Catherine Ashby

This document provides an overview of the Dual Language Immersion program offered by Arlington Public Schools. The program aims to foster bilingualism and biliteracy, promote high academic achievement, close educational gaps, and cultivate cultural competence. It details the program's structure, including 80/20 and 50/50 language models spanning from kindergarten through high school, and outlines the benefits of dual language learning for student development and future opportunities. The document also includes information regarding the application process for interested families.

The new strategic plan is designed to prepare students for future success, facilitating their transition to high school and equipping them with essential skills for post-secondary education or the workplace. It centers on the student body, staff engagement, operational excellence, and partnerships. Key priorities include student well-being—ensuring healthy, safe, and supported students—and integrating the Virginia Graduate Profile to develop critical skills such as creative thinking, critical thinking, collaboration, communication, and citizenship. The plan aims to foster a balanced and supportive environment that promotes leadership, teamwork, and adaptability, with active parental partnership.

The event celebrated a significant step in the creation of a new facility to house both the HB Woodlawn and Stratford programs at the Wilson site. Discussions highlighted the collaborative community process involving APS staff, architects, parents, teachers, and students that led to the design reflecting the unique philosophies of both programs. Remarks emphasized that the new building serves as a model for future integrated and community-connected school construction, noting that Arlington Public Schools is currently at its largest enrollment ever. The event included presentations from the principal of HB Woodlawn and the assistant superintendent for facilities and operations, who detailed the multi-year planning process, including site selection, the WRAPS study, and approvals from the building level planning committee and county board. The celebration centered around sealing a time capsule containing historical documents, student publications, local news from the day, and music performed by the HB Woodlawn Chamber Singers, to be opened by future generations of students.

Key discussion points during the budget advisory meeting included projections that school-level budget cuts are not expected this year, with the Superintendent's proposed budget to be released next week, followed by subsequent state budget releases. Concerns were raised regarding the county revenue forecast and its modest increase in allocation. The financial status showed a surplus in debt service of approximately $8.7 million, while the Grace Hopper opening remains on schedule. General discussions focused on major renovation projects within the Capital Improvement Program (CIP), specifically decisions regarding the ACC building renovation, and future projects for TJ and Swanson, noting the potential budget for TJ could be substantial. Differing opinions were noted concerning the consolidation of the Montessori program. The Council noted the positive impact of the School Board's decision to avoid using one-time funds for recurring expenses, enabling a balanced budget. Specific reductions were identified in areas such as Hazel Health funding (due to grant money), virtual learning (unless medically necessary), international teacher recruitment programs, and print shop expenses. Updates on planning factors were provided, including the planned phase-in of special education teachers based on SOL scores and planned updates for classroom supply factors. A request was made for details regarding school activity fund spending.

This School Action Plan for Cardinal School outlines a strategic direction focused on enhancing student academic growth, well-being, and family engagement over the 2025-2028 period. Key priorities include improving Math and Reading SOL proficiency and reducing achievement gaps for historically marginalized student groups, increasing English Learner progress, fostering an inclusive school climate where students see themselves reflected in learning materials, and maintaining strong family engagement to support academic and social-emotional development.