[{"_1":2,"_112":-5,"_113":-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",[32,76,88,100],{"_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",6199627,"mediaKeyId","3824729-85e19f50c966ba49d696ad966178fca7","parentId",3824729,"title","Title I parent advisory committee urges targeted literacy resources, fuller family engagement and staffing in Title I schools","audioSeconds",490,"startMs",15027000,"endMs",15517000,"viewUrl","/Search/View?dp=1&key=3824729-85e19f50c966ba49d696ad966178fca7&start=15027&end=15517","thumbnailUrl","https://assets.pipeline.soar.com/3824729-85e19f50c966ba49d696ad966178fca7/thumbnail_15027000.jpg","articleUrl","/articles/6199627/Virginia/Title-I-parent-advisory-committee-urges-targeted-literacy-resources-fuller-family-engagement-and-staffing-in-Title-I-schools","mediaUrl","https://secure.pipeline.soar.com/6199627-22bfe8363fd120e06e4978d6f95486ad/orig.mp4?Expires=1770437603&Signature=YK~vd9dDbU5WTtewLSvAdAv0jH1yC0UrsTUnK4uh3wIkLdAXm8fIItRtEkRi7-UC-GFKm6MVQFFBynHyrSUHTmRnHcnInDGkKT~e1h-VP8yWeqUnAmvYZtSkb9YQNoXb69fgI~EfOz3Pkcy37syxhVLAsKVo9BjjAX8-6Y7kbD8lTuOL0eIqCiaGRZPVG~EtNa9DDDy4e1L69oxjLWPvUJjbL5nuxIZ1LCx2gPMh~VHZ2Kfxejc8x0BzZVYRTdvHpY1ZnwyP9PNnA16gdvnlI9CnV7BCMnPPp-MsG7FyX2Xc2JbH~rUIeDS5CUG0vz27qN7u6WVlXej5hhE7u-IShA__&Key-Pair-Id=KUT5TJCACFTXG","author","Fairfax Co Public School","date","2025-06-14T23:32:00.793Z","article","Maria Worthing, chair of the Title I Parent Advisory Committee, told the board that the committee’s 2024–25 charge — championing literacy in Title I schools — produced recommendations to keep a rigorous focus on closing reading achievement gaps and to strengthen family engagement and staffing in the county’s Title I schools.

“Title I provides targeted funding to make more equitable opportunities available to schools serving our most highest populations of disadvantaged students,” Worthing said in the presentation.

Why it matters: The committee reviewed newly available diagnostic data the division now collects (including new K–2 benchmarks and iRead/IRI‑type measures) and said gaps remain large for historically underserved subgroups, particularly students identified for special education and Hispanic students. The committee said those gaps tend to widen in higher grades and recommended sustaining targeted supports into summer and break programs so students do not lose ground between years.

The committee’s top recommendations were: require science‑of‑reading professional development across all instructional staff in Title I schools (not only literacy specialists) plus embedded coaching to ensure fidelity; make supplemental literacy tools such as ECRI and Benchmark Express broadly available in Title I schools and prioritize their faithful implementation; expand out‑of‑school learning opportunities (tutoring, summer programs) and prioritize the highest‑need students for those programs.

Worthing and Vice Chair Jessica Estrelas also urged improvements in family engagement and communications: expand family‑facing literacy events, use Title I funds to support childcare/transportation for family learning nights, and standardize parent communications so families can interpret assessment reports and learn what supports are available. The committee recommended stronger school‑level partnerships with family liaisons and filling full‑time family‑liaison positions in Title I schools.

Staff liaison Courtney White reviewed that Title I funds this year supported training, expanded multilingual‑learner materials and added Aspire kits for students with disabilities. Committee members urged continuing to direct supplemental Title I dollars to staffing and interventions most closely tied to accelerating reading gains.

