What Issues Are We Not Talking About?
Part 1: Did You Know Intro - My Education Stats
Being an educator in LCPS is probably the most valuable differentiator for me as a candidate. This is, in fact, a SCHOOL board, so I genuinely believe having someone who has spent their life in public schools, and 7 years in LCPS might be beneficial when it comes to, hmmm let’s say, making EVERY key decision that impacts our schools.
I hope you spend time below reading my 10 part “Did You Know?” series highlighting Loudoun School Stats. My hope is to spark conversations around the educational topics that have been sidelined because of political ones. I want to authentically engage our community in a dialogue about all the topics that our School Board should be talking about.
My hope is that through this series I will earn your vote as the most qualified candidate.
Part 2: Policy 5030 on Assessment and Grading
Did You Know that it took less than 90 seconds for our current school board to consider the possibility of revising this policy?
The issue of retakes, grading floors, high expectations, and work ethic are all wrapped up in this policy.
I repeatedly hear from teachers and parents concerns over the precedents this policy set and its need for revision.
On February 9, 2023 Policy 5030 went to the Curriculum and Instruction Committee for review based on the public’s concerns. The current Leesburg rep, my opponent, sits on that committee and was present for that meeting. When this agenda item came up she said nothing. That tells me she is not listening to her constituents, or she doesn’t feel their concerns merit action on her behalf.
We knocked the same doors and live in the same district , I know she heard this as a concern, and yet when given the chance to revisit the policy- she chose silence.
We need leaders who will listen to concerns and turn that into action. Policy 5030 needs to be revised with feedback from focus groups comprised of educators, parents, and students. We need high expectations for ALL students in conjunction with support for struggling students. We can have both.
Community Feedback on Policy 5030
“Thank you for being so prepared and ready to speak out on the behalf of parents and educators!”
Part 3: Attendance & Chronic Absenteeism
Did you know that in April of 2023 there was a change from the Virginia Board of Education to include chronic absenteeism as 1 of 9 indicators for school accreditation. The standard for accreditation has been updated to only consider the previous year’s data (used to be an average over 3 years). This change is causing Loudoun to take a closer look at the impact of chronic absenteeism.
Chronic Absenteeism is defined as missing 10% of the school year (around 18 days) and it includes excused and unexcused absences. In fact, 70% of the absences for those chronically absent are excused by the parents.
We all understand the negative effects of missing school- remember 2020-2021? It is not just academic, but there are social impacts as well. Absences can be a delicate subject. If children are genuinely sick or have mental health issues, or economic access circumstances impacting their attendance, that should be handled sensitively and looked at case by case. However, those are not the majority of the cases in LCPS.
This topic was discussed at length at the April 25th School Board meeting (link in comments). The Department of Student Services gave a presentation that discussed that nearly 10,500(!!) of our students are chronically absent - that’s 13%. It is worth noting that this is lower than most districts that surround us, however we are seeing a trend of increased absences that will affect some school’s accreditation status.
Why do I tell you all this? Well, it is my belief that we are missing one significant root cause of the increase in these excused absences- and that is accountability. In Part 2 of this series I talked about the Assessment and Grading Policy 5030. If you look at the chart below, you will notice that 74% of middle and high schoolers who are chronically absent received ZERO D’s or F’s. Could it be that there is a lack of incentive to attend school if your grades are not significantly affected because you have multiple opportunities for retakes and turning work in late?
I’m genuinely curious. I spoke with one parent in Loudoun whose high schooler missed 30+ days of school(some illness related) and had over 20 tardies and received all A’s and B’s because she was still able to submit work late and retest. Before 5030 a homebound teacher would have likely been assigned, but now that is not needed because kids can essentially “work the system.” In cases like these the consequence often falls on the teachers because they have to make accommodations and get the grading completed in time. It’s double work.
Adjusting Policy 5030 might not fix all the attendance issues in LCPS but it is at least worth the conversation to raise expectations for students as a way to incentivize attending.
