[{"_1":2,"_111":-5,"_112":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,87,99],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6217066,"mediaKeyId","3650090-6c554d4ef9d58e6a4bf5907991d5905e","parentId",3650090,"title","Minority Student Achievement committee urges standardized SEL curriculum, more leadership access and staff‑retention analysis","audioSeconds",230,"startMs",680000,"endMs",910000,"viewUrl","/Search/View?dp=1&key=3650090-6c554d4ef9d58e6a4bf5907991d5905e&start=680&end=910","thumbnailUrl","https://assets.pipeline.soar.com/3650090-6c554d4ef9d58e6a4bf5907991d5905e/thumbnail_680000.jpg","articleUrl","/articles/6217066/Virginia/Minority-Student-Achievement-committee-urges-standardized-SEL-curriculum-more-leadership-access-and-staffretention-analysis","mediaUrl","https://secure.pipeline.soar.com/6217066-20aa1a7dd7d1c7d68a9dbfd4c311c223/orig.mp4?Expires=1770704976&Signature=ad5AdDwPeP2~i2xsoAsxP0EK7c~j6Q0xlBgxi2JhHpsQ81dHT4UFmxRQOiR2Zf5zB8ED6x4b-zTrX7F-5~51JQy5l1yZX3~fF-JhyyCD04z~b3j~LIg3Wy49pOcpC072XQo0aCOCvDvYrlws5ngZqFAyNK9fnnnp7mXBlADseQLrrtQ0kzaf~t4nzUruv-NCCf8NVtGptZ2iBDhP0JziKqp-mmv~wus4jO7feLfJpW4FrSYj8jN4giB374XA7vdNRDhkpE-7RmhvEUQ-tx4p84C9zglfCIYDDzslndQiyXNaq3vfR~~4gmGaBqEt8K2yabepPcVI1Vq5-sk5UPeJog__&Key-Pair-Id=KUT5TJCACFTXG","author","Fairfax Co Public School","date","2025-06-03T18:23:25Z","article","The Minority Student Achievement Oversight Committee (MSAOC) told the school board at the advisory summit that disparities in social‑emotional learning indicators and uneven access to student leadership are contributing to lower belonging and participation among Black and multilingual students. The committee recommended a standardized K–6 SEL curriculum, expanded secondary leadership programs with a common curriculum and a new, systemwide data tool to measure leadership access and equity.

MSAOC co‑chair George Becerra said the committee reviewed SEL screener data showing gaps in “sense of belonging, self‑management and relationship skills” for multilingual learners and Black students and recommended the chief academic office implement a consistent K–6 SEL framework. The committee also recommended the chief of schools work with the chief academic officer to expand secondary leadership opportunities and to develop measures that capture who has access to leadership roles across schools.

Why it matters: MSAOC framed the changes as a way to build student voice and long‑term academic and career readiness. The committee said inconsistent leadership opportunities, uneven access to interpretation and scheduling barriers reduce participation for marginalized students and reinforced the case for standardized curriculum and a baseline data collection tool.

Key recommendations

- Implement a standardized K–6 SEL curriculum to address elementary gaps indicated in SEL screener data.

- Expand secondary leadership opportunities and create a consistent curriculum and pathways (the committee cited Lewis Leadership Program as a model to replicate where possible).

- Develop a systemwide data collection tool to establish a baseline on leadership access and equity across all schools, disaggregated by subgroup.

- Ask Human Resources to disaggregate separation/turnover data by job category (teacher, counselor, assistant principal, custodian, etc.) and by subgroup to identify retention concerns among Black and Hispanic staff; MSAOC recommended HR collect and report separations by role and subgroup.

Board and staff interaction

Committee members described focus‑group work and student surveys (including the 2024 Fairfax Youth Survey) as evidence that declining leadership access reduces interest in school engagement for marginalized students. MSAOC members and several board members emphasized that leadership development should be visible and intentional, and that middle school is a key moment to introduce leadership skills. Board members pushed for practical next steps—an inventory of what leadership opportunities exist at each school and immediate changes the district can take ahead of the next school year (for example, clearer communication to counselors and teachers about leadership openings and removal of procedural barriers such as requiring SGA class enrollment as a prerequisite to run for SGA).

Staff follow‑up and process

MSAOC requested that the Chief Academic Office, Chief of Schools and Human Resources collaborate on the SEL and leadership recommendations and that HR produce disaggregated separation reports that show the role and subgroup for departed employees. The school board indicated support for data disaggregation and requested staff feasibility feedback on implementation timelines.

