Commitment 2: Positive Climate and Culture

Creating a positive climate and culture is a multidisciplinary effort—one that ensures all aspects of the school environment support the needs of students, staff, and families. Under Elevate 2030, PWCS will continue to promote engagement, inclusivity, and belonging for everyone in our school community, with an enhanced focus on physical and mental wellness.

Students will have more opportunities to pursue their extracurricular passions and increased academic and socioemotional supports to help them thrive. These and other evidence-based strategies will foster stronger student engagement, which will pave the way for higher attendance and graduation rates by 2030.

In parallel, PWCS will nurture a positive work climate where employee growth and well-being are front and center. Channeling the values of our “You Belong Here” initiative, our strategic efforts will help staff feel more supported and motivated, leading to higher rates of retention and job satisfaction.

Additionally, a systematic assessment of school practices, processes, and outreach will help create more welcoming experiences for families and the community. Finally, PWCS will invest in divisionwide operational improvements to ensure all facilities are safe, healthy, sustainable, and conducive to teaching and learning.

Values Spotlight

• Equity
• Inclusivity
• Well-Being

Theory of Action

If we establish programming and a comprehensive system of supports addressing student belonging, engagement and social/emotional needs, then we will create a learning environment where all students will thrive, feel valued, and contribute to their individual success. This will lead to decreased chronic absenteeism of no less than 13%, a 10% reduction in the student dropout rate for English learners, and an overall increase in students’ sense of belonging.

Overall Impact Goals

• PWCS will achieve a 15% increase in Engagement as measured by the Gallup Student Poll.
• PWCS will achieve a 13% increase in Hope as measured by the Gallup Student Poll.
• Dropout rates for English learners will decrease by 10%.
• Chronic absenteeism rate will drop to less than 13%.
• 100% of schools will expand program offerings to increase participation in student activities and athletics.

Inclusive Environments and Student Wellness

In February 2025, PWCS participated in the Gallup Student Poll (GSP) as part of our ongoing effort to measure and improve the student experience. Administered by Gallup each school year, this web-based survey gathers feedback from students in grades 5–12 across 8,000 schools and 1,400 divisions nationwide. The GSP tracks several key metrics shown to be reliable indicators of student success and well-being in the following domains:

• Engagement—students’ involvement in and enthusiasm for school.
• Hope—the ideas and energy students have for the future.
• Belonging—feeling accepted and included as part of the school.

Gallup’s research shows these factors are strongly linked to student achievement, grades, absenteeism, and plans after high school. By 2030, PWCS aims to improve school attendance and create an environment where all students can succeed in the classroom and beyond.

Aligning Universal, Targeted, and Intensive Curriculum and Interventions

In the previous strategic plan, PWCS laid the foundation for systems that support social-emotional learning (SEL), mental health and wellness, consistent behavioral expectations and routines, and promotion of daily attendance at school. By 2030, these efforts will be embedded in the fabric of our school division—leading to higher student attendance, graduation rates, and feelings of Engagement, Hope, and Belonging. They will also reduce time out of school for discretionary non-safety-related out-of-school suspensions.

Tiered Supports

By establishing a universal social-emotional and behavioral curriculum, PWCS will enable students to build critical skills that make them more resilient to life’s challenges. This will also equip them with strategies to set and attain goals, engage positively with others and manage conflict, and define emotions and reactions. These skills reflect vital college- and career-readiness competencies that have been identified as critical to the future workforce. Students will receive direct instruction in morning meetings, advisory periods, and content lessons that focus on a specific social-emotional competency alongside academic standards. PWCS will also embed these competencies into division unit guides and instructional standards of excellence. Together, these measures will reinforce social-emotional competencies throughout the school day for all students in multiple settings. PWCS will develop a research-based student survey to monitor students’ progress in attaining these competencies. Families will be critical partners in this work, and PWCS will provide them with opportunities to exercise these skills with their students at home.

Student Support Teams will provide evidence- and research-based interventions for students who need additional support to master these critical life skills. PWCS staff, such as deans of students, school counselors, school psychologists, school social workers, Multi-Tiered System of Supports coaches, and behavior specialists, will then work to implement the intervention as part of the Student Support Plan (SSP) and monitor the student’s progress in developing the identified competency. Using technology tools, families will also be able to monitor their student’s progress. For students who may need additional assistance, behavioral health programs and partnerships will be made available.

