LCPS Equity Overview

LCPS_Students


  • Core Beliefs, Mission and Vision

    Mission_Statement

  • Superintendent’s Messages

    Graduates


    Superintendent’s Equity Statement

    Loudoun County Public Schools is committed to providing an inclusive, safe, caring, and challenging learning environment, which serves as the foundation for student growth. In response to a systemic equity assessment that LCPS commissioned in 2019, Superintendent Eric Williams issued the following statement on August 19, 2019, to clearly outline the LCPS stance on creating an inclusive, safe, caring, and challenging learning environment viewed through an equity lens. 

     

    LCPS is committed to providing a safe, empathetic, respectful and supportive learning environment in order to empower every student to make meaningful contributions to the world. When students and staff experience racial insults, slurs, and/or other hate speech, we lack the positive culture and climate that supports students’ growth.

    LCPS calls for all students, staff, families, and other members of our community to engage in the disruption and dismantling of white supremacy, systemic racism, and hateful language and actions based on race, religion, country of origin, gender identity, sexual orientation, and/or ability. LCPS rejects racist and other hateful behavior and language, recognizing that it encourages discrimination, hatred, oppression, and violence. 

    Every individual is valued in Loudoun County Public Schools. Let’s celebrate the diversity that helps define us as a school division. 

    Eric Williams, Ed.D.
    Division Superintendent

    Superintendent’s June 2020 Message on Racism 

    On June 1, Superintendent Williams sent a message to all LCPS families and staff members acknowledging the painful impact of several violent, high-profile deaths of African-Americans in the spring of 2020. The message reaffirms LCPS’ commitment to providing a safe, empathetic, respectful and supportive learning environment, and rejecting racism and racist violence, recognizing that they further encourage discrimination, hatred, oppression, and more violence.

    Superintendent’s June 1 Message to Families and Staff Members

  • An Apology to the Black Community of Loudoun County

    Seal

    September 25, 2020
     

    To the Black Community of Loudoun County: 

    We, the Loudoun County School Board, the Administration of Loudoun County Public Schools, and the Loudoun County Board of Supervisors sincerely apologize for the operation of segregated schools in Loudoun County and for the negative impact, damage and disadvantages to Black students and families that were caused by decisions made by the Loudoun County School Board, LCPS Administration, and the Loudoun County Board of Supervisors. More specifically, the additional effort required and resources provided by the Black community to obtain an equal education created hardships to which other community members were not subjected. Black people were denied rights and equal treatment. 

    The following timeline provides context for a long-overdue apology to the Black community of Loudoun County: 

    1954 - The U.S. Supreme Court declared via Brown v. Board of Education that segregation in public schools is unconstitutional and that public schools should integrate “with all deliberate speed”. 

    1956 - As documented in the minutes of meetings of the Loudoun County Board of Supervisors, the Board of Supervisors voted on January 3 to support the proposed amendment to Section 141 of the Virginia State Constitution which ultimately allowed the use of public funds to be used for nonsectarian schools. This would have the effect of providing funding for white students to attend private schools and avoid attending integrated public schools. 

    On January 23, 1956, the Board of Supervisors and Loudoun County School Board met jointly and discussed, among other topics, additions to both Douglass Elementary School and Douglass High School. The two Boards felt that no steps should be taken in construction of these additions unless reasonable assurance was given by the parents of Black children of the County that they would conform to the opinion that their education could be promoted better by their continued school attendance on a segregated basis. 

    On August 6, 1956, the Board of Supervisors passed a resolution to stop funding public schools if the federal government forced integration. *The Board of Supervisors later rescinded this action on August 6, 1962. 

    On September 4, 1956, the Board of Supervisors unanimously voted to request that Virginia Delegate Phillips and Virginia Senator Button support the Governor’s plan that was designed to ensure racial segregation, including giving the Governor the power to close any schools facing a federal desegregation order. 

    1963 - A U.S. federal court ordered Loudoun County to comply with Brown v. Board of Education and to approve all applications from Black children to attend formerly all-white schools. 

