Dear students, families and staff,

Each year, our State of the Division report offers an opportunity to reflect on what we’ve accomplished together and to look ahead at the work still before us. I am proud to say that Albemarle County Public Schools continues to move forward with purpose, guided by our strategic plan—Learning for All—and by our shared belief that every student deserves to thrive.

During the 2024–25 school year, our students, teachers, and staff demonstrated remarkable resilience and innovation. We expanded programs that connect learning to real-world experiences, including Scholars Studios, ACE Academy, and Early College pathways. We made significant progress toward implementing recommendations from our Instructional Practices Audit, ensuring that classroom instruction meets the needs of every learner. And through strong partnerships with our families and community, we deepened our commitment to equity, wellness, and academic excellence.

We also celebrated milestones that will shape our future—breaking ground on Mountain View Upper Elementary School, strengthening compensation and recruitment efforts to attract and retain talented educators and education support specialists, and achieving some of the lowest vacancy rates in recent years. Each success reflects the dedication of our teachers, staff, and leaders who make ACPS a place where students feel supported and inspired.

As we look to 2025–26, our focus remains clear:

• Accelerate equity and access so that every student benefits from rigorous, engaging opportunities.
• Strengthen teaching and learning through collaboration, data-informed instruction, and professional growth.
• Enhance engagement,  belonging, and well-being for all members of our school community.

Thank you for your partnership, trust, and commitment to our mission. Together, we are building a school system where every student’s potential is recognized, cultivated, and realized.

Dr. Matthew S. Haas
Superintendent of Schools

ACPS Strategic Plan, Learning for All

During the 2021-22 school year, Albemarle County Public Schools’ Office of Strategic Planning worked with students, staff and community members to create the division-wide Portrait of a Learner, which outlines the skills our community believes all students should posses by the time they graduate. The Portrait of a Learner acted as a guide in creating the division’s strategic plan, Learning for All, which ensures that schools engage with and meet the needs of all students while preparing them with the knowledge and skills they need to thrive.

Ultimately, Learning for All is a collective vision that articulates our community’s hopes for ALL of our students and enables the division to provide an educational experience that prepares them to be lifelong learners and to make positive contributions to society, both while they are our students and in the future.

By analyzing data in our State of the Division report, we are able to ensure that, as a division, we are pursuing the goals from Learning for All so that we are able to continue to serving our families and community.

ACPS Budget Development

Each year, our Fiscal Services Department works with each department and school in the division to create a budget that funds the operation of the division but also funds programs that move us toward meeting the goals outlined in Learning for All.

The 2024-25 School Board Adopted Budget outlined several initiatives aimed at moving the needle toward these goals. These initiatives include (just to name a few):

2024-25 Budget Initiatives

Compensation Increase

The School Board’s adopted budget included an initiative that provides all ACPS employees with a 3% salary increase and provided for increases in the Academic Leadership Compensation Program.

English Learner (EL) Growth

Added five full-time equivalent (FTE) positions to the English Learner program and another five FTEs to Special Education in response to enrollment growth and the shifting needs of English Learners and students with disabilities.

Social-Emotional Resources

Absorbed the cost, following the lapse of federal American Rescue Plan funding, to maintain current social emotional supports and upgrade to a differentiated staffing model that will allow Albemarle County Public Schools to provide additional social emotional resources to schools based on need.

Reading Specialists

Sustained the current level of direct intervention support provided to students by reading specialists and reading and math interventionists following the loss of federal funding for 10 intervention positions.

For more information on our budget process and to see the full 2024-25 School Board Adopted Budget, including all of the initiatives supporting our division, visit k12albemarle.org/budget.

Instructional Practices Audit

Part of the mission of our strategic plan, Learning for All, states that “Working together as a team, we will end the predictive value of race, class, gender, and special capacities for our children’s success through high-quality teaching and learning for all.”

On average, our division outperforms the state of Virginia on a number of achievement measures. However, within our division, we have seen a gap in the achievements of our students of color and economically disadvantaged students.

To ensure that we are doing all we can to help all of our students succeed, ACPS partnered with Bellwether Education Partners in 2023 to complete a third-party audit of our instructional practices.