Community Feedback on Chronic Absenteeism
“I teach mostly seniors. They have zero accountability as far as attending class. They come and go as they please. When class is boring or there is a substitute, they text their parents to give them an early dismissal and they drive themselves home or to Chick Fil A. Students leave for weeks at a time and we are expected to bend over backwards to get them caught up. I watched this presentation and the staff’s comments were flat out insulting - claiming that the kids can basically learn just as well without going to school at all! Why do we even have school then? Lol. Also, students come to class tardy with no consequence. Go to one of the high schools and see how many kids are still slowly making their way to class after the bell. Would not have happened when I was in school and I am not that old.
The grading policy absolutely does affect absenteeism. There are no consequences. And the kids are totally unprepared for any postsecondary options. We send kids to engineering school having never taken a final exam and having had retakes for AP Physics and AP Calculus... it is a disservice to our students and whenever I run into them after they graduate they do tell me this.”
Part 4: Bus Drivers
Did you know that we have a bus driver shortage in LCPS?
On the heels of my last post about attendance, the article linked below was published in ‘Loudoun Now’. I encourage you to read it, as it explains the ripple effects of a bus driver shortage.
Once again, we see that the students, teachers, and families are impacted. To help combat the shortage and still have enough drivers to get kids to school, staggered start times were implemented last school year. Leesburg was widely affected. Some Elementary students had to get on the bus as early as 6:30am. At the schools with start times moved earlier, there have been more recorded tardies and it has limited access to field trips because they cannot return to school in time for dismissal.
The school board was just told about the change and did not have time to chime in or gather feedback from the schools and parents. But, the school board does make decisions when it comes to the budget. I believe we need to get creative and look at the budget and figure out a way to recruit and incentivise bus drivers.
While this might not seem like a “hot topic”issue, I believe that as a school board member, it is our responsibility to listen to the concerns of our constituents. You can read in the article how this is impacting the daily life and education of our Leesburg families. That alone makes it an important issue to me. We have to begin to look at the root cause of these issues and work together to find common sense and impactful solutions.
Loudoun Now: Earlier Elementary School Start Times Have Parents Upset, More Tardies Reported
Community Feedback on Bus Drivers
“We were greatly impacted by the early start time. Our elementary school start time was moved 45 min earlier. This was a huge change for my kiddos and we we’re definitely tardy a lot. My daughters class had to sit outside at school for an extra 30 min to wait for a bus to come and drive them all home. I absolutely see it as a hot topic as I have seen the implications for a couple years now. Thank you for paying attention to this.”
Part 5: Substitutes
Speaking of shortages- let’s talk about substitutes. Did you know this has been another challenge LCPS has faced with high impact and little attention from our board?
In most other professions if somebody takes a day off or is sick they typically do not need to write an extensive plan to help with their tasks. Teachers do not have that luxury- they have students who depend on them being there for them to continue to push their progress forward. So, teachers and schools, are critically dependent on having quality substitutes at the ready on any given school day.
When we can’t get subs, classes can be divided up putting many students in each class. In some cases, when there are not enough subs, teachers miss professional development opportunities.
At a June 22, HRTD committee meeting, substitute data was discussed. On average we fill 78.4% of our open jobs daily. That’s about 189 jobs left open EACH DAY! Multiply that out for total students impacted and this is a big deal. Administrators have to problem solve this daily and we need to do better.
We need more subs, which means we need to look at the process for hiring them as well as incentivizing them to keep subbing!
I had a friend who applied in August and wasn’t through the process until December. Another friend of mine applied and was hired weeks later. As a board member, I want to evaluate the consistency and efficiency of getting our subs hired.
Additionally, I think it would be good to require school board members and admin based personnel to sub a minimum of 3-5 times per school year. This would help fill vacancies and gets our leadership in our schools- win win!
Let me know your experience with this in the comments!
Want to help! Become an LCPS Substitute!
“Love the idea of board members having to sub a few times a year!”
Community Feedback on Substitutes
Part 6: Title 1
My next few posts relate to my teaching jobs in a very personal way. I’m going to be talking about our Title 1 Schools as well as our subgroup data.
WHAT IS A TITLE I SCHOOL? Title I is a federal education program that supports low income students throughout the nation. Funds are distributed to high poverty schools, as determined by the number of students who qualify for free or reduced lunch.
I have worked in Title 1 Schools, in some capacity, my entire career. It is a unique qualification for schools with diverse populations and often comes with unique challenges. Teachers in Title 1 schools have a magnified lens on targeted instruction, as many of the students face significant learning gaps. The years of virtual learning widely increased these gaps. This means year after year some kids are falling further behind.
