2020-21 Measuring What Matters

MEASURING WHAT MATTERS – 2020-21 SCHOOL YEAR

Recover. Retain.

Reignite.

Latest Edition, February 2022 A C P S | R E C O V E R , R E TA I N , R E I G N I T E | 1

Table of Contents Letter from Dr. Gregory C. Hutchings, Jr., Superintendent of Schools.................................... 3 2020-21 School Board............................................................................................................................... 4 2020-21 ACPS Central Office Administrators................................................................................... 5 Virtual PLUS+ program............................................................................................................................. 6 Fast Facts....................................................................................................................................................... 9 Areas of Focus – .......................................................................................................................................12 Strategic Plan Implementation.................................................................................................13 Equity Dashboard and Equity Climate Survey....................................................................14 Reopening Schools ......................................................................................................................15 Renaming of Schools....................................................................................................................16 Policy Equity Audit........................................................................................................................17 Academic Disparities....................................................................................................................18 Budget Review..........................................................................................................................................22 Class of 2021..............................................................................................................................................24 Student/Team/Staff Accomplishments............................................................................................27 Student Accomplishments.........................................................................................................28 Team Accomplishments..............................................................................................................33 Staff Accomplishments................................................................................................................38 Teacher, Principal and Support Staff of the Year.................................................................39 Capital Improvements............................................................................................................................40 Community.................................................................................................................................................42 2 | A C P S | R E C O V E R , R E TA I N , R E I G N I T E

Letter from Dr. Gregory C. Hutchings, Jr. Alexandria City Public Schools (ACPS) was guided by resilience - that “never give up attitude” - in facing the challenges presented by the COVID-19 pandemic. As we look back at the 2020-2021 academic year, the words of poet and civil rights activist Maya Angelou come to mind: “I can be changed by what happens to me. But I refuse to be reduced by it.”

It is this resilience she alludes to that has helped ACPS to recover, retain and reignite.

I am proud of our school division for maintaining our vision of equity for all while pivoting to address the effects of a global pandemic. As we turned to virtual learning, ACPS remained true to its commitment to addressing racial inequities across the school division.

Our Virtual PLUS+ program provided students with the technology needed for virtual learning, addressed social, emotional and academic learning, and offered the supports that families needed. If there ever was a year that ACPS staff went the extra mile to serve our students, it was 2020-21.

We remained true to our 2025 Strategic Plan that envisions equity for all. The school division moved forward with the Identity Project to replace the names of two schools that were linked to Alexandria’s racist past with names that are more representative of our community as a whole. We also initiated the ACPS Equity Dashboard and launched the first annual Equity for All Climate Survey to gather input from our families, students and staff. We look forward to future updates with these vital tools.

Despite the many challenges, ACPS achieved in 2021 the highest on-time graduation rate and lowest student dropout rate since Virginia first reported such data in 2008.

The largest gains were realized among Hispanic, English learner and economically disadvantaged students.

Working together, we have become even stronger. Moving forward, we will continue to enrich our students academically and prepare them for our ever-changing world.

Dr. Gregory C. Hutchings, Jr. Superintendent of Schools A C P S | R E C O V E R , R E TA I N , R E I G N I T E | 3

2020-21 School Board District A

District B

District C

Jacinta Greene

Cindy M. Anderson

Meagan L. Alderton (Chair)

Dr. Michelle Reif

Margaret Lorber

Ramee A. Gentry

Christopher A. Suarez

Veronica R. Nolan (Vice-Chair)

Heather Thornton

Student representatives: Lorraine Johnson and Ashley Sanchez-Viafara

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2020-21 ACPS Central Office Administrators DEPARTMENT OF TEACHING, LEARNING AND LEADERSHIP Dr. Terri Mozingo Chief of Teaching Learning and Leadership

DEPARTMENT OF FACILITIES AND OPERATIONS and DEPARTMENT OF HUMAN RESOURCES Dr. Stephen M. Wilkins Chief of Staff

DEPARTMENT OF ACCOUNTABILITY AND RESEARCH Dr. Clinton Page Chief of Accountability and Research

DEPARTMENT OF TECHNOLOGY SERVICES Dr. Elizabeth Hoover Chief Technology Officer

DEPARTMENT OF STUDENT SERVICES AND EQUITY Dr. Julie Crawford Chief of Student Services and Equity

DEPARTMENT OF FINANCIAL SERVICES Dominic Turner Chief Financial Officer

DEPARTMENT OF SCHOOL AND COMMUNITY RELATIONS Julia A. Burgos Chief of School and Community Relations

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MEASURING WHAT MATTERS

Virtual PLUS+ Program

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VIRTUAL PLUS+

Introduction

Planning for the future in the midst of a global pandemic has been one of the greatest challenges that Alexandria City Public Schools (ACPS) has faced as a school division. Overnight, we joined educators across the country to navigate the uncharted waters of delivering teaching and learning in a virtual environment while ensuring that students had access to nutritious meals, the appropriate technology and internet connectivity as well as the social, emotional, and academic learning supports to endure during this difficult time in our nation’s history. What has been remarkable to witness during this time is the response from our team, which has shown tremendous resilience, patience and grace to innovate and activate quickly to ensure that our families and staff remained connected and informed as we learned alongside each other in this new world.

In the spring of 2020, our team was thrust into a virtual environment at a time when the school community was looking forward to wrapping up the school year with a myriad of celebrations and promotions, namely our seniors crossing the stage on graduation day, students transitioning to the next grade level, recognizing our principal, teacher and support employees of the year and several milestones that our students and staff have come to look forward to at this time of the year. Last year, we had to be creative and celebrate in new ways to appropriately honor our students and staff for their academic and personal achievements, while preparing them for the uncertainties that were ahead of us. And, while we were grappling with all this newness, we had to continue to support our community and build confidence that our decision making centered on racial equity and was in accordance with the health and safety guidance that we received from the Centers for Disease Control and Prevention (CDC) and the Virginia Department of Education.

To ensure that we met our goal of an equitable teaching and learning experience for all students, and that we had thoughtfully encompassed all of the priorities in our plans for the uncertainties ahead, we designed a process that involved a group of Thought Partners made up of representatives from key stakeholder groups, including the City of Alexandria, the Parent Teacher Association Council and community partners. Following our meetings with Thought Partners, we convened the Cross-Functional Planning Teams composed of 150+ staff, parents, students, and community partners throughout the month of July to further refine our plans and deliver the most feasible reopening model for ACPS. To that end, the Enhanced Continuity of Learning Plan 4.0: Reimagining Schools that our team and community developed as a roadmap was launched in the beginning of the 2020-21 school year.