Next steps: TPAC asked the board to endorse the recommendations, to encourage staff to prioritize fidelity of implementation and to provide clear communications to families about Title I resources, screenings and services.","mediaType","Video","parentTitle","6/14/2025 - FCPS Advisory Committee Summit","oneSentenceSummary","The Title I Parent Advisory Committee recommended maintaining focus on closing reading gaps in Title I schools, expanding professional development and supplemental literacy programs, and improving communications and family engagement structures to increase take‑up of available supports.","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":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6199632,"Student Health advisory panel urges sleep campaigns, phone‑free days and tighter in‑school device rules",776,11071000,11847000,"/Search/View?dp=1&key=3824729-85e19f50c966ba49d696ad966178fca7&start=11071&end=11847","https://assets.pipeline.soar.com/3824729-85e19f50c966ba49d696ad966178fca7/thumbnail_11071000.jpg","/articles/6199632/Virginia/Student-Health-advisory-panel-urges-sleep-campaigns-phonefree-days-and-tighter-inschool-device-rules","https://secure.pipeline.soar.com/6199632-b3c5a622b4c51b173e8977d3caab371d/orig.mp4?Expires=1770437603&Signature=MEpqOSxAhWBwpZuwFEguMdr5zp0xKezAgGnZ7XvlyYxNPQTDdtq44LsRIIeMeAcTS44FMNq8A0iscWBNektdHQhn1od3YVvRm14wyUops~g76OogvBOr-tNxvyQOvt-bc4~EWW46YzKzm3uSN2U0HE-uxmXctwaEgl4heSgVBtclVtTQq1-6ea3RX88m3n3MNqigHMgyqEcE7nQWu0hy6572rDFFWcgji1LmBcYVjs1317TKg7UaU8T0IIDVavyG4rgmko46Pwb78-XuU-wQguC97S~wr7sxVLX2pFL8r0-EyxU6WKPXGLGPNQ0X3Y4Tx26ntM-JAK9Og3tJ0IzC9w__&Key-Pair-Id=KUT5TJCACFTXG","The Student Health Advisory Committee (SHAC) told the school board the county should treat sleep and technology as central components of student brain health and adopt concrete, division‑level measures to protect students’ attention and well‑being.

“Kina McEvoy and I began with a charge this year of fostering brain health for all,” co‑chair Kina McEvoy said. SHAC’s two priorities were sleep and technology; presenters cited national mind‑health research and local youth‑survey data as the basis for recommendations.

Why it matters: SHAC said inadequate sleep is strongly associated with higher reports of hopelessness, stress and suicidal ideation in local survey data and that persuasive digital‑design elements in modern apps amplify attention‑capture and displace developmentally important in‑person experiences. The committee recommended that the division add sleep questions to appropriate student surveys to create a baseline and track change over time.

Technology recommendations included a divisionwide, age‑appropriate technology‑use framework emphasizing targeted, intentional device use in classrooms (for specific instructional tasks) and discouraging school‑issued devices being used as rewards or for unstructured screen time. The committee stated that current research provides little robust, independent evidence that ubiquitous EdTech adds learning value compared with practices grounded in relationships and direct instruction.

SHAC also recommended pilot programs to train peers to reduce tech‑related harms, and urged the board to implement a bell‑to‑bell phone‑free school day; the committee said it had submitted a position letter in March supporting such a day with no exceptions. “Student health and wellness should be a priority,” the SHAC presentation said.

The committee recommended reviewing the division’s reliance on specific digital citizenship curricula, noting that some widely used materials (the presenters said) now receive industry funding and, in their view, emphasize inevitability and normalized use of commercial social platforms. SHAC suggested replacing or supplementing those materials with independent curricula that teach brain‑science informed practices (examples cited included Screen Strong and materials from the American Academy of Sleep Medicine).

Several board members asked about implementation details: adding sleep items to county youth surveys (staff said this revision is doable) and whether more social‑emotional learning and advisory‑period fidelity could be improved (SHAC and staff said advisory practice fidelity is below target and should be a priority). Members asked staff to bring examples of alternative digital‑citizenship curricula and to outline options for a bell‑to‑bell phone‑free pilot.