    1967 - A U.S. federal court ordered Loudoun County to establish geographic attendance zones regardless of race to fully integrate all schools by the 1968-1969 school year.

    In addition to the blatant disregard and disrespect of Black people and their education during the era of segregation, such as inequitable school calendars, teacher salaries, facilities, transportation, as well as instructional materials, supplies and equipment, there are many examples and instances in which systemic racism, inequitable treatment, and disproportionality began and have persisted since. For example: 

    • The County-wide League consisted of members of the Black community that worked hard to coordinate efforts, raise money then purchase land for $4,000 in 1939 for a high school, the Douglass School. The fact that the Black community had to not only sell the land to the School Board for $1 in 1940, but also had to again raise money to provide furniture and books because the School Board would not is inexcusable. These actions taken by the School Board were symbolic of a lack of respect for the Black community’s effort and its needs.

    • There was significant resistance by the School Board and Superintendent to integrate our schools during the era of Massive Resistance and several other inequities persisted as a result, such as: 

    • inequities in teacher salaries, recruitment, on-going professional learning, as well as administrative leadership development for principals and staff; 

    • inequities in recruitment for college and advanced placement preparation for students;

    • a lack of diversity among applied and admitted students to the Academies of Loudoun;

    • disproportionate discipline of Black students;

    • school names and a school mascot named after or potentially named after Confederate figures and plantations; 
    • the facilitation of lessons and activities that do not reflect cultural responsiveness and instead reinforce subservient gender and racial roles; 

    • failure to teach students about the Black Post-Civil War communities that existed into the mid-century.

     

    LCPS is appreciative of the organizations listed below who are deeply committed to the well- being, equity, and advancement of Black people in Loudoun County and who contributed to this letter by providing LCPS feedback on specific topics that could not go unaddressed. Thank you to the Minority Student Achievement Advisory Committee (MSAAC), the Loudoun Douglass High School Alumni Association, the Black History Committee – Friends of Thomas Balch Library, and the Edwin Washington Project for your insight and contribution. We thank the aforementioned organizations and the Loudoun Branch of the NAACP, the Loudoun Freedom Center, Loudoun Diversity Council, Excellent Options, and other organizations whose continued advocacy has led to this apology and an intentional focus on racial equity in LCPS. 

    As one organization shared, LCPS must continually assess the status of racial equity in the school system and correct its past transgressions as it pertains to race. Although we recognize that we have yet to fully correct or eradicate matters of racial inequality, we hope that issuing this apology with genuine remorse is a valuable step followed by additional actions, including demonstrable policy changes as outlined in both the Comprehensive Equity Plan and the Action Plan to Combat Systemic Racism. We must pursue a bold, yet methodical, path of continuous improvement driven by a strong sense of urgency.

    Download An Apology to the Black Community

  • Equity Assessment

     

    Students

    Read the Equity Assessment conducted by The Equity Collaborative in the spring of 2019: 

     

     

  • Director of Equity

     

    Lottie Spurlock

    The creation of this position was a deliberate step in prioritizing the work of diversity, equity, and inclusion throughout LCPS.  The director of equity leads cross-departmental efforts with division leaders to ensure equitable access, rigorous learning opportunities and measurable outcomes are in place for division-wide accountability.  Additionally, the Director of Equity serves as liaison to the Ad Hoc Committee on Equity and The Minority Student Achievement Advisory Committee (MSAAC) for LCPS.  
     
    Meet LCPS’ Director of Equity Lottie Spurlock.

     

  • School-based Equity Leads

    The LCPS journey toward excellence in equity is one of shared accountability and collaboration in the creation of strong equitable practices infused into the work of every school. We aim to create and nurture a welcoming, inclusive, and affirming environment in every school and throughout our school system. Each school has an Equity Lead who works jointly with their Principal in viewing the work of the school through an equity lens to ensure a climate that is equitable for each student. The Principal and Equity Lead for each school is listed in the document linked below.