The plan illustrated the talent and expertise on our team and among our dedicated families and partners at ACPS. It also spoke to our commitment to tackling racial inequities across the school division through our introduction of the Virtual PLUS+ model. Each of its components were deeply connected to the division’s 2025 Strategic Plan: Equity for All. The comprehensive Virtual PLUS+ model was a well thought-out plan for social, emotional and academic learning and family support.

It provided teaching and learning within virtual classrooms while providing additional support that students, staff and families needed to absorb the new content being taught, build relationships with teachers and staff and stay connected to the school community.

It featured five key PLUS+ areas, including social, emotional and academic supports; technology enhancements; child care options for our most vulnerable families; continuation of meal distribution; and a live multilingual phone helpline.

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VIRTUAL PLUS+

Overview

On August 7, 2020, the work of the Cross-Functional Planning Teams was presented to the ACPS School Board, with the goal of providing a recommendation for a virtual learning model called Virtual PLUS+. This presentation also reviewed a feasibility assessment for virtual vs. hybrid learning, given the need to be flexible and adjust as needed so that we could still deliver high quality and engaging instruction to our students and families.

Virtual PLUS+ was adopted by the Alexandria City School Board on August 7, 2020, as the model for ACPS to use for the start of the 202021 school year through the end of the first quarter.

Our Progress ACPS continually monitored the effectiveness of the Virtual PLUS+ model and our ability to address each child’s learning, health and safety needs. We reassessed our plan at the end of the first quarter and every nine weeks subsequently. It was designed to offer maximum flexibility as the local and regional landscape changed. Our plan to reopen, and under what scenarios, were also driven by national and state guidance and applied to our local context and needs.

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The virtual academic program included a structured bell schedule, live instruction with teachers, and additional academic support for some of our most vulnerable students, including one-on-one or small group tutoring. Through this model, all students received synchronous lessons from teachers in each subject area four days a week and were graded on completed work.

Equity is the framework in which we make every decision, and this was no different.

The Virtual PLUS+ model was based on the goals outlined in the 2025 Strategic Plan: Equity for All. ACPS has pledged to provide an equitable, high-quality education that is accessible and engaging to all students, and grounded in our division’s Core Values. The “PLUS+” in the Virtual PLUS+ model enabled us to provide additional support for specific groups of students, specifically our most vulnerable.

Virtual PLUS+ also ensured an equitable learning environment within that the constraints the global pandemic placed on education.

LABEL

Current Fast Facts

Title Goes Here

Demographic make-up of students 2021-22 ACPS Full-Time Membership, Grades PK-12

Native Hawaiian and Other Pacific Islander American Indian and Alaska Native Multi-Racial Asian White (not Hispanic or Latino)

Hispanic or Latino Black or African American

15,477

ACPS enrollment as of September 30, 2021

4,379

High School Students (all 9-12)

3,264

Middle School Students (all 6-8)

7,546

Elementary School Students (all K-5)

5.6% 26.0% 37.9% 26.9% (860 students) (4,019 students) (5,854 students) (4,152 students) Asian

Black

>1% (21 students)

Native Hawaiian/ Pacific Islander

15,477 Total Students*

Hispanic

White

>1% (42 students)

3.4% (529 students)

110

121

Native American/ Alaskan

Countries of birth

Multi-Racial

Native languages

EL

60%

(9,182 students) Eligible for free or reduced price meals

33.5%

(5,183 students) Requiring English Learners (EL) services

10%

(1,576 students) Students with Disabilities

*Total does not include 54 full-time special placement students.

Talented and Gifted students are identified throughout the year and reported on the end-of-year state report. For the school year 2020-2021, there were 1723 students identified as TAG out of the 15,778 active students reported on the end-of-year state report comprising 11% of the total population.

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LABEL

Current Fast Facts

Demographic make-up of ACPS staff (2021-22)

School-Based Administrator Staff (76) Ethnicity

Sex

50% (38) Black 5% (4) Hispanic 42% (32) White 3% (2) Other

65% (50) Female 35% (26) Male

Elementary School Staff (Includes K-8 Schools)(687) Ethnicity

4% (25) Asian 22% (150) Black 10% (71) Hispanic 62% (427) White 2% (14) Other

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Sex

86% (590) Female 14% (97) Male

LABEL

Current Fast Facts

Demographic make-up of ACPS staff (2021-22)

Title Goes Middle School Staff (243) Here Ethnicity

Sex

4% (10) Asian 34% (83) Black 9% (21) Hispanic 50% (122) White 3% (7) Other

68% (166) Female 32% (77) Male

High School Staff (131) Ethnicity

Sex

30% (39) Black 10% (13) Hispanic 56% (6) White 4% (x) Other

70% (92) Female 30% (39) Male

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MEASURING WHAT MATTERS

AREAS OF FOCUS

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Strategic Plan Implementation

Accomplishments during SY 2020-21 •

•

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School Board Budget Priorities, ACPS Areas of Focus, Superintendent Evaluation, and School and Department planning documents are all aligned directly to the new strategic plan.

A new strategic plan monitoring process was developed and implemented including the launch of the Equity Dashboard focused on formative and summative Key Performance Indicators and Areas of Focus updates provided to the School Board.

Development and the administration of the first Equity for All Climate Survey for staff, students and families.

A diverse stakeholder Strategic Planning Annual Review Committee (SPARC) was formed along with goal leaders and strategy managers to go through a newly created review process and recommend necessary adjustments to the strategic plan.

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February 2021: Creation of five-year implementation timeline by strategy to inform division work and priorities across the life of the plan.

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March 2021: Equity Dashboard launched to publicly report and monitor inequities formatively within the Equity for All Key Performance Indicators (KPIs).

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April-June 2021: SPARC, goal leaders, strategy managers and School Board engaged in the first annual review and revision process of the Equity for All strategic plan.

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May-June 2021: Administration of first annual Equity for All Climate Survey for staff, students and families.

Next Steps •

August 2020: Alignment of School Board Budget Priorities and ACPS Areas of Focus to Equity for All strategic plan.

Continue to expand through explicitly aligning staff recruitment and additional evaluation processes (beyond the superintendent) to the Equity for All strategic plan. Incorporate strategic plan strategy implementation timelines into annual planning processes for departments and schools.

•

September 2020: Launch of new Equity for All staff learning modules focused on racial equity at the heart of our work and the anti-racist behaviors of “call it out,” “reflect, then respond” and “comfortable being uncomfortable.”