Bellwether presented five broad recommendations, each supported by key initiatives and specific actions, to address deficiencies in the areas of instructional tasks, adult learning, curricular resources, strategic alignment, and stakeholder engagement. To learn more about these five root causes and what we’re doing to address them, visit our Bellwether Audit webpage.

In 2024–25, Albemarle County Public Schools adopted Houghton Millflin Harcourt’s Into Reading (v1) as the division’s core English Language Arts program for grades K–5. By providing a coherent, evidence-based literacy program, ACPS ensures that every child is engaged in meaningful and consistent Tier 1 reading and writing experiences that align with science-based reading research, the Virginia Literacy Act, and the 2024 English Standards of Learning. The implementation of HMH Into Reading reflects the division’s ongoing commitment to equity, excellence, and high-quality instruction for all students.

Literacy Professional Learning

• Division-wide spring, summer, and preservice HMH launch sessions were held for all K–5 educators to support the rollout of the new literacy program.
• Teachers participated in LETRS 1 training to strengthen their understanding of evidence-based practices in phonological awareness, phonics, word recognition, and language comprehension.
• Monthly HMH Champion collaboration meetings fostered school-based expertise and teacher leadership across the division.
• HMH Champions and ACPS Instructional Coaches received access to HMH Coachly licenses, enabling them to provide real-time support and answers to teacher questions.
• Grade-level and school-based professional learning sessions focused on effective lesson design and delivery, assessment practices, and the development of consistent academic routines.

Implementation with Integrity: Classroom walkthroughs and principal feedback indicate growing consistency in routines such as phonics instruction, vocabulary development, comprehension discussions, and gradual release of responsibility. 

Instructional Shifts Observed

• There is a stronger emphasis on explicit, systematic literacy instruction across foundational skills, vocabulary, comprehension, and writing.
• Teachers are increasingly using the Gradual Release Model (“I Do, We Do, You Do”) to promote student ownership of learning.
• Formative data are being used more frequently to guide reteaching, practice, and extension opportunities.
• Student engagement has been enhanced through the use of authentic texts, collaborative discussions, and myBook annotations.
• Collaboration among classroom teachers, EL, SPED, reading, and specials teachers—as well as instructional coaches and school leaders—has strengthened consistency in literacy instruction across schools.

Lessons from Year 1 Implementation

HMH Into Reading offers teachers a wide range of instructional and digital resources to support literacy instruction. Fully exploring and leveraging all of these materials will take time and continued practice. As teachers continue to build familiarity with these tools, the division is focused on maximizing their strategic use and strengthening the use of assessment data to drive instructional decisions and continuous improvement.

Year 2 Priorities (2025–26)

• The division will deepen teacher expertise through ongoing professional learning at monthly HMH-focused faculty meetings.
• PLC-level planning structures will be strengthened to sustain consistent and effective Tier 1 instruction.
• Family engagement will be expanded through the use of family letters, the HMH Family Room, and school-based literacy nights.
• HMH assessment data and reports will be utilized to monitor student progress and guide instructional adjustments throughout the year.

Albemarle County Public Schools has made significant strides in advancing safety and security measures. Recent progress demonstrates a commitment to fostering safe, supportive, and focused learning environments for all students and staff.

Personal Communication Device-Free Education

• Albemarle County Public Schools transitioned from a permissive model to a device-free learning culture to reduce classroom distractions and promote academic engagement, with a particular focus on high school implementation.
• The division introduced clear, standardized protocols for daily procedures, including exceptions for medical, safety, or learning needs.
• Staff and administrators developed progressive discipline strategies, paired with restorative approaches, to reinforce compliance while maintaining positive student relationships.
• These changes increased consistency across schools, ensuring that all students and staff share clear expectations and accountability.

Growth Impact: Stronger focus during class, improved teacher-student connections, and a safer, more equitable learning environment.

ALICE Response Program

• Continued comprehensive intruder response framework: Alert, Lockdown, Inform, Counter, Evacuate (ALICE).
• Regular training and drills for staff and students, with an emphasis on adaptable decision-making.
• Strengthened coordination with first responders and tailored responses to each school’s layout.
• Building level feedback and debriefs at the school level, including table top exercises, to guide ongoing improvements.

