Strategic Plan 2023-30
The strategic plan will be our North Star for how we ensure excellence, equity, and opportunity for each and every student from now through 2030
Fairfax County Public Schools' new strategic plan presents our vision and goals as a leading public school division that is committed to delivering excellence, equity, and opportunity in education. With this plan, we are beginning a transformative journey to ensure that each and every student reaches their greatest potential.
A Message From the Superintendent
Hello FCPS Community,
After many months of hard work and input from students, staff, families, and community members, we are excited to share the FCPS Strategic Plan with you.
This plan will be our North Star for how we ensure excellence, equity, and opportunity for each and every student from now through 2030.
One of the highlights you will read about is the tremendous support that we received from our community. We’ve reviewed more than 100,000 feedback survey responses and hosted more than 65 planning team and community meetings. This has truly been a collaborative effort, and we thank all of you for joining us on this important journey. Learning happens best in community!
Your feedback guided us toward goals that ensure our youngest students have a strong academic start, and our graduates will thrive in whatever path they choose for their future. We remain committed to providing an environment where students feel safe, supported, included, and empowered in their education. We will continue to emphasize the academic growth and excellence that has long been a point of pride for the Fairfax County community. Finally, we will focus on ensuring that each and every student has equitable access and opportunity in our schools.
We are confident this plan will guide us to the mountaintop of educational excellence, inspiring our students to shine brightly, as they fulfill their unique dreams and greatest potential. Together, all things are possible!
Michelle C. Reid, Ed.D
Video - Strategic Plan as Guide to Brightest Future
The Strategic Plan
The culmination of the strategic planning work resulted in the development of five student-centered goals, measures to monitor the progress toward those goals, equity commitments to support each and every student with attaining those goals, and four pillars that identify what FCPS must do well to reach these goals. This plan will guide the work of FCPS through 2030.
The Four Pillars identify what FCPS must do well to be able to reach our goals for all students. They serve as the foundation of our work and define the capabilities we need and must continuously improve to strengthen the effectiveness of instructional programs and Division-wide infrastructure. They are the building block for action and decision-making, and provide a durable frame for organizing and focusing our work.
We design innovative learning experiences that meet the needs of each and every learner, and implement professional practices that engage, empower, include, and challenge the whole learner through varied opportunities.
We share responsibility to build trusting partnerships that sustain a safe, inclusive culture for learning and work, and we collaborate proactively with respect, honesty, and transparency.
We recruit and retain staff who reflect the diversity of students and families; provide meaningful continuous learning, exceptional compensation, and balanced workload; and create a safe and culturally responsive environment that values staff voice.
We nurture processes and structures that are grounded in intentional partnerships, shared responsibility for equitable resource allocation, and data-driven continuous improvement and innovation.
The strategic plan identifies five overarching goals that will drive postitive change thoughout our district. These goals indicate where we should focus our attention and help us align our efforts.
Each goal includes an equity commitment and a set of measures that will be used to evaluate success.
Every student will develop foundational academic skills, curiosity, and a joy for learning necessary for success in Pre-K through 12th grade.
We will ensure authentic and affirming partnerships with families and key stakeholders by engaging in collaborative decision making that results in each student’s success.
A. Availability of Pre-K programs (including inclusive Pre-K) to meet community need
B. Students meeting criteria for kindergarten readiness
C. Students demonstrating self-regulation attention skills (Pre-K–3, and beyond)
D. English Language Learners meeting expected growth and reclassification criteria
E. Early and consistent access to and preparation for advanced instruction and enrichment opportunities
F. Students meeting standards at defined entry and transition points
Every student will experience an equitable school community where student health and well-being are prioritized, and student voice is centered.
We will amplify student voice to inform our approaches, honor students' identities and experiences, and ensure student safety and well-being in an inclusive school climate and culture.
A. Student academic inclusion and engagement
B. Positive school climate (safety, inclusion, and sense of belonging; academic support; inclusive,
academically-focused culture; and teacher-student trust)
C. Student access to the necessary emotional, behavioral, mental, and physical health services to support their
successful engagement in school
D. Student attendance and absenteeism rates
E. Student participation in extracurricular, co-curricular, or leadership activities
F. Disciplinary disproportionality and recidivism
Every student will acquire critical and creative thinking skills, meet/exceed high academic standards, and achieve their highest academic potential.
We will utilize available evidence to provide access to challenging academic programs and necessary supports that celebrate each student’s humanity, growth, and attainment of high levels of academic performance.
A. Growth and performance in coursework (e.g., course grades, grade point average [GPA], meeting Individualized Education Program [IEP] goals, and language acquisition goals) (including students with 504s)
B. Growth and performance on state/national/international assessments in reading, math, social studies, and science
C. Successful completion of Algebra 1 by 8th Grade
D. Evidence of progression towards or successful completion of advanced coursework (e.g., Honors, Advanced Placement [AP], International Baccalaureate [IB], dual enrollment, Career and Technical Education [CTE], etc.)
E. Growth with evidence in at least one/two self-identified Portrait of a Graduate skills, annually
F. Students reading on grade level by the end of 3rd grade
Every student will have access to high-quality academic programming and resources to support their success.
We will prioritize data that describes student outcomes and lived experiences, to allocate resources and supports that are responsive to each student’s strengths and needs.
A. Availability of, accessibility to, and student enrollment in coursework in the arts, STEAM, career and technical education, trades, technology, and world languages
B. Availability of and enrollment in advanced, rigorous coursework and programs (K-12)
C. Student access to and participation in formalized systems of early intervention, academic and other supports, including special education services and services for English learners
D. Disproportionality in course-taking patterns and participation in inclusive settings
E. Consistent availability of and accessibility to electives, extracurricular, co-curricular, and enrichment activities
Every student will graduate ready to thrive in life after high school and with the skills to navigate, adapt, and innovate for a sustainable future.
We will center student voice data and use evidence to ensure each student is ready to make informed decisions, prepared for a wide range of postsecondary options, and can successfully navigate their future path.
A. Availability of, accessibility to, and participation in multiple pathways and work-based learning opportunities (e.g., shadowing; internship; apprenticeship; and Career and Technical Education)
B. Attainment of FCPS Portrait of a Graduate competencies and digital and financial literacy
C. Supported and successful transitions leading to high school graduation and postsecondary opportunities
D. Students on track for graduation at the end of 9th Grade
E. Increase in the percentage of students earning an advanced studies diploma
F. Reduction of the percentage of students earning an applied studies diploma
G. Enrollment in college, entry into the workforce or public service, enlistment in military, or other, verifiable post-secondary plan
H. Students innovating and preparing for the future
Our new strategic plan sets us up for success well into the future. Fairfax County Public Schools is already known for educational excellence, and our strategic plan will build upon that, ensuring our students are well prepared to innovate and thrive after they leave FCPS.” -- Fairfax County School Board Chair and member-at-large Rachna Sizemore Heizer, on behalf of the Fairfax County School Board.
Email us at [email protected].