Attendance

Although PWCS has made significant progress in reducing chronic absenteeism, continued work in this area is needed. By 2030, PWCS will actively employ positive reinforcement strategies from Attendance Works across all schools, such as regularly highlighting students and classes that meet attendance goals. Leveraging AI research tools and partnerships with local universities, PWCS will identify research-guided interventions based on the root cause of a particular student’s absenteeism. This will allow us to remove specific barriers impacting families. Moreover, using AI tools will position PWCS to better identify programming to reduce chronic absenteeism rates in specific student populations with higher than average chronic absenteeism rates. Administrators, attendance officers, school counselors, and school social workers will be able to develop SSPs and monitor progress using these newly identified interventions.

Substance Use Prevention and Intervention

Substance use education can reduce the likelihood of substance use and abuse among students. PWCS will revise and expand substance use prevention efforts in elementary, middle, and high schools. This will include working with community partners to ensure education goes beyond the facts and consequences of substance use and includes the impact of addiction on the individual, family, and community. Further, students will learn strategies for substance refusal and how to link others who may be misusing substances to school and community resources. By 2030, students in grades 3–12 will receive annual curriculum that educates them on types of substances and current trends, the misuse of substances, refusal strategies, how substance misuse impacts individuals and communities, harm reduction measures, such as Naloxone, and how to access assistance. Annually, PWCS will also provide families and staff with education opportunities based on the latest trends and topics in substance use prevention.

PWCS will incorporate evidence- and research-based interventions into programming for students with Code of Behavior violations related to substance use. PWCS will leverage school, county, and community resources for school support services once a student completes an intervention program. This will help reduce the number of students who engage with the disciplinary system due to substance use. By 2030, PWCS will provide schools with the necessary tools and resources to deliver targeted interventions to support students who may be in the initial stages of substance use.

Bullying Prevention and Intervention

Bullying is a serious issue that can impact a student’s access to education and lead to challenges beyond school. In the 2026–27 school year, PWCS will enhance our bullying prevention curriculum to educate students not only on bullying awareness, but on developing their agency to address bullying behaviors—whether for themselves or their peers. Students will learn to be upstanders and how to interrupt or seek assistance for mistreatment when they encounter it. Further, we will refine and centralize our approach to investigating and responding to instances of bullying. This will ensure students involved in situations of bullying and harassment receive additional supports after a decision has been rendered. This work will involve a cross-functional approach across multiple offices to ensure consistency in vocabulary, skills, and procedures. PWCS will implement a centralized technology platform for all school administrators to respond to and investigate allegations of bullying within the required timeframe and communicate findings and supportive measures to families in a clear and timely manner. These efforts will result in a 15% increase in Engagement and a 13% increase in Hope as measured by the Gallup Student Poll.

Transition Support and Increased Opportunities for Activities

The transitions to middle school and high school are some of the most critical moments in students’ lives. When evaluating postsecondary success indicators, several factors have been found to most strongly influence student outcomes. Strong attendance is a critical factor at both the middle and high school levels. At the middle school level, positive behavior records and passing English and math are also key indicators. At the high school level, important factors include minimal course failures in ninth grade and participation in summer bridge programs. Moreover, students who engage in school-based extracurricular and cocurricular activities show stronger academic performance, have higher postsecondary aspirations, and complete a higher number of college applications. By focusing on key transitions and connecting students to a broad menu of extracurricular or cocurricular options, PWCS will strengthen engagement, SEL, and feelings of belonging. This will lead to decreased chronic absenteeism, lower dropout rates, and reduced exclusionary discipline.

Transition Programs

PWCS’ feeder and receiving schools will provide consistent and targeted transition activities and interventions for rising sixth- and ninth-grade students. Critical components for the elementary to middle school transition include student orientations and a focus on SEL before and after the transition—highlighting executive functioning skills, family engagement, and peer support programs like student ambassadors. Middle to high school transition practices include early warning systems and regular reviews of student data, ninth grade teaming and advisories, summer transition programs, family engagement, SEL, and supports.

To further support the middle to high school transition, partnerships through the Center for High School Success (CHSS) will help high schools build effective systems and structures for student success. These will boost ninth grade on-track rates—the percentage of ninth graders who meet the necessary academic benchmarks to be on track to graduate in four years. Additionally, this support will produce measurable school and student improvements in the first year of partnership—including reduced chronic absenteeism, improved student behavior and sense of belonging, increased teacher morale and retention, and stronger CTE and dual credit pathways.