Ending: MSAOC members said the changes are necessary to make leadership opportunities accessible to students who currently do not see themselves represented in positions of school leadership; the committee asked for staff timelines and the Board’s support for the recommended data collection and curriculum work.","mediaType","Video","parentTitle","5/31/25 - Advisory Committee Annual Summit","oneSentenceSummary","The Minority Student Achievement Oversight Committee (MSAOC) told the school board at an advisory summit that disparities in SEL indicators and uneven access to leadership are reducing belonging and participation among Black and multilingual learners.","taxTitle","FAIRFAX CO PBLC SCHS, School Districts, Virginia","taxId",14506,"location","Virginia","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":44,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6217071,"Adult Community Education committee urges stronger FCPS links, new website and economic study",385,295000,"/Search/View?dp=1&key=3650090-6c554d4ef9d58e6a4bf5907991d5905e&start=295&end=680","https://assets.pipeline.soar.com/3650090-6c554d4ef9d58e6a4bf5907991d5905e/thumbnail_295000.jpg","/articles/6217071/Virginia/Adult-Community-Education-committee-urges-stronger-FCPS-links-new-website-and-economic-study","https://secure.pipeline.soar.com/6217071-c7a4e07d09a2e8cd239b185b9a1f6adb/orig.mp4?Expires=1770704976&Signature=kCjZtmcsbT~SXsJ5802jPDXWEKQ7KURPBKK6mDUYPUFgIHem0m0nNwMKD4dJFcAZDgn1BQF5E7uoSXEHmdeoX6OvoUgvxCSTgA8ztDw84Mhj1XMo6wlqmscossq1Bdpds3OTIG2LNbeOBoFwCNslgMD3LQJeUd0HuwqdgClg2kfugFftJLuGBqJ5BpHkHZrkEzbr6NJ8FdTIEE7GkU03l01yVVvpmi8bcRectj81oyTDO8wD8hNRaZrUtavsLCGls0fTpG0gJ7KODu8A7LoEqWFit7UK~4KtAIgXHR1Tm9zwY-MvldH01Mcg7ayqDCW2FvOE48woDcIXHQcZ0gODcw__&Key-Pair-Id=KUT5TJCACFTXG","Brian Thorsen, vice chair of the Adult Community Education (ACE) Advisory Committee, told the Fairfax County School Board at a weekend summit that ACE wants closer ties to the K–12 system and better marketing for adult offerings. The committee recommended a strategic business plan, an economic impact study, short-form promotional videos tied to a new website and an outreach survey for secondary students and families.

The committee said ACE serves multiple functions: a large non‑collegiate education and training provider with roughly 9,100 registrations per year across career‑technical apprenticeships, business/IT, health/medical credentials, adult ESOL (about 1,400 students per term) and the Fairfax County Adult High School (about 850 students per year). The new ACE website, funded with one‑time support after a 2022 recommendation, “is operational,” Thorsen said, and the committee recommended leveraging its analytics for marketing and resource planning.

Why it matters: committee members said ACE is an existing pipeline for careers and credentials that reaches adults, FCPS graduates and some current students. The committee argued a formal business plan and an economic model would help quantify ACE’s community returns and guide budget and outreach decisions.

Most important recommendations and staff requests

- Strategic business plan: develop a plan aligned with the FCPS strategic plan to modernize marketing, communications and technology and to measure performance. Requested action: ACE staff should partner with the FCPS Department of Strategy, Planning and Learning to produce the plan.

- Economic model study: commission a study to quantify ACE’s economic and social impact (e.g., higher diplomas, improved English proficiency, apprenticeships and ripple effects). Requested action: School Board endorsement of the study concept so ACE staff can scope and seek funding.

- Marketing & website use: expand short‑form promotional videos and use the new site’s analytics and remarketing features to reach potential students; coordinate content production with the FCPS Office of Communications (RMR is the contracted marketing firm). Requested action: staff assistance to coordinate production and distribution.

- Outreach survey: create an electronic survey for juniors/seniors and parents to better understand demand and awareness; requested action: ACE staff to work with FCPS staff to identify the population and administer the survey.

- Brochure/catalog strategy: continue a smaller brochure/brochure mailer and evaluate the frequency and distribution model of the larger printed catalog (catalog printing and distribution was estimated at roughly $110,000–$150,000 each time). Thorsen said ACE intends to publish a full catalog in the fall and consider additional seasonal publications.

Committee discussion and constraints

Board members and committee members discussed balancing print and digital outreach. Several members urged minimizing expensive countywide catalogs in favor of targeted brochures plus digital remarketing tied to website visits. Thorsen and ACE staff said the new website includes tools for remarketing and that the staff is still learning the platform.

Members also pressed on instructor recruitment and compensation for enrichment courses; ACE staff said teachers are paid according to FCPS pay bands, positions are posted via FCPS Human Resources, and pay increases taking effect July 1 will benefit ACE instructors. The committee noted apprenticeship programs are frequently paid for by employers under the Virginia apprenticeship system, which reduces student out‑of‑pocket costs.