Next steps: SHAC asked the board to (1) approve adding sleep questions to surveys, (2) pilot an intentional‑use framework and a peer‑led tech education program, (3) review digital‑citizenship curriculum options, and (4) consider a pilot bell‑to‑bell phone‑free day accompanied by communication changes to support families and staff.","The Student Health Advisory Committee recommended new sleep awareness measures, an intentional technology‑use framework and a bell‑to‑bell phone‑free school day; the committee also urged replacing some digital citizenship curricula and strengthening social‑emotional learning implementation.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6199638,"Advisory council recommends 6‑year academic planning and at least one AP/IB option for every student",697,7033000,7730000,"/Search/View?dp=1&key=3824729-85e19f50c966ba49d696ad966178fca7&start=7033&end=7730","https://assets.pipeline.soar.com/3824729-85e19f50c966ba49d696ad966178fca7/thumbnail_7033000.jpg","/articles/6199638/Virginia/Advisory-council-recommends-6year-academic-planning-and-at-least-one-APIB-option-for-every-student","https://secure.pipeline.soar.com/6199638-6a79c33ccb6a1a79acd0d378765b6fa0/orig.mp4?Expires=1770437603&Signature=CHBxjJrc7W68Q04oE-K~oPh6uGi4L05paLPzTBfXhkrNOrolTExsfjhuaRJON8f3XUhpZiNDFtIAIVqH7CDI2ja0phfjXhxF2RetMRS2IAYu9f6anghNkUe7NNV0OzSQr~MOuMvvS5wZl3Uja0YQXSKxdwM2ozBF36a6MZ2MG8RIAnqLS2Cl0tAAI7mwFygMJllxVT7Z4Ri30pAJcFhsmd6IRIcz0PiBeuO7NU6IdJkRpELxo3QSEP4tOs7qN9yhjFtNwvdfXGDOvnQkOEiI6rqb7jU7Ep~pHJYdlN1buMVWzjTM6rx4wppXQnj2GP5EP4~d98aA9URMPa4N8esXuw__&Key-Pair-Id=KUT5TJCACFTXG","Cheryl Napoli, co‑chair of the Advanced Academics Program Advisory Committee, presented the council’s recommendations to the School Board, urging earlier and more consistent academic planning and expanded access to advanced coursework.

The committee’s top recommendation is a 6‑year academic planning and course selection pathway beginning in middle school so students and families can identify prerequisite sequences earlier. “One of the things that we wanted to recommend was to enhance the student and parent counseling on AP, IB and DE options beginning in middle school,” Napoli said.

Why it matters: Committee members said students who do not enter prerequisite sequences early can be shut out of advanced courses by the time they reach junior and senior year. The council recommended using the district’s existing tools (for example, Naviance) in a more robust, shareable way so students and parents can view and edit multi‑year plans.

Other recommendations include: encouraging each high school to offer at least one AP or IB course as a standard course replacement, expanding dual‑enrollment opportunities and incentives for teacher credentialing to grow the DE instructor pool, and creating student cohort/mentorship networks inside schools to manage stress and support mental wellness for students enrolled in rigorous programs.

The committee also urged measures to sustain rigor while expanding access: collect and review AP/IB outcomes (exam scores vs. in‑class GPA), and offer targeted supports where performance is lower.

Committee members cited school examples where offering a standard AP replacement (for example, AP Human Geography or AP Seminar as an English‑10 replacement) increased access without lowering overall division pass rates. Members noted Fairfax’s recent growth in AP participation and that higher enrollment had not driven the exam‑pass rate down divisionwide.

The committee reported it voted to finalize recommendations on May 20 and asked that the division explore incentives and partnerships — including with NOVA and local universities — to streamline teacher credentialing for DE instruction and to explore structured pathways that allow students to earn an associate’s degree in their final two years of high school.