By 2030, PWCS will fully implement the CHSS Roadmap for Ninth Grade Success in eight high schools (Brentsville District, C.D. Hylton, Freedom, Gar-Field, Osbourn Park, Potomac, Unity Reed, and Woodbridge). This will support our goal to increase the division’s ninth grade on-track performance to 95% and establish guidance and best practices for elementary-to-middle school transition.

Increase Opportunities for High-Quality Activities During and After School

Extracurricular and cocurricular activities at the high school level encompass both athletic and non-athletic programs. These include school-sponsored sports, as well as fine and performing arts opportunities, academic clubs, student government, and service organizations. By 2030, PWCS will offer expanded options for athletic and non-athletic activities during and after school to include National History Day Competition for all high schools and middle schools, as well as academic decathlon, debate, and speech for all high schools.

Expand Nontraditional Pathways and Programs

Across the U.S., nontraditional schools, programs, and classrooms are designed to serve students who struggle in traditional educational settings. Nontraditional education adopts innovative, research-based approaches to teaching, helping prevent students from dropping out, supporting increased graduation and attendance rates, and reducing discipline referrals. These programs offer environments tailored to students who face significant challenges at school, at home, or within their communities. By implementing 21st century teaching and learning strategies, nontraditional education enables students to meet graduation requirements, prepare for college and careers, and become contributing members of their communities.

Nontraditional Programs

Nontraditional education offers innovative, research-based approaches to teaching students who require—or even excel in—an environment beyond the traditional educational setting. A key component of nontraditional education for high school students is the ability to earn credits by mastering course standards through competency-based learning, versus the 140-seat-hour Carnegie unit.

Through nontraditional programming, PWCS will implement a comprehensive approach to serving students who may have a need to transition in and out of school during the year. This includes students who must miss school due to hospitalization or physical or mental health treatment, who require smaller and more personalized learning environments, or who have been removed through the Student Hearings Department, resulting in long-term suspension or criminal reassignment. Our approach will include access to rigorous academic opportunities, flexible approaches to credit accrual through competency-based learning, restorative approaches, step-down opportunities, wraparound supports, and partnerships with community agencies that enable successful transition beyond circumstances.

PWCS will establish hybrid academies that include versatile schedules and flexible instruction—mixing virtual and in-person modalities to accommodate different learning styles or circumstances that prevent a student from participating full-time in a traditional classroom. By 2030, PWCS will establish one hybrid learning program at both the high school and middle school levels, beginning with a pilot site and expanding based on evaluation. These programs will provide flexible learning options and enhanced social-emotional and behavioral support to meet diverse student needs. Also, by 2030, PWCS will open an in-person version of the computer-based instruction model with intensive behavioral and mental health supports for students restrictively placed through the Student Hearings Department.

Programs for Older School-Age Students with Limited High School Credits

Changing demographics and economic pressures have led to higher dropout rates among older school-age (18 to 22) under-credited students—particularly newcomer students who must balance financial responsibilities with academic demands, often while learning an additional language. Research emphasizes the effectiveness of career development and job training strategies, particularly when combined with family engagement, behavioral interventions, and literacy development. These strategies can provide authentic, project-based learning opportunities to engage students, prevent dropouts, and facilitate their transition from education to the workforce.

Central offices, school-based administrators, and the Global Welcome Center will coordinate training efforts to ensure proper identification of older school-aged students with limited high school credits at the time of entry. PWCS will develop common procedures at the time of registration to allow students to review a variety of opportunities, whether high school completion, high school equivalency through the GED program, access to work-based learning opportunities, or a combination of these so they can select a program that meets their goals and timelines. By 2030, PWCS will establish a program for older school-age students with limited high school credits that allows them to earn high school credits through competency-based learning and flexible schedules, while simultaneously providing them the opportunity to shift along the way toward a GED pathway in support of individual goals. PWCS will provide wraparound supports and seek community resources to support these students during and beyond school. This program will also support WBL opportunities, including paid experiences such as cooperative education and youth registered apprenticeships, allowing students to gain critical career experiences while also earning high school credits and potentially earning compensation.

Values Spotlight

• Equity
• Inclusivity
• Resiliency
• Well-Being

Theory of Action

If PWCS implements a comprehensive, research-based Human Capital Framework that aligns with our core values—and integrates talent acquisition, onboarding, professional growth, performance management, retention, and succession planning—then staff will experience greater clarity, connection, belonging, well-being, and engagement. This will result in PWCS retaining a diverse, committed, high-performing, and empowered workforce that drives student-centered excellence.