One real benefit of qualifying for Title 1 is the increased federal funding and resources the schools receive to help counter balance the high needs.
Did you know that up until this year, the only Title 1 schools in LCPS were in Sterling? This year, 3 elementary schools in Leesburg will receive a Title 1 designation and the additional funding.
This is where my experience will be a significant asset to our school board. Title 1 money comes to the county and then allocated to qualifying schools. The school board has a say in how to allocate those funds to the various buildings that qualify. With more schools impacted this year it will be an adjustment to those funds, which will require examining each individual school and prioritize needs.
To be done well and fairly I believe this will require extensive knowledge of the needs of each school. Data, staffing, and resources will need to be analyzed to maximize effectiveness for EACH UNIQUE BUILDING.
This has been my life’s work. Leesburg has unique needs and they need a uniquely qualified representative. I know what questions need to be asked and will do the work in our schools to know how to appropriately allocate funds.
Experience matters, and it is what is missing on our current board. In Leesburg, I’m the only candidate who has worked in Title 1 schools, or any school at all. I will be a voice for our most vulnerable students and buildings in Loudoun.
Community Feedback on Title 1
“100%”
Part 7: Subgroup Data
Anyone who works in data analytics knows that while the overall data gives a snapshot of trends, further exploration of the underlying details illuminates the real story. This is true for educators as well. Trends can be valuable, but the essential information requires a fine tooth comb to help identify where the needs truly are.
Did you know we give a growth assessment called MAP (Measures of Academic Progress), that not only measures a child’s overall achievement but also measures their rate of growth each year? You have likely seen this in ParentVue, where you see an achievement percentile and a growth percentile score.
Today I want to talk about growth. This is measured on a bell curve, so when a child scores 50% they are essentially making a standard grade-year of growth. If it’s higher than 50% they are progressing above grade level and if they are below 50% they are falling behind, creating achievement gaps.
This year the division reported 49.6% in overall Reading Growth, and 54.0% in overall Math Growth. We are almost back to pre-pandemic numbers. These reports are published on the LCPS Research Reports Site and the specific report I’m quoting is linked here: Fall 2022 to Spring 2023 MAP Conditional Growth Percentages
At first glance this looks pretty good, but my concerns are with the subgroup data. Our English Language Learners, Special Education, and Economically Disadvantaged students range from 44.8%-47.3% growth. That means that they are falling further behind each year.
I’m really concerned about our most vulnerable students and I feel like this is getting glossed over and deserves attention immediately. People sometimes say politics aren’t really hurting our schools, but to me, agendas and ideologies have overshadowed the concerns a school board should be talking about. Student achievement can’t be ignored.
Everybody wants a a high quality education for all students. But we can’t just say that we value equity, diversity, and inclusion and then let this data stand. It’s a contradiction in my opinion. We need to get past logos and slogans and actually start to address these learning gaps. Claiming value, and actually getting results to match those claims are two very different things. We need solutions.
Here are 3 places I think we should start to begin closing achievement gaps for our sub groups.
Streamline initiatives and requirements for teachers that distract from core and targeted instruction so they can actually teach!
Evaluate all levels of curriculum, the training and fidelity of delivery, and make sure it is evidence based.
Partner with educators , parents, and specialists to collaborate and problem solve, study data around achievement gaps, and develop new strategies.
But most of all, make THIS a priority. Education has to be the focus, and if you look closely, many students are falling behind.
Every student matters to me and I’m not ok with where we are, are you?
Community Feedback on Subgroup Data
“Thank you, Lauren, for pointing out this inherent hypocrisy. And thank you for offering up realistic and practical solutions.”
Part 8: Support For The Arts
Did you know that I was a band kid? The arts programs in my schools growing up offered a community and platform for me to develop my love of music and grow my talents early. This started for me in 4th grade when students were offered the opportunity to join band and start learning an instrument.
Currently, we do not offer band or strings as an option in elementary schools in LCPS. Additionally, only some elementary schools have a chorus program, if the music teachers VOLUNTEER to run it on their own time WITHOUT PAY. So, we have inequality for student opportunities in the arts right here in LCPS; some students have access to that opportunity and some do not, which isn’t the fault of either the wonderful music teachers or the schools.