Next steps: The committee recommended the School Board direct staff to (1) pilot a 6‑year planning tool accessible to parents, (2) create teacher credential incentives for DE expansion, and (3) report back on how expanded access affects exam outcomes and student wellness.","The Advanced Academics Program Advisory Committee urged earlier, division‑wide career and course planning, expansion of dual‑enrollment, and supports so students from more schools can access Advanced Placement, International Baccalaureate and dual‑enrollment courses.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6199643,"Advisory Committee on Students with Disabilities urges stronger data access and inclusion supports",1311,54000,1365000,"/Search/View?dp=1&key=3824729-85e19f50c966ba49d696ad966178fca7&start=54&end=1365","https://assets.pipeline.soar.com/3824729-85e19f50c966ba49d696ad966178fca7/thumbnail_54000.jpg","/articles/6199643/Virginia/Advisory-Committee-on-Students-with-Disabilities-urges-stronger-data-access-and-inclusion-supports","https://secure.pipeline.soar.com/6199643-8e9573bc1d28ed8e84a6291ffce10b9e/orig.mp4?Expires=1770437603&Signature=dSXKh4vepeRb7RKXBOGUtJzc0rRdo0UZhqP5ljwnoE6Z9lDBSBlaW4EWf8oSxp4r3Z~Sr9HUhm-zOUjgyiSaxH~FwLdzBcoUM4PGBvou26ha~h26SOK3Wm7N7Zi5SV8Iv33RGiPGGkl8cg8XQxzTgPnglD-tXzTZhIQiqZGR-6g5P2yVCWUYPGtCQaFN6dKqwBoRm0oawSrhykU-K2W58SQY6cOptCiE3MaBQdczTXuj37O0K01RH8jyLkEdxysU15rBxXw8SVBOQF13uDAtMrenRdIABl7tnPQrDcnRwNHqvX8DzoVkxn4G9Go7mPinatM3JSD8zd2dDFuYQ3U2qA__&Key-Pair-Id=KUT5TJCACFTXG","The chair of the Advisory Committee on Students with Disabilities told the Fairfax County School Board on Saturday that the committee had a “transition year” and recommended steps to narrow gaps between division strategic plans and students’ day-to-day experiences.

The committee chair, identified in the meeting as Committee Chair, Advisory Committee on Students with Disabilities, said the group had changed its process this year to highlight public testimony and added three student members. “We had dozens of people show up and we spent a good, what was it, hour and a half, 2 hours listening to people who had joined us either in person, in writing, or by video,” the chair said.

Why it matters: Committee members said they routinely encounter limits in the division’s available data that block their ability to show how policies affect students with disabilities in real time. The committee recommended an annual charge to study how data is collected and used for students with disabilities and asked the board to call the committee into projects that affect that student group specifically.

Committee recommendations emphasized three areas: better data collection and timing so the committee can run iterative queries before a report deadline; enhanced access and inclusion (including expansion of inclusive pre-K and ESOL in Title I pre-K settings); and increased attention to social, emotional and clinical supports using weighted staffing formulas to compare student-to-staff ratios.

During question-and-answer, members of the school board and staff discussed how privacy and currently uncollected fields limit the committee’s ability to drill down on items such as exemptions from literacy screeners and IEP timelines that can steer elective access for students. Dr. Reed, who spoke as the division superintendent during the session, described current cross‑office efforts to refine identification processes for multilingual learners and to be “a little bit tighter in making sure that schools not only understand the practices, but understand the data points when evaluating multilingual learners prior to identification for special services.”

Committee members also urged the board to use the advisory group as a communications arm for special education initiatives. “I am not personally aware of any way the ACSD has been leveraged to assist with that dissemination of community information, but I believe there's a lot of opportunity there,” the committee chair said, referencing the special education improvement plan and the AIR report.

Speakers who asked questions or commented during the discussion included Board Member McDaniel, Board Member Dixit and Board Member Moon. Staff member Mike Bloom was repeatedly acknowledged by the committee chair for his logistical support.

The committee will return with more detailed clarifying requests about the AIR recommendations and about how exemption data and concussion baseline testing vendors can be made accessible. The chair closed by asking for the board’s attention to the committee’s annual charge recommendation to examine data collection and use for students with disabilities.

Looking ahead: The committee said it will continue monthly public comment and repeat the town‑hall style meeting that produced the large public turnout this year — both actions the chair called essential to “amplify the voice of the public and be able to reflect those priorities.”","Members of the Advisory Committee on Students with Disabilities told the Fairfax County School Board that gaps between policy intent and student experience remain; the committee recommended improved data collection, earlier inclusion strategies and better use of the committee as a public-facing communications partner.","actionData","errors"]

Article not found

Title I parent advisory committee urges targeted literacy resources, fuller family engagement and staffing in Title I schools

Student Health advisory panel urges sleep campaigns, phone‑free days and tighter in‑school device rules

Advisory council recommends 6‑year academic planning and at least one AP/IB option for every student

Advisory Committee on Students with Disabilities urges stronger data access and inclusion supports