Growth Impact: Enhanced staff and student confidence, clearer roles during emergencies, and stronger district-wide consistency.

School Safety Officer (SSO) Program

• Albemarle County Public Schools established a standardized School Safety Officer (SSO) program in partnership with the Human Resources Department and supported by the Virginia Department of Criminal Justice Services.
• The division developed a dedicated SSO position with clear job responsibilities and guidelines to strengthen day-to-day school safety operations.
• To reflect increased responsibilities and expectations, ACPS implemented a higher pay scale and expanded training opportunities.
• The division successfully filled 23 SSO positions across middle and high schools, many with staff members who previously served in other school support roles.

Growth Impact: A more professional and consistent safety presence in schools, enhanced support for administrators, and stronger alignment with state safety standards.

Weapon Screening Systems

• Albemarle County Public Schools launched a phased implementation of weapon screening devices at comprehensive high schools, beginning with varsity football and basketball games.
• The division established clear protocols and communication with families and spectators to ensure a smooth and respectful screening process.
• ACPS continues to refine procedures, staffing models, and technology selection based on feedback from pilot events to strengthen safety, efficiency, and community confidence.

Growth Impact: Increased deterrence, improved preparedness, and greater community trust in school safety measures.

Together, these initiatives reflect Albemarle County Public Schools’ continued growth in building safer, more connected learning environments. Across the division, students are better able to focus on learning, teachers can devote more energy to instruction, and families can feel confident that safety remains a top priority. The shift toward proactive, consistent practices—whether through stronger emergency preparedness, professionalized school safety roles, or the creation of distraction-free classrooms—demonstrates a shared commitment to the well-being of every member of our school community. By combining innovation, collaboration, and accountability, ACPS is not only strengthening its safety infrastructure but also cultivating a culture of trust, care, and readiness that supports learning for all.

Mental Health Support Specialists continue to be deeply integrated into Albemarle County Public Schools, playing a vital role in addressing student needs and bridging gaps caused by the ongoing shortage of child-focused mental health providers in Virginia. Their presence ensures that every student has more consistent access to caring adults who can offer support, guidance, and intervention when needed.

Meeting Critical Needs Across Virginia

New statewide data highlight both encouraging growth and ongoing challenges in the field of child mental health. Since 2019, the number of licensed Clinical Social Workers (LCSWs) in Virginia has increased by 58%, rising from 7,291 to 11,493. However, only 6% of these professionals list children as their primary specialty. Similarly, the number of Licensed Professional Counselors (LPCs) has grown by 149% since 2014—from 4,003 to 9,987—but just 5% primarily serve children.

These numbers underscore the essential role of school-based Mental Health Support Specialists in ensuring access to care for students and families. Their work directly meets the needs of students facing serious mental health challenges. Division data shows that only 6.8% of ACPS students have seriously contemplated suicide—3.4 percentage points lower than the statewide rate of 10.2%.

Growth Impact: Students in ACPS are receiving earlier, more consistent mental health support that prevents crises and promotes wellness.

Early Intervention and Peer Empowerment

Even within our schools, these specialists are creating meaningful change every day.

• At the high school level, specialists co-teach the Teen Mental Health First Aid course, which trains more than 1,000 freshmen each year to recognize when peers may be struggling and how to connect them to help. One crisis counselor shared that a student came forward with their family after a peer encouraged them to seek support—an example of the powerful peer-to-peer care this program fosters.
• At the middle school level, a specialist is piloting the Signs of Suicide program, helping students start conversations earlier about mental health and giving them the language and tools to support themselves and one another.

Growth Impact: Through early education and peer empowerment, students are gaining the awareness, empathy, and confidence needed to care for themselves and their classmates.

Continued Support and Collaboration

When the division experienced a temporary shortage of school psychologists, Mental Health Support Specialists stepped in alongside special education teams to ensure that student counseling and evaluation services continued without disruption. Their flexibility and collaboration have helped sustain a consistent level of care during staffing transitions and high-need periods.