Luckily, during the 2022 budget cycle, thanks to incredible advocacy from staff and students, the school board approved stipends for arts teachers who worked after school hours for things like theater shows and concerts. However, these stipends only applied to Middle and High School Teachers. Our athletic coaches were already receiving stipends for their extra curricular time spent on practices and games.
Don’t get me wrong, sports are a critical part of public schools and I support fully funding athletics. However, in our $1.6B budget, we need to figure out how to give access to the arts for our children starting much earlier than 6th grade and equitably compensate our music teachers for their time and efforts. Not all kids are athletes and the arts provide a community for these kids that allows them to develop their talents and build lifelong relationships. In addition, in the face of increasing mental health issues, the arts provide a place of belonging and inclusion.
I would like to see the arts return to the elementary level as well as extend stipends to our elementary music teachers who are volunteering countless hours and paying out of pocket for enrichment experiences such as all county or all state choirs. While we’ve made some strides in this area, there is still much more we can do. Building a foundation of the arts earlier will drastically increase the quality and participation levels at the middle and high school levels which could extend into more post secondary scholarship opportunities.
“I guess we’re proof of that lifelong relationship idea!”
Community Feedback on Support For The Arts
Part 9: Teacher Morale
Did you know that, “In Loudoun County, 511 educators retired or resigned, up from over 330 last year.” (WTOP article July 2023)
I frequently get asked about my thoughts on how to recruit and retain teachers. You might think raising teacher pay would be my go to answer, but it’s not.
While I wholeheartedly believe we need to continue to have competitive teacher pay, I don’t believe it is the main reason teachers are leaving Loudoun or the profession.
Teachers teach because they love kids and care deeply about their outcomes. Teachers are the ones spending countless hours pouring into our kids and constantly fine tuning their practice to meet their needs. It is an incredible job, and like any, comes with its rewards and challenges. It’s the school board's job to be in tune with the needs of our educators because when they feel valued they are more likely to stay. Simple as that!
Here are some things I think contribute to low teacher morale.
Too much on their plates! Whether it’s an overload of required professional development, mandatory meetings during planning time, strategizing to meet varying academic needs, lack of enforcement of discipline, allowing for endless retakes and late work, or just not having enough time in the actual day to teach the required curriculum- the demands are high and their time is limited.
Possible Solution: Evaluate initiatives, streamline and re-prioritize the main things- Reading, Writing, Math, Social Studies and Science. Incorporate more co- teaching and job imbedded PD opportunities which involve strategizing with real kids in real time.
Too much testing! Even in elementary school kids are tested relentlessly. Teachers are concerned about the amount of instructional time lost to testing.
Possible Solution: Assessing kids is incredibly valuable, however we simply have too many and it is stressful for students and teachers! Within our scope of control, we have to evaluate which assessments are most effective in helping teachers drive instruction and prioritize those.
We are top heavy in LCPS, at the District Admin Level. There is a feeling of distrust between teachers and the highly paid district level staff. This gap exists due to a lack of high level staff being present in our schools where they could authentically engage school based staff. As a result, decisions made at this level can be unrealistic in terms of what teachers really need.
The school board gets its information to make decisions from the Admin Cabinet, so if they aren’t dialed in to what is needed to support school staff then the gap in trust widens.
Possible Solution: I think we need to evaluate the size and involvement of our District Level Staff. I’d like to see requirements for them to be in schools, have them routinely solicit feedback through focus groups, and evaluate which positions are most effectively supporting positive outcomes for students and providing authentic value for our teachers.
Teachers feel unheard and silenced in this polarized culture. Given our political climate, some teachers genuinely fear retribution for speaking out. In addition, opportunities for authentic feedback are limited.
Possible Solution: We need to have focus groups for teachers, and a safe space for them to communicate concerns. We also need to give them our trust and grace when problems arise. As parents and teachers, we are all trying our best, and listening and dialogue go a long way. Let’s believe the best in one another.
I’m sure there are many other needs or supports that could benefit our educators. I want to be engaged by listening and collaboratively finding solutions TOGETHER!
“Knowing how teachers feel unheard, imagine how the classified staff feels. Thank you so much for this post spelling out your thoughts on solutions.”