Overall Impact Goals

• Staff engagement will increase by 12% as measured by the Gallup Q12 Employee Engagement Survey.
• PWCS will achieve a 10-point increase in percentile ranking on the Teamwork domain in the Gallup Q12 Employee Engagement Survey.
• PWCS will implement a fully developed mentoring program for no less than 50% of existing classified staff, and central office and building administrators.
• 99% of classrooms will be staffed with properly endorsed teachers by 2030.
• PWCS will maintain or exceed a 95% retention rate among classified, certified, and administrative staff.
• 5% increase in the diversity of PWCS certified staff.
• PWCS will establish formal public/private partnerships to identify at least 150 dedicated residential units, creating affordable housing options that reduce barriers for staff and strengthen PWCS’ position as an employer of choice.

As educators, PWCS is committed to empowering our students. And as an employer, we’re equally committed to empowering our staff. We recognize that our teachers, administrators, and support staff shape the PWCS experience every day. Our employees bring skills, experience, and passion to their jobs that set new standards of excellence for our students—contributing to PWCS’ position as one of the top school systems in Virginia. Research consistently shows that maintaining a positive school culture is imperative for retaining a qualified, high-performing workforce. With this understanding, PWCS commits to growing a supportive, engaging culture that champions long-term employee success and retention. By 2030, PWCS employees will report an increased sense of belonging, connection, and active engagement as measured by the Gallup Q12 survey. Additionally, throughout the next four years, PWCS will maintain or exceed a 95% retention rate among classified, certified, and administrative staff.

Building on Our Success

In 2025, Forbes named PWCS one of America’s Best-in-State employers, recognizing our positive work culture, meaningful career paths, and commitment to employees. We aim to build on this success over the next four years with the strategic initiatives outlined in this objective.

The Human Capital Framework

The Human Capital Framework is PWCS’ foundation for attracting, supporting, developing, and retaining our workforce. It is a dynamic, integrated system that ensures every facet of talent management is intentional, equitable, and aligned with our strategic goals. This framework is structured around six interconnected components: Talent Acquisition, Talent Integration and Transition, Professional Growth and Career Pathways, Performance Management and Feedback, Talent Retention and Engagement, and Succession Planning and Knowledge Transfer. PWCS will organize our employee practices across these six components, applying them in line with our Profile of a Leader and Standards of Excellence. In 2030 and beyond, this will support a coherent, equitable employee life cycle, and a cohesive school system grounded in clarity, accountability, and educational excellence.

Talent Acquisition

PWCS will strengthen recruitment and selection by expanding our divisionwide “You Belong Here” initiative. The division will clarify and standardize job descriptions and align our selection protocols to attract candidates who reflect the diversity and excellence of our community. Additionally, PWCS will strengthen partnerships with universities, alternative licensure programs, and teacher recruitment organizations, with a strategic emphasis on special education.

At the same time, we will implement the Housing Options Made Easier (H.O.M.E.) pilot to reduce relocation barriers for candidates considering moving to Northern Virginia. By 2030, PWCS will establish formal public/private partnerships to identify at least 150 dedicated residential units, creating affordable housing options that reduce barriers for staff and strengthen PWCS’ position as an employer of choice. PWCS will expand our Growing Our Own pathways, including Teaching Assistant to Teacher. These strategies reflect research on match quality, early and information-rich hiring, and candidate experience as drivers of effectiveness and retention.

Talent Integration and Transition

PWCS will deliver differentiated onboarding across certified, classified, and administrative roles. This will begin by establishing preboarding communications, welcome teams, and preboarding buddies. Onboarding will include team introductions, mentorship assignments, and interactive modules that blend cultural acclimation with role-specific content. We will follow this with structured well-being checkpoints at 30, 60, and 90 days.

PWCS will also expand induction and mentorship for all staff groups, with mentor training aligned to PWCS’ Profile of a Leader. Goals will explicitly incorporate recognition, connection, and career development, and PWCS will continually track participation and outcomes to inform strategy. This approach is grounded in evidence that structured onboarding increases retention, accelerates time-to-effectiveness, and strengthens belonging.

Professional Growth and Career Pathways

PWCS will develop personalized professional development plans for all staff, offer micro-credentialing and stackable certifications, host the annual Classified Professional Development Conference, and implement a substitute teacher development initiative with a substitute-to-teacher pipeline. By 2030, 90% of full-time staff will have tailored development plans, and 60% of classified staff will be engaged in upskilling or credentialing pathways. We will expand the Teacher Leader Model and New Teacher Coaches to provide job-embedded coaching, observation, feedback, and collaborative planning. We will also clearly define and align all career pathways to workforce planning and succession management. These strategies draw on empirical evidence that continuous, personalized professional learning, coaching, and distributed leadership enhances employee engagement, effectiveness, and retention.