Growth Impact: ACPS students and families continue to receive uninterrupted, high-quality support through teamwork and cross-department collaboration

Albemarle County Public Schools (ACPS) partnered with Bellwether Education Partners in 2023 to complete an instructional practices audit to identify ways ACPS can improve the quality of education for all students, particularly those who have been historically underserved. The audit examined instructional policies and classroom practices to understand why some students, especially students of color, are not performing as well as others on standardized assessments in areas such as reading and math.

Through conversations with students, staff, and families—and by observing classroom instruction—the audit took a close look at what is being taught, how it is being taught, and how students are being supported in their learning. By identifying strengths and opportunities for improvement, ACPS is better equipped to create equitable learning environments and uphold our commitment to ensuring that every child, regardless of race, background, or learning needs, has access to high-quality instruction.

Why This Matters

A key finding of the audit is the importance of investing in high-quality instructional resources, particularly those that strengthen intervention and student support. The Virginia Literacy Act (VLA), passed in 2022, began implementation for students in grades K–3 in the 2024–25 school year. The act requires each reading specialist, in consultation with classroom teachers, to coordinate and oversee interventions for students not meeting literacy benchmarks, develop and monitor reading plans, and collaborate closely with families and teachers to support student progress.

Together, the VLA and the Instructional Practices Audit established a clear mission: to build a consistent, divisionwide system of supports that ensures all students are making progress.

What’s Happened and What’s Next

Over the past year, ACPS adopted and implemented HMH Into Reading as the new K–5 literacy curriculum. Using Branching Minds, the division now creates and monitors reading plans for all students in grades K–5 and many in grades 6–12, allowing staff to track interventions and measure progress. Teachers also use Lexia Core5 and PowerUp to provide targeted interventions and resources.

Looking ahead to the 2025–26 school year, ACPS will implement new core math resources for elementary grades, Math 8, and Algebra I. Additional adoptions will include 6–12 Language Arts, K–12 Reading Intervention, and 6–12 Science materials.

Through our partnership with Branching Minds, ACPS is developing a handbook for our Multi-Tiered System of Supports (MTSS). Every K–12 student will have a reading plan, and schools with math specialists will also create math plans. Schools are collaborating to establish more transparent processes for families and to support academic acceleration.

Teachers will continue to receive additional training, new classroom materials will be introduced, and schools will strengthen collaboration with families to support student growth. By working together, we can ensure that every student in Albemarle County Public Schools has the opportunity to reach their full potential.

The Department of Professional Learning supports ACPS’s Strategic Plan Goal 3, which aims to attract, develop, and retain the highest-quality staff. Professional learning supports student success by fostering teachers’ capacity to provide high-quality teaching and learning for all. Our department strives to provide “structured professional learning that results in changes in teacher practices and improvements in student learning outcomes.” (Learning Policy Institute, 2017, pg. v). 

Characteristics of ACPS Professional Learning

Systematic: A systematic approach to adult learning supports staff at all levels through a combination of workshop- based PD, job-embedded coaching, and PLCs to build professional knowledge and support transfer into practice.

Coherent: Professional learning must address all three components of the instructional core (teacher knowledge and skill, student engagement, and the challenge of learning tasks) to improve student learning and outcomes.

Relevant: Professional learning bridges the knowing/doing gap and leads to transfer to practice when oriented to the characteristics of high-quality adult learning (active, collaborative, ongoing, content specific, feedback rich, and supported by coaching).

Differentiated: Educators require differentiated approaches to professional learning based on their level of familiarity and/or skill in using a practice or adopting a change.

Professional Learning Framework

ACPS recognizes that because professional learning exists on a continuum, the experiences designed to support learning need to match educator needs at varying stages of development. This graphic articulates the current ACPS professional learning opportunities and entry points to support the transfer of teachers’ professional knowledge into practice.

Programmatic Shifts and Related Successes

Refinement of a Guaranteed and Viable Professional Learning Curriculum for Teachers and Staff

Increased Coherence: Learning targets and success criteria for professional learning are increasingly aligned to the Educator Performance Appraisal (EPA) and the Framework for Quality Learning (FQL) to support positive instructional outcomes.

