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Manassas board highlights adult ESL expansion and family-engagement program; families urge growth
Summary
Manassas City Public Schools presented an expanded adult English-as-a-second-language and family-engagement program funded largely by federal Title III dollars; families and board members urged expanding capacity as classes have wait lists and teachers, not funding, are the limiting factor.
Manassas City Public Schools presented a detailed update on its adult English-language and family-engagement work on March 11, highlighting a growing program that serves more than 100 adult learners and relies primarily on federal Title III funds, officials said.
Kurt Nunez, the division's director of federal programs and family engagement, told the school board that the division began offering adult ESL classes with community partners and has since expanded to nine classes serving 116 adult learners across levels. He said the program uses Title III Part A funds and related federal grants to underwrite materials and teacher salaries and that the program's current constraint is teacher availability for evening classes, not a lack of funding.
'Our students don't just learn English,' Nunez said, describing collaboration with nonprofit partners and local churches. He said programs started small and grew; where Legacy Impact initially funded instruction, the division absorbed the program after a partnership disruption and now runs multi-level classes at METS (the adult education hub).
Family partners and students described the program's direct impact. One participant, introduced to the board as Mr. Rodriguez, said his wife had moved from barely speaking English to carrying on conversations and understanding school interactions after taking the evening class.
'She's actually advancing in these classes,' he said, urging the board to continue funding.
Other adult learners said the classes increased confidence, helped them pursue jobs locally and improved communication with their children and schools. A program participant who identified herself as Kenya said the night classes allowed her to balance work and family while improving English skills. Several speakers thanked specific teachers and school liaisons by name for their roles in sustaining the classes.
Board members asked practical questions about capacity and funding. Nunez said the division maintains a wait list because it does not yet have enough teachers willing to teach evening classes; he estimated federal EL funding in the neighborhood of $355,000 in federal Title III dollars but said the program also leverages Title I funds where appropriate.
On assessment, Nunez explained how the WIDA ACCESS for ELLs assessment is used for accountability: ACCESS data contribute to the Virginia school performance framework's mastery component and progress is calculated across two data points. He told the board that the ACCESS testing window was extended and the district would receive the data file by May 28, with paper score reports and official releases following in mid-June and the official state release in August or early September.
Board members repeatedly praised the program's outcomes and urged staff to seek more teachers and outreach to expand sections.
'This is life-changing,' one board member said, noting the program's high completion and promotion rates.
Nunez and staff described plans to continue piloting curriculum tools (Summit K12) and to expand training and supports in the 2026–27 school year as funding and staffing allow. Several board members said they would follow up for budget details and implementation costs so the board can consider whether to add local operating funds to scale the program beyond current federal support.
The presentation culminated in applause from board members and families and a request to schedule a graduation event and promotional outreach to recruit teachers and participants.