    2020-2021 School-based Equity Leads and Principals

  • Division-wide Equity Infusion

     

    Student

     
     

    Our LCPS journey toward excellence in equity is one of shared accountability in the creation of strong equitable practices infused into the work of every department.  Please explore the links below to learn more about how we own the work of equity across through various departments and programs.

    Department of Equity

    ●   Contact: Lottie Spurlock, Director of Equity

    ●   Website: Ms. Spurlock's Biography

       Contact, Traci Townsend, Ed.D., Supervisor of Equity

    Department of Instruction

    Office of Teaching and Learning

    ●     Contact: Neil Slevin, Director of Teaching & Learning

    ●     Contact: Jessica Harding, Supervisor of Equity and Culturally Responsive Instruction

    ●     Contact: Cynthia Lewis, Equity and Culturally Responsive Instruction Specialist

    ●     Website: Office of Teaching & Learning

    ●    The Division of Teaching and Learning is organized into several offices that are designed to provide leadership and support to schools and classrooms in achieving the mission of Loudoun County Public Schools. The Division of Teaching and Learning is responsible for the administration and coordination of several content areas to ensure that all instructional programs support the mission of LCPS and provide equitable and culturally responsive instruction to all students.

    Office of School Administration

    ●     Contact: Virginia Patterson, Ph.D., Director of School Administration

    ●     Website: Office of School Administration

    ●     The Office of School Administration builds capacity with principals, assistant principals and deans by facilitating effective communication, reducing complaints, and supporting a positive learning environment for students, staff, parents and community. The Office of School Administration plays an important role in the disciplinary practices of Loudoun County Public Schools, and provides resources such as the Students Rights & Responsibilities and the Student Discipline Guidelines.

     

    Department of Pupil Services

    Multi-Tiered System of Supports (MTSS)

    ○     Contact: Stefanie LaPolla, Supervisor of Multi-Tiered System of Supports

    ○     Webpage: LCPS MTSS

    ○     Description: MTSS is an integrated system of academic, behavioral, and social-emotional instructional practices to support needs of all students and increase equitable learning experiences.  This “whole child” prevention approach addresses the academic, behavioral, and social-emotional needs through the related approaches of Response to Intervention (RTI), Positive Behavioral Interventions and Supports (PBIS), and school mental health.

     

    Specialized instruction (math and reading):

    ○     Contact: Beth Robinson, Assistant Director, Special Education

    ○     Webpages:

          ■    LCPS Dyslexia Awareness

          ■    LCPS MTSS Response to Intervention

          ■    LCPS MTSS Social-Emotional Learning

    ○     Description: Equitable access to effective instruction within the general education setting for students with disabilities in a priority in LCPS programs for specialized reading, specialized math and social-emotional learning. The Department of Pupil Services works collaboratively with the Department of Instruction to provide ongoing training to special education and general education teachers so that they may be better equipped to provide targeted reading and math instruction.

     

    Outreach

    ○     Contact:  Grant Schafer, Supervisor of Outreach Services

    ○     Webpage: LCPS Outreach Services

    ○     Description:  The Office of Outreach Services provides Parent Liaisons at each school who work collaboratively to ensure parents are welcomed, informed, assisted, and connected to school resources.  The Office of Outreach Services also provides language assistance services to LCPS families for communication at school, parent-teacher conferences, Child Study meetings, and IEP meetings.  Interpreters also support information sessions about LCPS programs, initiatives, and committee meetings.  Language Assistance can be accessed by contacting your school team or Outreach Services directly.

     

    Restorative Practices

    ○     Contact: Jennifer Wall, Supervisor for Student Assistance Services

    ○     Webpage: LCPS Student Assistant Services

    ○     Description: LCPS Restorative Practices offers a continuum of services to promote a safe and inclusive environment for all students.  Restorative language helps children and teens understand how their behavior affects and impacts others while discouraging harmful behavior. Circles create a culture of belonging and help build community and connection. Restorative conferencing provides an opportunity and process for students and families to resolve conflict and repair harm that has occurred.  The goals of restorative conference is having students take responsibility for their behaviors by addressing those they have harmed, allowing every student who is harmed to have a voice, and giving students the opportunity to learn from the process without having their education interrupted.

