06/05/2026
Happy Friday Leesburg! We made it to the last week of school! This is always a fun week with celebrations of all kinds- I hope you soak it all in! I know I am!
This week’s recap is jam packed:
🐍Career Day at Evergreen Mill ES
🎓CAMPUS Celebration
🧭Northstar School End of Year Celebration
💙RISE Academy Awards Picnic
🏆SEAC Awards
📊Performance Monitoring Committee Meeting Recap (‼️FEEDBACK REQUESTED about Survey Engagement)
🗓️Special Programs and Centers Committee Meeting Recap
📚Curriculum and Instruction Committee Meeting Recap (‼️Feedback Requested on K-2 Low Tech Pilot)
🐍Monday morning I kicked the week off with a visit to Evergreen Mill Elementary. I was invited to speak at their annual career day! I thoroughly enjoyed engaging with all the 5th graders as we used a simulation activity to show how decisions are made on the school board; from community feedback, to committee, to the full board. They were very excited to participate and asked great questions too!
I wanted to take this opportunity to reflect on some of the events I attended this week. Graduation season is always a special time for our students, staff, and families. While commencement serves as a culminating milestone, the weeks leading up to it are filled with opportunities to recognize student achievement through a variety of ceremonies that highlight the incredible opportunities available to students across LCPS.
As I attended many of these celebrations this week, I was reminded of the values that define our work and our community. I often speak about the gratitude I feel for having a “front row seat” to the amazing things happening for students across our division, and this week was a powerful reminder of just how meaningful that work is.
🎓One of the events I attended was the CAMPUS Celebration, a program that works across school cohorts to support the success of first-generation college students. Throughout the evening, I heard stories of students who once felt uncertain, overwhelmed, or lost, but who found the perseverance, determination, and confidence to pursue their goals. Their journeys were inspiring reminders of the transformative power of support, opportunity, and belief in one’s potential.
🧭At the North Star School Celebration, we honored seniors for their many accomplishments. North Star provides an alternative to the traditional high school experience, partnering closely with students and families to create pathways that better meet individual needs. The stories shared that evening were deeply moving. Hearing students describe what the program has meant to them and how it changed the trajectory of their lives brought me to tears. It was a powerful testament to the impact that caring adults and personalized support can have on a young person’s future.
💙Later in the week, I attended the R.I.S.E. Academy Awards Picnic. R.I.S.E.—which stands for Recovery, Inspiration, Strength, and Empowerment—provides a safe and supportive environment where students can continue their recovery journey while completing coursework toward their high school diploma. This year marked the first full year of the recovery school, and it is difficult to put into words how meaningful the afternoon was. Surrounded by dedicated educators, compassionate leaders, and remarkable students, I witnessed a community built on healing, resilience, and hope.
Students were recognized for their accomplishments, and during lunch several shared their personal stories with me. Their courage and determination left a lasting impression. This is far more than a program—it is a family, a lifeline, and a source of support for students who need it most. I know I will carry the impact of that afternoon with me for years to come.
🏆I also had the privilege of attending the annual SEAC Awards, where inclusive peers, educators, teams, and community partners are recognized for their commitment to supporting students with disabilities. This celebration highlighted the importance of belonging and honored those who consistently lead with compassion, kindness, and inclusion. Each story shared was another reminder of the extraordinary people who make up our schools and communities. There was so much joy in the room as accomplishments were celebrated and individuals were recognized for the difference they make in the lives of others.
I share these experiences because they offer a glimpse into what I have the privilege of seeing every day. It is the honor of my life to stand in these spaces and celebrate the incredible work happening across our division—moment by moment, relationship by relationship. Beyond the accomplishments themselves, what moved me most was witnessing these communities come together to encourage, uplift, and celebrate one another. Throughout each event, I saw the same themes reflected again and again: perseverance, belonging, compassion, and hope. It is a week I will never forget.
📊At the Performance Monitoring Committee meeting, we reviewed the results of the annual Stakeholder Feedback Survey. Each year, LCPS surveys staff, students, and families to gather feedback on school climate, learning experiences, and operational practices that are important to the success of our schools. The 2026 survey launched on February 19 and serves as a key tool for both school improvement planning and division-wide decision-making for the 2026-2027 school year.
Overall, the results remained relatively stable over the past three years and were generally positive. Areas identified for potential growth included consistency in student discipline practices across schools and families' desire for more communication and feedback from their child's teacher.
We also had a thoughtful discussion about how survey results are reviewed at the school level and used to inform improvement plans and operational decisions. Individual school survey reports are published annually on the LCPS Research website, allowing families and community members to review their school's results and trends over time. If you are interested in learning more, you can view the survey reports here: https://www.lcps.org/o/lcps/page/surveys.
One finding that stood out to me was the continued decline in survey participation. This year, only 7% of families responded. While the feedback we receive is valuable and should not be discounted, lower participation makes it more difficult to determine whether the results accurately reflect the broader community's perspectives.