Finalize and launch the summative KPI Equity dashboard and build out additional monitoring and reporting structures at the school level to better inform school-specific improvement plans and strategies.

•

Continue to engage SPARC, goal leaders and strategy managers throughout the course of the school year to best inform the second-year revision process in the spring.

Key Milestones • •

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STRATEGIC PLAN IMPLEMENTATION:

Equity Dashboard and Equity Climate Survey An Equity for All 2025 dashboard was launched in March 2021 to present our formative student outcome data as of mid-year.

Summative indicators for 2020-21 were added to the updated dashboard and showed Hispanic, Economically Disadvantaged, current English Learners (but not former ELs) and Student with Disabilities student groups had the greatest rates of underrepresentation across KPIs. Within KPIs, the Talented and Gifted Program Identification has the largest disproportionalities across student groups.

Students in grades 6-12, staff members and families had the opportunity to share their views in the school division’s first equity climate survey. Nearly 5,000 ACPS stakeholders participated in the survey, which gathered vital feedback to help identify critical areas for improvement related to the ACPS 2025: Equity for All Strategic Plan.

The survey focused on eight main themes: school climate, instruction and learning, teachers and instructional climate, equity, restorative practices, social-emotional environment and supports, family engagement and staff professional environment. Key areas of strength include: Most families, staff and students had positive perceptions of the learning environment, teachers and school climate overall.

81% of students reported that they feel welcome at school, 76% said they are encouraged to participate in learning and 88% agreed that teachers provide extra support when needed.

Families also reported positive impressions of the social-emotional environment and support at their school. In particular, 79% of families said that adults at school care about all students, and the majority also agreed that staff know how to connect students with supports and help students with problems other than schoolwork.

Survey results indicate opportunities to continue addressing inequities across the division, with areas of continued focus including the use of restorative practices, distributing resources equitably across all schools and ensuring all student, staff and family feedback is heard and valued in decision-making processes.

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Staff had especially positive perceptions of their relationships with both students and other staff at their school. Nearly all staff agreed they have positive relationships with students (98%) and other staff (92%); 70% of staff members agreed that technology access is equitable. These high levels of agreement are not common across national data and underscore the efforts of leadership and staff in ACPS in this area.

The equity climate survey is part of ACPS’ ongoing action to address racial inequities and remove barriers to learning for all students.

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Reopening Schools (Tech/Meal Distribution/HR/Facilities/ Social, Emotional and Academic Learning program) Accomplishments during SY 2020-21 •

More than 5,000 devices were distributed to students in need before school started.

•

Up to 1,700 mobile hotspots were distributed to families.

•

Creation of meal distribution process to ensure all hybrid and virtual students received meals.

•

Implementation of safety mitigation efforts such as social distancing on buses, temperature screening, personal protective equipment (PPE), enhanced cleaning and signage.

Key Milestones •

Staffing goal of 90% filled for Tucker by July 30, 2021.

•

Staffing goal of 90% filled for all schools by August 6, 2021.

•

New Staff Orientation held on August 10-12, 2021.

Next Steps •

Continue relevant safety mitigation efforts at facilities.

•

Implement one additional recommendation from Facilities Audit.

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Track teacher and staff work attendance due to COVID-related reasons.

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Expand staff wellness program and EAP program support for socialemotional wellness.

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Identify a vendor to conduct a pulse survey of staff wellness in the workplace.

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Full implementation of one recommendation from Facilities Audit (transition of supervisory responsibility for building engineers and custodians).

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Develop the manual for the Administrator Evaluation System in collaboration with Teaching, Learning & Leadership (TLL).

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Completion of remaining hires for schools by August 24, 2021.

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Support pending collective-bargaining process.

•

Social, Emotional and Academic Learning (SEAL) support was provided in Quarter Two.

•

Develop Human Resources ESSER III projects.

•

Expand the RULER curriculum to all schools.

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Daily integration of 30 minutes of SEAL time was added to students’ master schedules.

•

Implement a universal social-emotional screening tool focused on student strengths.

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Development and coordinated of SEAL Support Mondays, where teaching staff and Student Services team members provided in-person individual interventions and supports (Tiers II and III) to students identified as having social-emotional and wellness needs through their school’s Multi-Tiered System of Support (MTSS) process.

•

Conduct training on supporting students with potential mental health concerns and trauma-informed practices that includes the use of evidence-based practices.

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Provide additional materials supported through Student Services and Equity and Teaching, Learning and Leadership.

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SEAL Mondays by the Numbers quantifies the number of students helped by various interventions.

•

•

More than 33,000 calls through the multilingual Helpline helped families navigate various aspects of Virtual PLUS+.

Collect and record student and implementation data by the School Administrative Teams to monitor the progress and fidelity of implementation for the MTSS teams, Positive Behavioral Interventions and Supports (PBIS), SEAL and Restorative Practices (RP).

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Renaming Schools

Summary of the Identity Project •

The Identity Project was established to broaden the education and engagement around the consideration of a name change for T.C. Williams High School to Alexandria City High School and Matthew Maury Elementary School to Naomi L. Brooks, and have both conversations at the same time. This streamlined and aligned the process while recognizing the need for separate considerations and forums in the ACPS community.

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The School Board voted unanimously on Nov. 23, 2020, to change the names of both schools

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Three student conversations had 1,518 total views.

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100% of students at T.C. Williams and Maury participated in teacher-led classroom discussions around the history of their school and the name changes.

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The Identity Project survey received 3,198 responses.

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34% of all survey responses came from students.

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The Phase One process resulted in 75% of the community agreeing to change the name of T.C. Williams High School and 72% of the community agreeing to change the name of Matthew Maury Elementary School.

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Phase Two invited the community to submit new names for both schools, resulting in close to 15,000 submissions.

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The School Board voted on April 8, 2021, and selected new names for both schools.

Accomplishments •

The Matthew Maury Elementary School (renamed Naomi L. Brooks Elementary School in July 2021) logo was designed by student artist Noa Organek.

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•

Two tenth grade students, Marie Hubbard and Kim-Anh Aslanian, created the new logo design concepts for Alexandria City High School.