     

    Positive Experiences in Educational Relationships (PEER)

    ○     Contact: Jennifer Wall, Supervisor for Student Assistance Services

    ○     Webpage: LCPS PEER

    ○     Description: As positive role models, peer helpers develop and implement education and awareness programs which address issues facing today’s secondary students.  Through prevention and intervention approaches, the PEER program functions as a supplemental resource for increasing overall effectiveness of student services within the secondary school setting.  PEER helpers have ongoing supervision and are trained to immediately report any “high-risk” or life-threatening information to their adult supervisors.  The PEER program supports every child’s voice so they can access their education in a safe and welcoming culture of inclusion.

     

    Department of Digital Innovation

    Digital Equity

     ●    Individual Learning Devices – The Department of Digital Innovation enables Loudoun County students, grades three through twelve, to connect and collaborate with the world by providing individual learning devices. Individual learning devices allow all students to access digital tools, resources, and information from anywhere at any time; increasing learning opportunities and enabling students to improve the quality and amplify the impact of their work.

    ●     ParentVUE – The DDI Enterprise Support & Analytics team continues to promote the use of ParentVUE through various school and district events. Those events include identifying LCPS and public wifi access points, creating email accounts for families, offering translators and interpreters at these events, and demonstrating the numerous features for families through this tool. There are now 12 schools with fewer than 75% of their families using ParentVUE.

    ●     Qlik – The DDI Data Science team continues to develop a data analytics practice for LCPS has resulted in the creation of visualizations including opportunities to close the equity gaps, data literacy curriculum and timely and accurate data.

    ●     Blackboard – LCPS upgraded the website to ensure easy access to information in an accessible manner, supported by every browser type, with responsive and accessible design. Translations in every language are available, as are quick links to important contacts, and embedded multimedia with closed captioning. The mass notifications features include text messaging and immediate updates to social media tools for families who prefer those methods of communication.

    ●     Dark Fiber to all LCPS schools –  Currently, different LCPS schools have different data network configurations based on location, level, and size.  The new network will ensure that all LCPS students have equal access to learning content including streaming and cloud services.

    ●     1 Million Project – The 1 Million Project delivers free mobile hotspots to qualifying high school students to help close the digital equity and homework gap.  LCPS is piloting this solution at 1 high school in the 2019-2020 school year with the goal of establishing appropriate process and procedures to expand the offering to all LCPS high schools in the 2020-2021 school year.  50 mobile hot spots have already been received and will be distributed to students shortly.

    ●     Kajeet Project – LCPS is piloting the use of Kajeet mobile hot spots to provide elementary and middle school students with home internet access.  The district has already identified students would could benefit from the program and devices will be distributed in the fall time frame.

     

    Department of Human Resources and Talent Development

    Department of Human Resources and Talent Development

    ●    Contacts: Laura Collins, Supervisor of Recruiting; Jonathan Mandina, Diversity Recruiter

    ●    Webpage: LCPS Careers

    ●    Description: HRTD is committed to developing and refining recruiting, hiring and retention strategies to sustain a diverse, high-performing team of professionals focused on the mission and goals of LCPS.  Strategies include recruiting earlier than past years at Historically Black Colleges and Universities (HBCU) who graduate a large number of teacher candidates, hosting a Diversity Experience weekend, expansion of the Diversity Recruitment Champions Network (DRCN) and the continuation of mitigating unconscious bias training for hiring managers for the fourth consecutive year.
     

  • MSAAC

     

    Students Working

    The Minority Student Achievement Advisory Committee (MSAAC) is dedicated to partnering with Loudoun County Public Schools (LCPS), parents, and the community to acknowledge and promote the needs of minority students. MSAAC is also dedicated to building a school system that is culturally and socially competent and positioned to provide fair and equitable learning experiences for all students.  Learn more at the 
    Minority Student Achievement Advisory Committee page.