Literacy Instruction: In alignment with the Virginia Literacy Act (VLA), LETRS and VLP modules have become the standardized approach to building teacher capacity to deliver high-quality literacy instruction for all. 

Effective Learning Environments: Responsive Classroom (elementary) and Developmental Designs (secondary) multi-day workshops and ongoing support provide teachers and staff the opportunity to build their capacity in leveraging the principles and practices of each program to create positive learning environments. 

New Teacher Induction: The ACPS Induction Program has expanded to provide guaranteed support for veteran teachers new to the division, in addition to supporting novices in their first three years in the profession.

Culturally Responsive Education: CRE Micro-Credential Pathways have been infused as a core element of the guaranteed support provided to teachers new to the division as well as to novice teachers.

Increase in Collaboration between the Department of Professional Learning and Stakeholders

Strategic Alignment: The Department of Professional Learning partners with school and department leadership teams to develop annual Professional Learning Plans, shifting from isolated single training sessions to cohesive experiences that promote transfer of learning into practice around prioritized goals.

Curricular Adoption Support: In collaboration with school and division leadership, school-based Content Advisory Team (CAT) members in both Elementary Literacy and Math provide centrally designed, locally delivered professional learning experiences each month to support implementation of adopted instructional materials with integrity. 

Investment in Teacher Leadership: The Department continues to support certification of teacher leaders as local professional learning facilitators to ensure sustainable implementation of core initiatives, most recently investing in a cadre of 15 LETRS Vol. 2 Facilitators.

Deepening of a Culture of Continuous Improvement

Focused Coaching Support: Through Q1 2025, Instructional Coaches have developed job-embedded partnerships with 562 ACPS teachers, including over 80% of elementary teachers. This ongoing support aligns with a combination of individual goals, PLC-level needs, school-based strategic plans, and division-level priorities.

Increased Use of Cohort Models: Learning Cohorts expand the depth of implementation around division priorities. For example, a cohort of 82 teachers (18% of all elementary teachers) elected to enroll in LETRS Vol. 2, while a pilot group of secondary teachers have sought to increase vertical alignment of their literacy instruction by enrolling in LETRS Vol. 1.

Mountain View Upper Elementary School: Breaking Ground on a Modern Learning Space

Albemarle County Public Schools reached a major milestone in February with the ceremonial groundbreaking for Mountain View Upper Elementary School, a new 3–5 learning space designed to support the academic and developmental needs of students in this pivotal age group. The project is the result of extensive collaboration among students, families, staff, and community members, guided by the ACPS Long-Range Planning Advisory Committee’s enrollment studies and community feedback.

The school’s design prioritizes student well-being, belonging, and independence. Key features include abundant natural daylight, enhanced pedestrian and bike access, and a fully accessible playground that supports inclusive play for all students. Sustainability is a core focus, with a geothermal HVAC system and solar energy integration making it one of ACPS’s most energy-efficient facilities to date.

Mountain View Upper Elementary School is expected to open in August 2026, strengthening continuity for the Mountain View community while providing a cutting-edge environment for future learners.

ACE Academy — Lambs Lane: Expanding Career Pathways for ACPS Students

ACPS celebrated the start of construction on the Albemarle Career Exploration (ACE) Academy at Lambs Lane in February. The 60,000-square-foot facility will expand Scholars Studios programming, providing up to 400 high school students each day with hands-on, career-aligned learning opportunities in fields that match their interests and future goals.

The ACE Academy will house six of the division’s 12 Scholars Studios—Savor, Venture, Solve, Thrive, Blueprint, and Impact—offering flexible lab and studio spaces, seminar rooms for collaboration with industry partners, and technology-rich environments that support real-world learning and innovation. Designed with extensive community input, the project reflects ACPS’ commitment to reimagining high school so students can explore passions, build skills, and access clear pathways to careers and further education.

Located on the centrally connected Lambs Lane campus, the Academy strengthens alignment among Albemarle High School, Journey Middle School, Greer Elementary School, and regional community partners. Construction also includes new parking and campus infrastructure improvements. The facility is scheduled to open for the 2026–27 school year as a sister site to ACE Academy — Seminole Trail.