About Naomi L. Brooks Naomi Lewis Brooks (deceased 2020) was “The Natural” as she led a truly charmed life from very humble beginnings in “seminary mudtown” to an 85-year-old dynamic matriarch of one of this country’s most famous families. After attending the Seminary School for Colored Children, on the site where Alexandria City High School stands, she rode the city bus to Lyles-Crouch Elementary School and ParkerGray High School (PGHS). Ms. Lewis (Brooks) graduated second in her class from the segregated all-Black PGHS in 1951. Not only was she a strong student, graduating with honors from PGHS, she was also a star athlete. She was a starting forward on the girls’ basketball team and earned the school record for the most points scored in a season and the most points scored in a single game.

After high school, Ms. Lewis (Brooks) earned her Bachelor of Science in Elementary Education from Virginia State College (now Virginia State University), charting her course as an educator. She accepted a teaching position at Charles Houston Elementary School in 1955 and would go on to earn an M.E. in Elementary Education from VSU. She later also taught at Cora Kelly Elementary School. Her elementary and adult teaching career spanned 25 years. Mrs. Brooks always “bloomed where planted,” having moved frequently as a military family, and made a difference in every location by educating her own children, students and even soldiers.

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Policy Equity Report

Accomplishments during SY 2020-21 •

Launched an innovative equity audit of all School Board policies. {

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Convened ACPS Policy Audit team: Two Board members; chief of student services and equity; executive director of equity and alternative programs; director of policy and board initiatives; cultural competence coordinator; ACPS equity resident.

Met with multiple organizations and engaged the Intercultural Development Research Association (IDRA EACSouth) as ACPS’ consultant partner for conducting the audit.

IDRA EAC-South: Recommended by Virginia Department of Education (VDOE) Office of Equity and Community Engagement Director.

Key Milestones June 2021: Update presented to School Board.

Next Steps Phase II, SY 2021-22: Engagement, Board review and policy revision •

Review Tier II policies.

•

Community engagement with ACPS stakeholders.

•

Board review and policy revision.

•

Refine and adopt revised policies.

Worked with the Governor’s Commission for Social Studies Standards of Learning (SOL).

Experienced in reviewing/developing policy through an equity lens with focus on disparate impacts of policy implementation on marginalized student populations.

•

•

Prioritized policies from the 12 School Board policy classifications into review tiers: {

Beginning with policies directly impacting students and student achievement (A, I and J policies).

{

Policies scheduled for the second review tier directly impacting staff, families and the community (G and K policies).

{

Policies scheduled for the third review tier impacting how ACPS conducts business in an equitable way (B, C, D, E, F and L policies).

Phase I Completion: August 2021.

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ACADEMIC DISPARITIES:

Hispanic Male Graduation Rate Accomplishments during SY 2020-21 •

Provided Student Support Team (SST) social/emotional support through groups, mentor programs and one-on-one meetings.

•

Tracked academy interventions for 189 Hispanic male students.

•

Expanded the Multi-Tiered System of Support (MTSS) program across academies.

•

Expanded the Graduation Task Force to include Central Office and school leadership to consistently monitor progress toward graduation.

Key Milestones •

Quarterly Chats.

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Monthly Graduation Task Force Meetings.

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Weekly Schoolwide MTSS Meetings.

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Ongoing Examination of Quarterly Grade Distribution.

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Weekly International Academy Team Meetings.

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June and July Graduation Dates.

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Next Steps •

Establish a dedicated summer effort to help remaining senior students graduate, monitor those not on track and set up the Alternative Pathways to Achievement program.

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Expand the Alternative Pathways to Achievement classes at night to support students who have employment obligations during the day.

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Continue to partner with Jobs for Virginia Graduates with a focus on students achieving employability and leadership skills (a grant through the Career and Technical Education [CTE] Program).

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Expand our partnership with Urban Alliance to further student internships and work-force development opportunities, which will in turn positively impact the College and Career Readiness Initiative.

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ACADEMIC DISPARITIES:

PreK – 2 Literacy

Accomplishments during SY 2020-21 •

A team of diverse stakeholders reviewed 21 phonics resource requests for proposals (RFPs) in light of current scientific reading research. The team procured high-quality curriculum resources to support structured and systematic phonics and phonemic awareness instruction throughout all K-2 ACPS classrooms.

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Teachers adopted and were trained in the use of assessments for remote administration to assess learning gaps and plan datainformed instruction, including 45 minutes of daily, small-group English Language Development (ELD) instruction for English Learners (ELs).

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Ongoing professional learning was facilitated to support teachers in providing differentiated reading and writing instruction, including use of strategies like Guided Language Acquisition Design (GLAD) to support ELs, across remote and hybrid settings.

Key Milestones •

August 2020-May 2021: The Alexandria City Pre-K Collaborative convened to facilitate cross-community planning, ensuring curriculum alignment and resource access across all partnerships and ACPS programs.

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Sept. 2020, Nov. 2020, Feb. 2021, and March 2021: 25,000 learning packets and activity choice boards were delivered to students.

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July 6, 2021: 1,830 preK-2 students began ACPS virtual and in-person Summer Learning programs with the use of material kits, learning packets and more than 20,000 take-home books to provide continuity of learning across the summer.

Next Steps •

Provide divisionwide trainings, in-class coaching and ongoing Professional Learning Community (PLC) improvement protocols to support the implementation of new phonics and phonemic awareness resources to facilitate teacher proficiency; this includes hands-on manipulatives, vibrant visual teacher presentation tools, adaptive software to meet differentiated needs, multisensory supports to create strong letter-sound linkages in the brain and a comprehensive scope and sequence of phonics and phonemic awareness instruction to support strong decoding skills and fluent reading for all ACPS readers.

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Implement Al’s Pals social-emotional learning evidenced-based curriculum throughout ACPS’ pre-K classrooms to support selfregulation and executive functioning skills.

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Explore curricular resources to support systematic phonemic awareness instruction throughout pre-K classrooms in future years.

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ACADEMIC DISPARITIES:

Talented and Gifted (TAG)

Accomplishments during SY 2020-21 •

Expanded the Young Scholars (YS) Program.

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Expanded Universal Screenings.

Key Milestones •

During the 2020–21 school year, the Young Scholars model has expanded to all elementary schools.

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Screening for all third grade students was completed in 2021.

Next Steps •

Write a new Local Plan with equity at the forefront and with a goal to decrease disparities in academic access across schools and levels of TAG services.

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Within the Local Plan, address the identification procedure and the delivery of services.

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Continue to strengthen the Young Scholars model.

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ACADEMIC DISPARITIES:

Students with Disabilities (SWD) and Emotionally Disabled (ED) Black Students Accomplishments during SY 2020-21 Academic support was provided during targeted intervention blocks. A clinical specialist and behavior specialist provided professional learning to school-based Student Support Teams (SSTs) and collaborated with teams to direct student support through counseling groups and therapeutic interventions.