     

     

  • SEAC

    High Five

    The primary role of the LCPS Special Education Advisory Committee (SEAC) is to advise the School Board on unmet needs of special education students. SEAC is composed of 21 members who are parents and at least one educator who volunteer their time to our community. They are appointed for two-year terms by the School Board through an application and recommendation process. The executive committee of SEAC is elected by its 21-person membership to lead the work of SEAC throughout the year.  SEAC also requests that a PTA/PTO Representative for each LCPS school be appointed each year to attend meetings, participate in discussions, and report back to the school on matters that affect special education. 

     

     
     
     

  • DRAFT Equity Plan

    LCPS is developing a comprehensive equity plan to guide our work in this important area. The document linked below is a draft which has evolved based on community review and feedback as well as input from the Equity Committee of the Loudoun County School Board. 

    Comprehensive Equity Plan, September 2020


    LCPS’ draft Equity Plan has been shaped by input and feedback from many contributors and voices. Among them, the Equity Committee of the Loudoun County School Board outlined several objectives in a proposed resolution that are reflected in the Draft Equity Plan.

  • School Board-Law Enforcement Partnership

    The Loudoun County School Board, Loudoun County Sheriff’s Office and Leesburg Police Department are entering a School-Law Enforcement Partnership to promote a positive relationship between students, staff and law enforcement and to maintain safe, supportive and secure school environments. The proposed Memorandum of Understanding establishes a mutually beneficial framework that schools, community and law enforcement can work within to achieve shared goals.

    Memorandum of Understanding

  • Detailed Plan to Combat Systemic Racism

    At its June 23, 2020 School Board meeting, the Loudoun County School Board (LCSB) received an update on immediate actions that the LCSB and Loudoun County Public Schools (LCPS) Administration can take to combat systemic racism in LCPS. At the July 21, 2020 School Board meeting LCPS Administration began presenting a more detailed plan to be presented over multiple School Board meetings (during the months of July, August, and September) that continues to outline potential governance opportunities for the LCSB as well as operational steps that LCPS Administration could take, identification of actions that were in progress prior to the school closure, and categorized action steps by a minimum of one of four areas of focus: Academic Progress, Access & Opportunity, Relationships & Culture, and Closing Gaps. Additionally, each action step of the plan now includes goals, resources needed to accomplish each goal, and questions that are under consideration. This document is a fluid document as LCPS may add or revise action steps based on progress monitoring data, current events, and climate survey data. The ultimate goals of the detailed plan are to ensure transparency in progress monitoring and accountability in the process.

    Detailed Plan to Combat Systemic Racism

  • Protocol for Responding to Racial Incidents

    The document linked below has been developed to reflect feedback received from the community, the Equity Committee of the Loudoun County School Board, and LCPS staff. School administrators will use this protocol to guide their response to racial incidents, should they occur within their school.

    LCPS Protocol for Responding to Racial Slurs and Hate Speech in Schools



    On June 1, Superintendent Williams sent a message to all LCPS families and staff members acknowledging the painful impact of several violent, high-profile deaths of African-Americans in the spring of 2020. The message reaffirms LCPS’ commitment to providing a safe, empathetic, respectful and supportive learning environment, and rejecting racism and racist violence, recognizing that they further encourage discrimination, hatred, oppression, and more violence.

    Superintendent’s June 1 Message to Families and Staff Members 


    In addition to the protocol for Responding to Racial Incidents, LCPS has developed plans specific actions it can take to combat systemic racism.

    LCPS Action Plans

  • Resources for the LCPS Community

  • Equity Observances

    Graduates

    LCPS celebrates the diversity of its students and staff by observing various occasions:   
     
    September: National Schools Success Month

    September 15 - October 15, 2019: National Hispanic Heritage Month  

    October 2019: Disability History and Awareness Month
     
    February 2020: Black History Month
     
    March 2020: Women's History Month
     
    April 2020: Autism Awareness Month
     
    May 2020: National Mental Health Month 

Last Modified on October 15, 2020