Formalized Mentoring Programs

Research states that employees value opportunities to learn and grow, and that organizations that strategically provide professional growth opportunities benefit from higher employee engagement and effectiveness. Studies also show that employees are more engaged and more likely to stay in organizations where they can see and access future opportunities. By aligning professional learning to career pathways, organizations can create a more intentional talent development strategy. This will also require creating additional formalized mentoring programs. Already, PWCS has established teacher mentoring and first-year principal mentoring programs. By 2030, PWCS will have a fully developed mentoring program in place for no less than 50% of the existing employee groups represented in classified, central administrators, and building administrators.

Leadership development will be a central focus of PWCS’ human capital strategy. The Profile of a Leader will serve as the foundation for leadership development, hiring, and evaluation across administrative levels—aligning current and aspiring leaders with PWCS values and leadership behaviors to create a consistent, inclusive, and high-impact leadership culture. Additionally, the division will launch a Principal Residency Program that provides immersive, job-embedded coaching and authentic principal-level experiences for aspiring leaders, building on the existing Aspiring Principals cohort. By 2030, 80% of residency graduates will be placed in leadership roles.

PWCS will use Leader Tracking Systems to match candidates to school needs, anticipate vacancies, and tailor on-the-job supports to leadership development. We will expand teacher leadership and coaching networks to ensure that there are accessible pathways into leadership. A research foundation—including principal pipeline studies—supports residencies, targeted placement, and coaching as levers to improve student outcomes and organizational coherence.

Performance Management and Feedback

Additionally, PWCS will deploy a developmental performance management system grounded in continuous feedback and formative evaluation. Managers will be trained to deliver effective, actionable feedback and foster a growth mindset, while performance standards will be aligned with job responsibilities and division priorities. PWCS will use Gallup Q12 and Upbeat survey data to inform practice, policy, and culture. Additionally, we will audit and refine the system to ensure fairness, transparency, and growth orientation—reflecting evidence that developmental, data-informed performance systems correlate with stronger organizational health and lower attrition.

Talent Retention and Engagement

In 2026 and beyond, PWCS will prioritize staff mental health and well-being through a comprehensive suite of supports, including on-demand mental health services, preventative interventions, and leadership training in mental health awareness. The division will embed well-being checkpoints into onboarding and transition processes, provide access to sustained, evidence-based stress management interventions, and incorporate well-being into professional development. As a result, every school will have an individual who is trained in mental health first aid. PWCS will also see a 10% reduction in teacher absences.

PWCS will help employees better understand and utilize their benefits by delivering personalized resources and multi-modal education campaigns, which we will support with expanded digital platforms for engagement, learning, and enrollment. As a result, PWCS will see a 10% increase in utilization of the Employee Assistance Plan and 10% increase in the number of health plan members completing annual wellness exams. Additionally, we will offer robust financial wellness programming provided by Apple Federal Credit Union for PWCS staff. Recognizing that overall wellness rests on the foundation of financial wellness, this programming covers step-by-step personal finance instruction.

In addition, PWCS will regularly review total rewards against utilization and market trends to inform future benefits decisions. This will allow PWCS to sustain a comprehensive, competitive, and cost-effective benefits program for our staff. Over the next four years, we will also strengthen recognition systems and employee voice with Gallup Q12 and Upbeat surveys, take active steps to build an inclusive culture, and use onboarding, engagement, and exit data to drive continuous improvement.

Succession Planning and Knowledge Transfer

PWCS will launch the Principal Residency Program and Leader Tracking Systems to build a robust leadership pipeline and ensure continuity in critical roles. We will also standardize succession protocols and documentation, deploy mentoring, shadowing, and gradual release of responsibilities, and establish standard operating procedures (SOPs) for knowledge transfer—allowing us to preserve institutional memory and reduce disruption. A key workforce strategy will be more intentional assignment of Retirement Opportunity Program (ROP) personnel—not only as mentors and knowledge-transfer anchors, but also as instructional and student-support providers to ensure consistent, high-quality learning environments for students. By 2030, 100% of administrative positions will have a succession plan in place. This approach aligns with evidence that proactive succession planning and codified knowledge transfer reduce time-to-hire, improve diversity, and sustain performance.