Next Steps •

Divisionwide professional learning.

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Individual coaching and mentoring.

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Assignment of an assessment team to schools.

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Continuation of Lunch and Learn sessions.

Additionally, a licensed clinical social worker (LCSW) provided professional learning and consultation to school-based teams. This addressed implementation of intervention strategies and coaching and modeling of interventions to support positive strategies for student growth.

Key Milestones •

Hired highly qualified personnel to provide services.

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Funded RULER and Valbrun Consulting professional learning programming.

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Provided ongoing turnaround professional learning Equity Training throughout the school year.

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Provided professional learning for principals and assistant principals in areas of equity and disabilities.

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Provided a presentation to the School Board addressing data surrounding the identification of Black students as ED.

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Provided quarterly Lunch and Learn sessions to address the equity issues relevant to Black students and special education (SPED) identification.

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MEASURING WHAT MATTERS

BUDGET REVIEW

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Budget Review

SCHOOL YEAR BUDGET FOR FY 2021 Operating Fund

Grant and Special Projects

School Nutrition

Instruction

$212,097,447

$16,128,647

$-

Administrative, Attendance and Health

$26,346,024

$520,508

NA

Pupil Transportation

$10,772,762

$6,090

$-

Operations & Maintenance

$24,526,274

$-

$-

School Food Services & Other Operations

$901,336

$23,300

$10,936,612

Technology

$13,445,091

$196,630

$25,000

Division-wide

($1,485,841)

$3,674,941

$-

Totals

$286,603,091

$20,550,116

$10,961,612

GRAND TOTAL

$318,114,819

SCHOOL YEAR BUDGET FOR FY 2021 (REVENUE) Operating Fund

Grant and Special Projects

School Nutrition

City Appropriations

($234,037,296)

($-)

NA

State Revenue

($47,130,152)

($4,261,720)

($185,715)

Local Revenue

($812,205)

($230,859)

($2,396,988)

Federal Revenue

($290,135)

($14,341,063)

($8,378,909)

Totals

($282,269,788)

($18,833,643)

($10,961,612)

GRAND TOTAL

($312,065,043)

A C P S | R E C O V E R , R E TA I N , R E I G N I T E | 2 3

MEASURING WHAT MATTERS

CLASS OF 2021

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The Class of 2021 Data released by the Virginia Department of Education showed that ACPS achieved in 2021 the highest on-time graduation rate and lowest student dropout rate since Virginia began reporting these data in 2008. ACPS saw a nine-percentage point increase in the ontime graduation rate, from 82% in 2020 to 91% in 2021 and a ninepercentage point decrease in the overall student dropout rate, from 14% in 2020 to 5% in 2021.

The 2021 graduation rates for specific subgroups of ACPS students are as follows:

93%

84%

98%

Black

Hispanic

White

95%

90%

88%

Students with Disabilities

English Learners

Economically Disadvantaged

Graduation and dropout rates for the ACPS Class of 2021 improved overall and across a vast majority of subgroups, with the largest gains seen among Hispanic and economically disadvantaged students. The previous highest on-time graduation rate for ACPS was 86% in 2013 and the previous lowest dropout rate was 8% in 2019.

“We are thrilled that more than 90% of our students graduated in 2021, and that the number of students who dropped out of school was just one-third of what that rate was in 2020,” said T.C. Williams High School (renamed Alexandria City High School in July 2021) Executive Principal Peter Balas. “We know there is still work to be done but I want to acknowledge the remarkable gains of our students, especially our Hispanic students and English learners, as we reported the highest graduation rate ever for ACPS. It takes a strategic, concerted effort by our division leaders and staff to provide our young people with the resources and support they need to earn their high school diplomas.”

ACPS saw increases in graduation rates from the previous year across almost all student groups with the largest increases reported for English learners (+19 percentage points), Hispanic students (+15 percentage points), and economically disadvantaged students (+10 percentage points). Student dropout rates went down from 2020 across all subgroups — except for students with disabilities who experienced an increase in the dropout rate from two to five percent — with the largest gains seen by English learners (from 24% to 9%), Hispanic students (25% to 11%) and economically disadvantaged students (from 17% to 7%); Black (2%) and White (1%) student groups saw all-time lows in dropout rates.

ACPS leaders referred to several factors in explaining the large improvements in both the graduation and student dropout rates from 2020 to 2021, especially given the challenges for students and staff during the pandemic. A Graduation Task Force formalized the collaboration of leaders and stakeholders from all high school A C P S | R E C O V E R , R E TA I N , R E I G N I T E | 2 5

campuses, Central Office, the adult education and alternative pathway programs and the juvenile detention center to meet regularly under the leadership of Executive Principal Balas. The task force monitored the graduation status of all ACPS students, identifying those who needed extra support and developing plans to help them stay on track for graduation.

Class of 2021 Facts

664

Members

of this class have reported enrolling in a college or university (as of 2/22/22).

They will attend

162 30

Colleges and Universities

Titan athletes

signed letters of intent to compete in collegiate athletics in eight sports.

373

seniors

graduated with an Advanced Studies Diploma: 42% of the class.

Class diversity of the 888 graduates:

The task force was developed as a formalized structure of collaboration in response to the need to increase the graduation rates and decrease the dropout rates of Hispanic students.

$1,446,000

They are receiving $1,446,000 in merit scholarships awarded from the following organizations: Questbridge College Match, POSSE, Akerson Family Foundation, Cameron Impact, Future of STEM Scholars Initiative (FOSSI), Harry F. Byrd Jr. Leadership, Educational Opportunities for Alexandrians, Regeneron Science Talent Search, Virginia State University Alumni Association, The Dream U.S. National.

183

students

received scholarships from the Scholarship Fund of Alexandria totalling $525,000 for their first year of college and to be renewed throughout their four years of study.

American Indian and Alaska Native

<1%

Hispanic or Latino

34.5% Multi-Racial

3% 2 6 | A C P S | R E C O V E R , R E TA I N , R E I G N I T E

15

students

20

seniors

have indicated a commitment to serve in the U.S. military.

At least 20 seniors have planned gap years with organizations such as Year Up and Americorps, among others.

17

students

17

District titles

will attend trade schools to study technical, HVAC, dental assistant, electrical apprenticeship and automotive service trades.

During their four years of competing as Titans, they have won a State Championship in volleyball, 17 District titles and four Regional titles in athletics.