‼️That leaves me with a question for you. If you chose not to complete the survey, what barriers got in the way? Was it time, awareness, survey fatigue, uncertainty about whether feedback leads to change, or something else entirely? And if you did complete it, what motivated you to participate? I am genuinely curious and would welcome your thoughts.
🗓️At the Special Programs and Centers Committee meeting, we had a full room, including a number of student speakers who shared their perspectives on the Academies of Loudoun and Monroe Advanced Technical Academy (MATA) admissions process. This was the first year these programs utilized a lottery-based admissions model, and I appreciated hearing directly from students about their experiences and viewpoints.
The committee also received Part II of the Special Programs review, which included an overview of JROTC at Loudoun County High School, the Academy of Science (AOS), the Academy of Engineering and Technology (AET), and MATA. I was especially grateful to have the Academies leadership team present to share information about their programs, review enrollment and participation data, answer questions, and discuss opportunities for future growth. Their presentation highlighted both the rigor and success of these programs, while also demonstrating a willingness to reflect honestly on areas where improvements may be needed.
A significant portion of the discussion focused on admissions and, specifically, the implementation of the lottery process. As with many complex issues, there are compelling arguments on multiple sides. Some have raised concerns that highly specialized or intensive programs—such as certain MATA pathways and JROTC—may require admissions processes that more closely evaluate a student's readiness, commitment, or alignment with program expectations. Others point out that lottery-based admissions can help reduce barriers and create opportunities for students who may not have previously seen themselves reflected in these programs or had access to them.
For me, the conversation reinforced that this is not a simple question with a single solution. The needs, goals, and instructional models of our special programs vary significantly, and it may be worth considering whether different pathways require different approaches to admissions. As we continue to review data and gather feedback from students, staff, and families, I believe it is important that we remain open to examining what is working well and where adjustments may be warranted.
My biggest takeaway from the evening was not that we arrived at a final answer, but that we had a thoughtful, honest, and productive conversation. I left encouraged by the willingness of students, staff, and committee members to engage in authentic dialogue about both opportunities and challenges. These kinds of conversations will hopefully continue when the committee reconvenes in August, and I look forward to further exploration of how we can best balance access, opportunity, and program integrity across our special programs.
📚At this week’s Curriculum and Instruction Committee meeting, we heard from nine public speakers—a mix of parents and teachers—who voiced strong support for the K–2 Low Tech Pilot launching next school year. They spoke about the importance of reducing screen time for our youngest learners and creating more authentic, hands-on learning experiences. I was grateful for their comments because I share those concerns and their enthusiasm for this important work.
That feedback provided a natural transition into our first information item: an update on instructional technology initiatives across LCPS. The Departments of Teaching and Learning and Digital Innovation shared ongoing efforts to support meaningful technology integration, including updates to the Digital Citizenship curriculum, guidance for high-quality technology use in classrooms, Generative AI initiatives, Grade 1 device carts, and details about the K–2 Low Tech Pilot.
I am incredibly proud of this work and of the progress we have made to get to this point. Over the past several months, I have worked closely with our Teaching and Learning leadership team on these conversations, and I am excited that we now have a targeted plan focused on our youngest learners. The K–2 Low Tech Pilot is an optional program, and schools have the opportunity to opt in based on their interest and readiness. Final commitments from schools are due next week, and once those selections are finalized, I look forward to sharing more details about participation. The pilot itself will be co-developed by teachers, administrators, and LCPS leadership. Together, they will explore ways to reduce screen time and rethink how technology is used throughout the school day.
This effort builds on the motion I brought forward during the budget process in January to move first-grade devices onto classroom carts so they would no longer go home with students. The motion received unanimous support from the School Board, demonstrating a shared commitment to evaluating how technology is used in our classrooms. Those device carts are being delivered to all elementary schools next week.
‼️The combination of classroom device carts and the K–2 Low Tech Pilot reflects LCPS’s commitment to making thoughtful, intentional decisions about technology as a learning tool. I fully support this work and believe it aligns with developmentally appropriate best practices for our youngest learners. I am eager to follow the pilot’s progress and learn from its results. As always, I welcome your feedback and will continue to keep you updated along the way.
We also received an update from the Math Department. Over the past year, the department has implemented several initiatives to strengthen instruction, expand intervention supports, and improve student outcomes.
Highlights included the continued growth of the Math Resource Teacher program, supported by School Board approval of 10 additional positions; updates on intervention programs such as Bridges; exploration of new secondary intervention pilots; and implementation of new instructional resources. The department also shared an update on its three-year partnership with the University of Virginia’s Active Playful Learning research project.
In addition, LCPS announced a new Math Summer Boost program designed to provide middle school students with extra support and practice over the summer. This initiative supports Policy 5140, Advanced or Accelerated Mathematics, which was adopted earlier this year.
Overall, the presentation highlighted the Math Department’s continued focus on strengthening core instruction, expanding targeted supports for students, and monitoring the impact of recent investments in math resources and staffing.
That’s a lot to reflect on as we head into the final week of school. I hope you have a wonderful weekend and an amazing last week of the school year!
