, as well as a Bachelor’s degree, with a double major in anthropology and theology, from the University of Notre Dame. Katie will happily tell you that working with FUSE is one of the great joys of her life. She never ceases to be amazed by the dedication, passion, and extraordinary gifts her FUSE friends bring to this work.  Darcy Kreutz is a mother, teacher, and founding member of FUSE. Darcy teaches high school English in Fauquier County and previously taught at the middle school level in Southwest Virginia, and graduated from Fairfax County Public Schools. Darcy received a BA in English and an MAT in Secondary Education from James Madison University. In addition to her classroom and her work with FUSE, she serves as PTO Vice President, and is the Secretary of the local chapter of the Democratic Party.  When FUSE is in action, they are raising awareness and recruiting people to support our schools, advocating proper funding for schools, supporting members who are serving on and attending county wide committees, conducting and assisting in volunteer projects to benefit their schools as well as their community, and much more! If you’d like to get more active in supporting your local public schools through FUSE, you can also attend their Banned Book Club the first Wednesday of every month at 6:30, at the Open Book in downtown Warrenton. Katie Lang, FUSE Presented by FUSE,  Fauquier United to Support Education. Education's Katie Lang and Darcy Kreutz.

We are in our third week of the Virginia General Assembly, and bills are moving steadily through the committees and chambers. This is a relatively short session, with Crossover Deadline on February 18, 2026 and Adjournment on March 14, 2026. 2026 Priority Public Education Bills   The status of priority education bills for 4 Public Education and the Virginia Grassroots Coalition can be found at this  link and current calls for action can be found here.  For a wider view of bills passing in each chamber, go to this link.  General information about the General Assembly is available here.   Much Ado about Nothing and Taxes   Readers may be hearing the much hyped concern emanating from conservative media about democrats raising taxes , which makes it clear that fact-checking is not their thing! In fact, none of the bills causing them angst have passed in the General Assembly, and only two have passed out of one chamber and are now being considered in the other chamber. One of those bills allows jurisdictions to impose an additional and temporary 1% sales tax, but only if voters in that locality approve the increase with a referendum. The revenue raised would go toward school construction and renovation. More than half of Virginia’s schools are greater than 50 years old, and it will cost $25 billion to replace them. The bill  would give localities the option to put it to a local vote to impose this tax, and the bill will go into effect only if the voters agree in that locality.  A number of jurisdictions in Virginia already have asked for and been given permission to use this referendum in their jurisdiction. This bill just extends the local option to all jurisdictions. Regardless of what you hear, this is not the Democrats raising your taxes as it has been a bipartisan bill.   Constitutional Amendment Status Regarding bills for Constitutional Amendments , all seven passed in both chambers, but there is a hiccup with HJ4 , the redistricting bill. Thanks to a successful court shopping  effort, the court that heard the case blocked the bill  from advancing based on what they determined to be a procedural issue.  Democrats in the General Assembly have sought an emergency halt with the Virginia Court of Appeals and they set a date  to ask voters to authorize redrawing congressional districts. Voters have to remember that HJ4 would go into effect only if other states undergo redistricting .