Asian

4% Black/African American (non-Hispanic):

29%

White/Non-Hispanic

29%

MEASURING WHAT MATTERS

Student/Team/Staff Accomplishments

by School

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STUDENT

High School

T.C. Williams High School

(renamed Alexandria City High School in July 2021)

•

King Street Campus

•

Minnie Howard Campus

•

Satellite Campus at ACPS Central Office

•

Chance for Change Academy

ACHS Senior Sabine Mead was one of two Virginia high school students competitively selected to participate in the 2021 58th U.S. Senate Youth Program’s Washington Week. Sabine experienced an “intense week of unparalleled educational activities designed to deepen the student delegates’ understanding of the federal government and gave them direct access to those who lead it.” (ussenateyouth.org). As a delegate, she received a $10,000 scholarship.

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STUDENT

Middle Schools

Grades 6-8 Francis C. Hammond Middle School (FCH)

S.T.E.A.M. Event: Medina Bundu represented FCH at the “Breaking Down The S.T.E.A.M. Door” event held at the Building MomentumThe Garden Alx on Eisenhower Avenue.

FCH International Academy conducted a virtual program that celebrated Black History Month and explored all of the African countries that our students represent at FCH.

George Washington Middle School (GW)

Patrick Ostermann-Healey’s National History Day Project, African American History Award: “The 1939 Alexandria Library Sit-In: Breaking a Barrier to Read at a Public Library” advanced to the national competition. His project focused on a dark time in history when America was sinking into the “quicksands of racial injustice,” when African Americans were “stripped of their adulthood and robbed of their dignity by signs stating ‘For Whites Only,’” when certain people were not even allowed to enter a library building, much less to receive a library card. Such barriers of racial inequality were ones that Samuel Tucker and the participants of the 1939 Alexandria Library sit-in tried to break down through a peaceful protest. While this protest missed the front page of the national news in 1939 due to Hitler’s invasion of Poland, the news spread locally. The Library sit-in expedited the need to open a library for African Americans in Alexandria, which was the Robert Robinson Library.

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STUDENT

K-8 Schools

Grades K-8 Patrick Henry K-8 School

Patrick Henry K-8 School did not let the pandemic or virtual learning hinder the annual Patrick Henry Literacy Parade and Reading is Fundamental book distribution. In October, the students dressed up as their favorite storybook characters and came to the school to select free books. Books from every genre were available for students in kindergarten through eighth grade.

The students were greeted by Clifford the Big Red Dog and the staff. A great time was had by all!

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STUDENT

Elementary and PreK Schools Early Childhood Center

Preschool students received more than 10 books on topics such as handling big feelings, problem solving and making healthy choices! These books were also used during virtual learning so that all students could participate actively using their own book. All students received six handson activity kits with lessons for families to do at home, and our teachers modeled how to use these materials during their virtual instruction.

Grades PreK-5 Charles Barrett Elementary School

The Fifth Grade Promotion Principals’ Award in 2021 went to Eymi Hernandez Avila for exemplifying perseverance and demonstrating tremendous growth.

The Fifth Grade Promotion Art Pelenberg Humor Award in 2021 went to Samantha Sleeter for her uplifting kindness and positive spirit.

William Ramsay Elementary School

Fifth grade student Justin Arce was selected for the Red U11 Alexandria Soccer Association team.

Cora Kelly School for Math, Science and Technology (Cora Kelly)

Early during the COVID-19 crisis, in June 2020, Cora Kelly students created a virtual talent show to raise money for Casa Chirilagua.

With singing, dancing, magic, skateboarding, instruments and more, students raised over $700 for Casa Chirilagua, a community non-profit providing rent assistance and food for families affected by COVID-19.

Special guests participated, including our very own Dr. Gregory C. Hutchings, Jr.

Third grade student Walter Reppond- Weisz received the following awards in the 2020-21 PTA Reflections Contest: •

Photography: First Place in the citywide contest. He advanced to the Northern Virginia contest and received an Award of Excellence.

•

Literature: Third Place in the citywide contest.

Grades K-5 Douglas MacArthur Elementary School (DMES)

DMES was featured on the PBS NewsHour program with a story on our transition back to school during the pandemic. A PBS NewsHour reporter interviewed first grade teacher Ashley Hojnowski and two of our students on balancing in-person and virtual learning during the pandemic.

DMES artists were successful during the 2020 PTA Reflections art contest. Our second grade student Raya Yellin received an Award of Excellence: Primary Literature from the Virginia PTA State Reflection Contest.

Ferdinand T. Day Elementary School (FTD)

FTD added unique opportunities for students during its encore classes by adding a FLEX encore class schedule that included a rotation of Counseling, Technology and STEM classes. All classes K-5 received additional student support in SEAL, learning how to use their devices to enhance their engagement in virtual classes and included unique technology resources for demonstrating learning. All students received quarterly project bags to use for STEM engineering projects.

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Elementary and PreK Schools George Mason Elementary School (GM)

George Mason Elementary students participated in the Marine Corps Marathon (MCM) Kids Run. GM students earned the MCM Kids Award that comes with a $1,000 award for the PTA.

James K. Polk Elementary School

Each grade level hosted a virtual grade level/curriculum night, designed to assist parents in helping students. During these grade level meetings, teachers modeled specific strategies that parents can use to assist students with mastering grade level objectives.

The Kindergarten team met with over 50 parents and students and it was a huge success. The Kindergarten teachers indicated that some students’ overall performance improved after the Kindergarten Success Night.

John Adams Elementary School

In collaboration with EL specialist Jaime Knight, our EL team successfully completed the first round of EL shadowing. This process provided us with important information about the language domains that our EL students are engaging in most frequently throughout the day. The EL team uses the data collected to further support homeroom teachers in supporting the needs of our EL students.

Lyles-Crouch Traditional Academy

Andras Jacobson of Lyles Crouch Traditional Academy was one of the lucky students to have his question answered by a NASA astronaut, Victor Glover, during a livestream from the International Space Station on December 3, 2020. Jacobson was chosen from a handful of students across the United States to submit a question.

Mount Vernon Community School (MVCS)

The MVCS student council proposed beginning the SY21 recycling club. Fourth grade students made recycling a school-wide project aligned with our science focus.

Kimberly Sylva Gomez was this year’s Grand Marshall for the Del Ray Parade.

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Matthew Maury Elementary School (MMES) (renamed Naomi L. Brooks Elementary School in July

2021) For the 2021 Spelling Bee, fourth grade student Henok Hailye was the winner from MMES, finishing in the top quarter. There were 39 schools present, and he was the only elementary school student to qualify for live rounds.