What the Board will get next

Under the SAC summit process described at the meeting, staff will provide a written response and a plan of action by the end of the first quarter of the next school year, and staff liaisons will give updates to the committee in December or January following report submission. ACE sought the Board’s endorsement of the recommended studies and requested staff help to operationalize survey and communications work.

Ending: The ACE committee framed its recommendations as practical steps to increase student awareness and to measure ACE’s value to Fairfax County; the committee asked the Board to support staff coordination for the business plan, economic study, marketing and survey work.","The Fairfax County Adult Community Education (ACE) advisory committee presented recommendations to the School Board calling for a strategic business plan, an economic impact study, expanded marketing using a new website, a student/parent survey and deeper connections between ACE and FCPS counselors and teachers.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":91,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6217056,"CTE advisory committee calls for middle‑school career exploration, centralized staffing for specialty programs and stronger industry partnerships",150,7295000,7445000,"/Search/View?dp=1&key=3650090-6c554d4ef9d58e6a4bf5907991d5905e&start=7295&end=7445","https://assets.pipeline.soar.com/3650090-6c554d4ef9d58e6a4bf5907991d5905e/thumbnail_7295000.jpg","/articles/6217056/Virginia/CTE-advisory-committee-calls-for-middleschool-career-exploration-centralized-staffing-for-specialty-programs-and-stronger-industry-partnerships","https://secure.pipeline.soar.com/6217056-e5e3ff9a7a2b68ce3c5d441bab926347/orig.mp4?Expires=1770662372&Signature=Eg1XF4uNkwmlr9PMRkSLrnEgK6b1~z1~TOm5ithnRLvAqs13C~HnT2f2EGOi23PBp~d1NuDzGiGKFN4uXBrOuh3S5yjOwK-rerNaKyWbRZAruYe~jNzmEpHaKBCb1oIAPaiaGET9-eV7dXOgslIrICOvgkfFFWc2hQpOFB26I4Ci990Jd~QoHeijFTTsEHlMbZsgVGL1mJfa4J0YhbWwMuS1mCWAMd9gC4-zAicIQ0frJ0FBzJSSg7xDSpfS1gY0GL8w7Qu772BW0vUsGsnz~oxhuV16GjIkf-~mNsMNX11kNJKXL5eAaGEBFmIr4oDBVLdOfi~d1zB~2RbsMLL8Zw__&Key-Pair-Id=KUT5TJCACFTXG","The Career and Technical Education (CTE) Advisory Committee told the School Board it wants earlier career exposure, more equitable access to specialty programs and deeper ties to industry and community foundations. Committee chair Amor Varconi said the group recommends making the middle‑school career investigations course a standard elective across middle schools beginning in school year 2026–27 and exploring whether it should become mandatory in 2027–28.

Why it matters: committee members said student demand for technical and career programs is strong and growing. CTE leaders reported tens of thousands of course enrollments across FCPS and flagged waitlists and constrained facility or staffing capacity in high‑demand programs such as automotive, culinary and health sciences.

Key recommendations and rationale

- Middle school career exploration: offer the one‑semester Career Investigations course as a standard elective in every middle school beginning 2026–27 and explore mandatory implementation in 2027–28. The course is currently a new semester offering piloted at several sites.

- Centralized staffing for specialty programs: staff certain specialty CTE programs centrally (for example, auto tech, ROTC and culinary) and open enrollment from nearby high schools to improve equitable access where facilities exist; committee noted transportation and facility constraints will require feasibility work.

- CTE hub for work‑based learning: create a central virtual hub to share internships, employer contacts and work‑based learning opportunities and to broaden access across schools.

- CTSO stipends: consider activity stipends for teachers who sponsor Career and Technical Student Organizations (CTSOs) to ensure equitable support; committee asked staff to examine budget implications.

- Partnerships and funding: ask the Board to support a CTE Advisory Committee representative to sit on Educate Fairfax (the county education‑foundation network) to improve industry fundraising, equipment donations and program partnerships.

Discussion and next steps

Committee members described successful apprenticeship and employer‑paid apprenticeship models (most apprenticeship students are supported or paid by employers) and noted that partnerships with NOVA and local companies could expand capacity. The committee asked the Board for support in connecting the advisory committee to Educate Fairfax and for staff to examine stipend costs; FCPS staff said financial details would need review in the CTE budget.

