09/04/2026
Happy Friday and Labor Day Weekend Leesburg!
‼️Next week, we get back to our regular School Board meeting cadence. We’ll be discussing important topics and there are three, in particular, that I wanted to put on your radar.‼️
First, we’ll discuss Policy 8155, Out-of-Zone Transfers, which significantly changes the former Special Permission policy. The new policy aims to move LCPS away from special permission and instead focus on instructional suitability for students who may need to transfer to a school outside their attendance zone. It also outlines new criteria and processes for applications, decisions, and appeals. Please take some time to review the proposed policy and let me know if you have questions or feedback.
Next, we’ll be discussing calendars—again! We are still working toward a solution for the 2028–29 student and teacher calendars. We’ll revisit the survey results and the options currently on the table. I’ll provide an update after the meeting so there is an opportunity for additional feedback before we vote. After this (very short) summer, I know this is a topic many of you will want to weigh in on!
Finally, we’ll discuss the proposed Student Support Organization MOA that impacts PTAs, PTSO’s and Boosters. Many of you have already shared your feedback and concerns with me about the proposal. This public discussion will give the board an opportunity to ask questions and clarify the parameters, goals, timelines, and next steps. I’ll share an update with you after the meeting with all the information.
Ok, now onto the recap. This week’s recap includes:
🍎School Visits to 🐍Evergreen Mill Elementary, 🌪️Tolbert Elementary, and 🐎Simpson Middle
📊Performance Monitoring Committee Meeting Recap
📚Curriculum and Instruction Committee Meeting Recap
🐍This week, I continued my Back to School Leesburg School Visits. First up was Evergreen Mill Elementary. It is always a joy to spend time with Principal Thiessen and her leadership team, who are purposefully focused on what their teachers need to do an increasingly challenging job well. We discussed some of the new requirements for teachers, along with creative ideas for using differentiated staffing to provide additional planning time. I’ll be eager to see how those ideas take shape. The team is also laser-focused on instruction and meeting the needs of every student, with much to celebrate in their growth over the past year. I also enjoyed getting into classrooms and seeing the great work happening firsthand!
🌪️At Tolbert Elementary, Principal Davis and I talked about goals for the upcoming year. It was refreshing to hear that they are building on the strong foundation they began last year, fine-tuning work around school committees, PBIS initiatives, and increased support for special education students and educators. After our conversation, Ms. Davis and I headed outside for dismissal. It was wonderful to see so many sweet, smiling faces as we waved goodbye after another great day of learning!
🐎At Simpson Middle School, I hit the hallways with Dr. D! I love spending time with him because his love for his students and staff shines through in the way he interacts with them and proudly showcases their work. From beautiful art displays and collaborative team teaching to student-led positive behavior initiatives, he beams as he highlights all the amazing things happening at Simpson. This year, he is also using morning announcements to connect with students in new, interactive ways and capturing videos throughout the day to celebrate the learning and kindness happening around the school. Everyone wants to be part of it! I feel blessed to get a glimpse into the wonderful world of the Mustangs.
📊At the Performance Monitoring Committee meeting, we examined the connection between students’ sense of belonging and attendance. LCPS schools conduct annual stakeholder surveys that include questions about belonging, and research shows that when students feel connected and valued, they are more likely to succeed academically and attend school regularly. LCPS data supports that same correlation.
Staff shared how LCPS currently measures and develops students’ sense of belonging, as well as how we plan to strengthen that work moving forward. Staff from Sterling Elementary and Heritage High School then shared how they intentionally foster belonging and ensure every student knows they are valued, including the ways they work to engage students who struggle with attendance. Hearing directly from our schools is always the highlight for me. What struck me most was how intentional both principals are about making sure every student feels seen, valued, and wanted at school—and how far they go to connect with students and families when attendance becomes a challenge. Every student matters, and every day they are in school matters. This conversation reinforced how powerful it can be when we intentionally create a culture where every student knows they belong.
📚At the Curriculum and Instruction Committee meeting, we covered several important topics. First, we received an update on Policy 5030, Assessment and Grading, including revisions to the grading handbook and plans for an upcoming Thought Exchange to gather feedback from families, educators, and students on the policy changes implemented last school year. We also reviewed grade distribution data comparing 2023, under the previous policy, with today. I was encouraged to see no statistically significant difference in the percentage of A’s, B’s, C’s, and other grades. I said it during the meeting, and I’ll say it here: the revisions to Policy 5030 raised expectations for all students, and the data shows that our students are rising to meet those higher standards. I am proud to see that outcome. Once the Thought Exchange feedback is collected and analyzed, we will receive an update and determine whether any additional revisions are needed.
Next, we received an update from the Office of Health and Physical Education. LCPS provides Health and Physical Education instruction for students in grades K–10, with additional electives available in grades 11 and 12. The office also incorporates state-required topics such as hazing prevention, fentanyl awareness, situational awareness, CPR instruction for graduation, and human trafficking prevention. In addition, the office oversees Family Life Education, Driver Education—including Behind-the-Wheel instruction—and Adapted Physical Education, which currently serves approximately 900 students from kindergarten through age 22. The presentation highlighted the breadth of these programs, potential enhancements to Behind-the-Wheel instruction, and partnerships expanding bicycle and pedestrian safety initiatives. It was impressive to see just how expansive the work of this office is and how many students it touches.
Finally, we received an update on potential next steps for the Gifted Education Program. The proposed enhancements include updating the staffing standard to better reflect today’s program needs, potentially expanding direct services to identified third-grade students, and strengthening equitable identification tools. Staff presented three staffing options to support and sustain these services. The staffing standard for gifted education has not been updated in more than 25 years, while student needs and the program itself have evolved significantly. I am hopeful we can right-size the program with more equitable staffing while also exploring the expansion of direct services to third graders; currently, we serve only fourth- and fifth-grade students. I look forward to tackling this during budget season because I strongly support meeting the unique needs of every student—including our gifted learners.
That’s all for now. I will have much to update you on after our meeting next week with the topics I mentioned above. Have a great long weekend and stay tuned!