MMES student James Vetrini was the 2021 Best of School Poet Winner.

Alternative Programs and Schools Alexandria City Detention Center

A student who has been in our program for the past year earned her GED this past September.

A student in our New Beginnings Program, which is a six-month program, completed all requirements with an outstanding rating and has now returned to their base school and is excelling.

Two students completed the ServSafe Food Handling Certification, and with the newly purchased mobile kitchen, will be permitted to prepare food for their peers and staff members.

TEAM

High School

T.C. Williams High School

(renamed Alexandria City High School in July 2021)

•

King Street Campus

•

Minnie Howard Campus

•

Satellite Campus at ACPS Central Office

•

Chance for Change Academy

105 student-athletes

were awarded all-District awards in their sports with two coaches earning District Coach of the year honors.

40 student-athletes

were awarded all-Region awards in their sports with one Region Player of the year in Boys Soccer and two Region Coaches of the year (Softball and Volleyball).

Undefeated

The Girls Varsity Volleyball Team completed the season undefeated and won the Gunston District, Region 6C and State Class 6 Championship at T.C. Williams High School (renamed Alexandria City High School in July 2021).

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TEAM

Middle Schools

Grades 6-8 Francis C. Hammond Middle School (FCH)

The following FCH students competed in the Virginia State Technology Student Association (TSA), winning 10 Top-Ten awards: Naomi Temprosa, Seychelle Shamir, Milka Issacs, Bushra Sidiqui, Alli Goetz, Zana Royster, Ivana Lopez, Maryam Niazi and Sara Issacs. TSA chapters take the study of STEM beyond the classroom and give students the chance to pursue academic challenges among friends with similar goals and interests. Together, TSA chapter members work on competitive events, learn and apply leadership skills and present their projects at state competitions.

George Washington Middle School (GW)

GW students Bridget Baron, Ben Delnegro, Zachary Harris, Veronica Holguin, Lillian Wagner and Chloe Yokitis made up the Standing for Tomorrow team, a group of student-activists committed to identifying and advocating for mold remediation in schools throughout the Commonwealth. They made great strides bringing attention to this important issue through the scope of their science project work. The Standing for Tomorrow science fair team won first prize at the school, city and regional levels, impressing judges with their presentation of the data and research they had collected. Members of the Standing for Tomorrow team testified convincingly before the Public Education Subcommittee of the Senate Committee on Education and Health, leading to broad support for legislation that would address the mold issue in schools throughout the Commonwealth, culminating in the passage of Bill SB845 in the 2020 Virginia legislative session.

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TEAM

K-8 Schools

Grades PreK-8 Jefferson-Houston PreK-8 IB School

Nearly 100 Jefferson-Houston K-8th grade students engaged in extended learning opportunities offered every day after school as part of the school’s LINK Club 21st Century Community Learning Center program which addressed learning loss through a wholechild approach. Each week, the Jefferson-Houston LINK Club did the following: •

Students engaged in hands-on STEM activities where academic concepts were coupled with real-world lessons, allowing them to apply science, technology, engineering and mathematics in contexts that made connections between school and life.

•

Grade-level teachers supported students with homework help and academic coaching focused on the concepts covered during the school day in order to help strengthen student competencies, especially in reading and mathematics.

•

Students participated in social-emotional learning sessions that taught compassion and empathy building, anger management, conflict resolution skills and empowerment.

•

Recreational, sports, creative arts and other enrichment activities promoted attendance and provided a safe environment for students to engage with peers while learning new skills.

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TEAM

Grades PreK-5 Charles Barrett Elementary School

Elementary and PreK Schools

Our entire school celebrated the re-launch of our in-person Positive Behavior program in 2021 with our PBIS Blowout Sale this November!

Students loved getting prizes by earning our Charles Barrett Panda Paws for showing caring and making strong choices.

Our school team celebrated the re-launch of our Panda Friends student mentoring program.

William Ramsay Elementary School

This year, William Ramsay had three clubs sponsored by outside grants. Our school nurse, Jodi Bobbit, received a Running Brooke grant for a fourth and fifth grade running club led by fourth grade teachers William Patrick and Abigail Jones.

This club serves 40 students.

Our technology integration specialist, Caroline Doughty, received a Running Brooke grant for a girls yoga club. This club serves 20 fourth- and fifth grade girls.

EL teacher Peter Jones led a garden club sponsored by the Audubon Society. This club serves 20 students.

Grades K-5 Ferdinand T. Day Elementary School (FTD)

In the spring, FTD initiated a student-run hydroponic program that allows students to grow vegetables that will be used by the school’s kitchen staff in student lunches. One large tower was initially set up and was able to provide lettuce for the entire staff and students for one lunch during hybrid learning.

John Adams Elementary School

Our Science Specialist Mr. Palmer successfully hosted two virtual STEAM Nights for students and their families. During each event, students had the opportunity to use the engineering and design process to solve a real-world problem. We had a great turnout for both events.

All staff completed the online RULER training modules. We worked collaboratively to draft our staff charter and roll out RULER with our students.

Lyles-Crouch Traditional Academy (LCTA) LCTA PTA received the NOVA PTA Award of Excellence in Diversity, Equity & Inclusion for 2021 for its 360 Inclusion work to address diversity and cultural competency in programming, speakers and instructional materials for students and parents.

Lyles-Crouch was named 2021 Best Elementary School in America by niche.com for continued academic excellence.

Lyles-Crouch was again awarded School of Distinction status by the

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Core Knowledge (CK) Foundation for collaborative, integrated and domain-based learning. It is only one of eight, out of more than 2,000, CK schools nationally and internationally to receive this designation.

Mount Vernon Community School (MVCS)

MVCS PTA held our reimagined “Fabulous Fall Fundraiser” in the heart of Del Ray in the Farmers Market parking lot. Over 260 parents, teachers, and MVCS supporters enjoyed coming together in person again, enjoying pizza, pupusas and BBQ while dancing and raising money for the school.

Matthew Maury Elementary School (renamed Naomi L. Brooks Elementary School in July 2021) The Washington Post featured fourth grade teacher Andrea Houston’s use of lesson plans developed by the Identity Project.

The Move2Learn and Running Brooke Reading & Riding Program provided stationary bikes for school-wide movement challenges. The outdoor garden at our school provided an opportunity for outdoor lessons, activities and fun with growing herbs.