Ending: The CTE advisory committee framed the recommendations as practical steps to increase early exposure, broaden access to career programs and leverage community partnerships; the committee requested staff feasibility information and Board support for partnership outreach.","The Career and Technical Education Advisory Committee urged FCPS to (1) offer a career investigations middle‑school elective countywide, (2) centralize staffing for specialty CTE programs to expand access, (3) create a CTE hub for work‑based learning resources and (4) consider stipends for teachers who sponsor career and technical student groups.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6217060,"Facilities council presses School Board for charter updates, construction cost reductions and P3 study follow‑up",245,4945000,5190000,"/Search/View?dp=1&key=3650090-6c554d4ef9d58e6a4bf5907991d5905e&start=4945&end=5190","https://assets.pipeline.soar.com/3650090-6c554d4ef9d58e6a4bf5907991d5905e/thumbnail_4945000.jpg","/articles/6217060/Virginia/Facilities-council-presses-School-Board-for-charter-updates-construction-cost-reductions-and-P3-study-followup","https://secure.pipeline.soar.com/6217060-a9a4cef29ade88fb85f2a80c85276330/orig.mp4?Expires=1770704976&Signature=RGaTDFEC1sEhtGmjhfLodtWCO6kpcCEwDbuEfP~Hy8JBLUUuDWRsi2YF-1JgIaABxJWrjXllFhjaUKyAH5kGt9Q73AGyz3IJrVTYRiZX86p7dDh4sijS1qmkIeQc7uNKzJsJkKMOL2VFKAZHd0urd2VAH1RjRz~AofuvBOd0RUxrMmFGjmYcPjVtsEkk11aiK2qFjac6iG7sqAxkzVky45aJshnL6L4udRS-jI1uMWiGK-6muzTUmeEsp8uA~jdS0wCM~PyJP2yeSh0g3wgQMhvZo-8nEq3mJHlZCc2D0kQ3YXiuRJ6aEXq0sqx6V3UKo9Ny2nLDPE2yQ4TU2W1ynw__&Key-Pair-Id=KUT5TJCACFTXG","Katie Herman, chair of the Facilities Planning Advisory Council (FPAC), presented a yearlong set of memos and 17 recommendations focused on accelerating information flow to the School Board and finding cost efficiencies in school renovation and construction.

FPAC recommended: transfer charter content into updated bylaws to allow the group to deliver targeted memos during the year (rather than a single year‑end report); pilot alternative swing‑space approaches; pursue a phased, resource‑heavy exploration of public‑private partnerships (P3s) before committing to procurement; and work with county permitting offices to reduce schedule delays (Brookfield Elementary was discussed as a case example).

Why it matters: FPAC noted a long‑term backlog and an increasing renovation cycle (FPAC cited industry practice of 20–25 years but that actual time between FCPS renovations has stretched to about 41 years). The council concluded that, given static bond funds and rising construction costs, the district needs multi‑pronged strategies to reduce per‑project costs and to make renovation timelines more reliable.

Key recommendations

- Charter/bylaws: revise governance documents so FPAC can deliver interim memos during the year to inform Board decisions; FPAC will migrate proposed charter changes into a bylaws update in the fall for Board consideration.

- Construction cost reductions: evaluate boundary adjustments as a tool for right‑sizing school capacity, pilot alternative swing‑space models, and prioritize cost‑saving design and procurement practices.

- P3 procurement study: FPAC reviewed an external P3 cost/benefit study and staff responses and recommended a staged approach including near‑term steps (6 months), intermediate work (within a year) and long‑term actions before advancing a P3 procurement path.

- Policy and permitting: FPAC asked to review redline revisions to FCPS Policy 82‑40 (construction/contracting/bonds/conflict of interest) and recommended hiring a consultant to develop new procurement strategies; the council also recommended targeted permitting reforms and contractor schedule accountability to reduce delays.

Board questions and next steps

Board members asked for FPAC help explaining construction trade‑offs and the rationale behind boundary adjustments to the public. Several board members suggested FPAC prepare a “state of facilities” briefing to help the public and elected officials understand capacity trade‑offs, permitting impacts and the role of joint county‑school projects. FPAC also flagged potential near‑term topics for 2025–26, including virtual power plants, joint use and co‑location opportunities and procurement innovations.

Ending: FPAC asked the Board to consider its proposed bylaws change and to authorize further staff work and consultant support for procurement and permitting analyses so the district can reduce per‑project costs and accelerate renovation scheduling.","The Facilities Planning Advisory Council (FPAC) recommended revising its charter/bylaws for more timely memos, pursuing construction cost‑reduction strategies (including swing‑space pilots), further work on public‑private (P3) procurement analysis, and continued examination of permitting timelines after a Brookfield Elementary case study.","actionData","errors"]

Article not found

Minority Student Achievement committee urges standardized SEL curriculum, more leadership access and staff‑retention analysis

Adult Community Education committee urges stronger FCPS links, new website and economic study

CTE advisory committee calls for middle‑school career exploration, centralized staffing for specialty programs and stronger industry partnerships

Facilities council presses School Board for charter updates, construction cost reductions and P3 study follow‑up