Samuel W. Tucker Elementary School

In collaboration with Homes for America, property owner of the Brent Place affordable housing complex, students engaged in a variety of project-based learning activities and enrichment activities.

These were offered onsite where the students live, providing a safe and culturally-responsive space for the students to participate in additional learning activities Monday through Friday until 6 p.m.

Alternative Programs and Schools Alexandria City Detention Center

The school team charted its wellness using the Mood Meter from RULER and a daily health and activity log.

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Staff Accomplishments

T.C. Williams High School (renamed Alexandria City High School in July 2021) College and Career Counselor Stacy Morris was named the Potomac & Chesapeake Association for College Admission Counseling’s (PCACAC) Counselor of the Year. This regional award recognizes Ms. Morris’ work in supporting students’ access to college, scholarships and financial aid as well as her dedication to supporting students as they develop the mindsets, behaviors and skills they need to be successful on a college campus.

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Kathleen Brewster, the lead school counselor at the Minnie Howard Campus of the T.C. Williams High School (renamed Alexandria City High School in July 2021) was named the 2021 Outstanding Student in Education Leadership at George Mason University. In recognition of her award, Ms Brewster celebrated the collaboration of the TCW community in using data to drive school-wide improvements that meet the needs of all Titans.

Teacher, Principal and Support Staff of the Year

Principal of the Year Francis C. Hammond Middle School Principal

Pierrette Peters Finney

Teacher of the Year

Support Staff of the Year

T.C. Williams High School Television and Media Production Teacher

Ferdinand T. Day Elementary School Kindergarten Paraprofessional

Vilma E. Zefran

Alex Weinard

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MEASURING WHAT MATTERS

Capital Improvements

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Cora Kelly and George Mason Elementary Schools Modernization Projects June 2021

Capital Improvements

•

The feasibility study for the modernization of Cora Kelly and George Mason was presented to the School Board.

•

The School Board confirmed Swing Space as the best option for these projects, and approved purchase of the office building at 1703 N. Beauregard for this purpose.

1703 N. Beauregard Street

June 2021 – ACPS entered the due diligence stage of purchasing the office building at 1703 N. Beauregard. ACPS intends to retrofit the building into a school facility, first to use as swing space for George Mason and Cora Kelly Elementary Schools before becoming a new 600-student capacity school.

Educational Facilities Parker-Gray Stadium

Capital Programs, Planning and Design Ferdinand T. Day Elementary School Gym

•

Demolition of the old stadium at ACHS King Street Campus occured in the 2020-21 timeframe.

•

Construction of the new Parker-Gray Stadium began during 2021.

•

Substantial completion and the grand opening of Parker Gray Stadium occured in November 2021.

Construction and completion of the elevated gym at Ferdinand T. Day occured in the 2020-21 timeframe.

Francis C. Hammond Middle School Multi-Court Project The multi-court project at Francis Hammond was completed in 2021.

The High School Project (THSP)

Mount Vernon Elementary School Kitchen/Cafeteria Project (project ongoing as of Dec. 6, 2021)

In 2020-21, THSP went through the schematic design and design development phases

•

May 2021 - Project commenced.

•

April 2021 - School Board voted for the Pinwheel Concept as the design for the new Minnie Howard

Mount Vernon Library Renovation

•

June 2021 - The schematic design submissions from architects Perkins Eastman were delivered and the project moved into the Design Development phase. Inclusion of an aquatic facility at Minnie Howard was approved by the city.

Asbestos remediation and flooring installation projects completed at:

•

July 2021 - Collaboration on pre-construction efforts began with Construction Management at Risk partner Gilbane.

•

August 2021 - A layout for the aquatic facility was selected. Loring Engineering Consultants joined the team as the commissioning agent and an RFP for a project management support partner was released.

•

December 2021 - Final Site Plan II was prepared for City hearings in January 2022.

Douglas MacArthur Elementary School Modernization Project •

April 2021 - Demolition of the old Douglas MacArthur building began.

•

June 2021 - Construction of the new Douglas MacArthur building began.

•

Renovation of the library at Mount Vernon began in 2021.

•

Lyles-Crouch Traditional Academy

•

Francis C. Hammond Middle School

•

James K. Polk Elementary School

•

Matthew Maury Elementary School (renamed Naomi L. Brooks Elementary School in July 2021)

HVAC projects: •

Francis C. Hammond Middle School (completed 2021)

•

George Washington Middle School (project ongoing as of Dec. 6, 2021)

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MEASURING WHAT MATTERS

COMMUNITY

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LABEL

External Supports Title Goes from our Here Community Partnership Numbers

Higher Education Partnerships

We are so fortunate to have approximately 150 community partners that offer all types of support to all of our schools throughout the division, including emotional, social, tutoring, mentoring, STEM, literacy, math and family engagement.

We have approximately 70 higher education intern partnerships throughout the division.

To support vulnerable families in our school division during the pandemic, ACPS collaborated with multiple Alexandria partners beginning in 2020. This collaboration led to a program providing free child care for the most vulnerable students during the school day and after school. In addition to that free program, several additional community partners offered child care programs for students throughout the city with sliding income-based fees, scholarships

and other pricing adjustments. This collaborative support initiative was made possible through funding by the City of Alexandria and a donation from our continued growing partnership with Amazon.

12,900 As of today, there are a total of 12,900 active volunteers.

$59M In 2020-21, ACPS received over $59 million in grants, which represents an increase of over 1,600% from the previous year.

$56M The actual monetary increase in grants from the previous year is over $56 million.

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Connect with ACPS ACPS Helpline

Language Line Direct Response

Parent liaisons and outreach assistants continued to connect families in need of assistance through the ACPS Helpline.

Families can text or call the Helpline Monday-Friday, 10 a.m. to 3 p.m.:

A new language-support service makes calling ACPS schools easier for thousands of families who speak Spanish, Amharic, Arabic, Pashto, or Farsi. Language Line’s Direct Response service allows ACPS families to contact their school with interpretation service already on the line, eliminating language barriers they may have encountered in the past.

ACPS is the first school system in Virginia and the third in the country to implement this Language Line service. Call us at 1-833-611-1667.

For English, text or call 703-844-1763 For Spanish, text or call 703-844-3424 For Amharic, text or call 703-927-6866 For Arabic, text or call 703-927-7095

Follow us on Social Media acpsk12

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To share a concern or comment with ACPS leadership or to ask a question about division-wide issues, community members can write to ask@acps.k12.va.us.

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ASK ACPS ask@acps.k12.va.us