Values Spotlight

• Innovation
• Integrity
• Well-Being

Theory of Action

If PWCS modernizes divisionwide systems—by integrating advanced technologies, streamlined processes, and efficient and reliable infrastructure—then PWCS will increase operational excellence, align decision-making, and cultivate stronger partnerships. This will lead to healthier, more sustainable, and more engaging learning environments that will support student success.

Overall Impact Goals

• 10% increase in students reporting they feel safe in their school.
• 25% reduction in greenhouse gas emissions.
• 100% of building automation systems will integrate smart technologies to enable real-time optimization and predictive maintenance.
• 100% of PWCS students will have access to school-based outdoor learning environments.

Improve Maintenance Efficiency

By 2030, PWCS Facilities will transition from site-based operations to a centralized maintenance model anchored by the Maintenance Operations Center (MOC). This hub will streamline resources, coordinate services across schools, and enable real-time management through a unified technology platform. By implementing this model, PWCS will increase proactive maintenance, improve reliability, resulting in fewer equipment failures and less downtime, and ensure faster response rates, higher satisfaction, and a safe and functional learning environment.

Reduce Greenhouse Gas Emissions

PWCS’ Sustainability Commitment

PWCS will implement a comprehensive sustainability framework that leverages national partnerships, builds internal capacity, and invests in emerging technologies, low-emission transportation, and climate-resilient infrastructure. This will result in reduced greenhouse gas emissions by 25% from the 2019-20 school year baseline by 2030. Throughout the next four years, PWCS will decarbonize high-impact areas—transportation and building operations—through alternative-fuel vehicles and low-GWP refrigerants. We will expand on-site renewable energy—such as rooftop solar—to cut emissions, lower costs, and improve energy resilience. Additionally, we will engage in national initiatives for technical support, peer learning, and accountability.

Transitioning the White Fleet and Bus Fleet to Alternative Fuel Vehicles

PWCS is committed to transitioning the division’s buses and white fleet vehicles to feasible alternative fuel models, including electric and propane. We will support this transition with infrastructure upgrades that will ultimately enable full-fleet electrification.

PWCS is progressively converting its vehicles to sustainable fuel models year by year, making steady progress toward significant GHG reductions by 2030. This includes the transition of 30% of PWCS’ white fleet vehicles to be electric, supported by upgraded grid infrastructure that will enable full-fleet electrification in the coming years. Additionally, 50% of the active school bus fleet will operate on alternative fuels, significantly improving air quality for students and surrounding communities.

Investing in Solar and Low-GWP Practices

PWCS will expand on-site renewable energy to reduce emissions, lower costs, and boost energy resilience. By 2030, PWCS will install rooftop solar panels at 20 additional sites, prioritizing high-energy use and structurally feasible locations. Several schools already benefit from solar, demonstrating measurable energy savings.

PWCS will also address refrigerant-related emissions by tracking fugitive leaks and replacing high-GWP refrigerants with low-GWP alternatives at 50% of feasible HVAC sites. Through early detection, preventive maintenance, and equipment upgrades, PWCS aims to reduce refrigerant emissions by one-third by 2030.

Reduce Energy Use

PWCS will modernize infrastructure and adopt data-driven operations to improve energy performance. By 2030, PWCS aims to reduce divisionwide Energy Use Intensity (EUI) by 15% from the 2023-24 school year baseline. EUI—energy used per square foot per year—is a nationally recognized metric that ensures fair comparisons across schools and reflects true efficiency gains.

Our approach combines smart building technology, energy-efficient systems, proactive maintenance, and energy-saving behaviors. By aligning technology, processes, and people, PWCS will foster a culture of conservation and achieve exemplary EUI levels.

Modernizing Infrastructure for Efficiency

By 2030, PWCS will implement AI-powered building automation and sensor technologies in all schools to enable real-time, data-driven commissioning that optimizes system performance, reduces EUI, improves HVAC responsiveness, supports predictive maintenance, and lowers operating costs. To further increase efficiency, PWCS will convert all lighting to LED, upgrade building envelopes, and install geothermal HVAC systems during renovations or replacements where feasible. These efforts are expected to reduce energy costs by up to 20% while advancing sustainability and long-term cost management goals.

By 2030, all PWCS schools will have undergone an investment-grade energy audit, with life-cycle cost analysis (LCCA) guiding all capital investment decisions across the division. LCCA considers all costs related to the initial purchase, operations, maintenance, replacement, disposal, and—most importantly—energy use. This will lead to more accurate HVAC renovation estimates and ensure that there are sufficient funding allocations for every project.

Reduce Waste

PWCS is committed to reducing landfill-bound waste through a divisionwide waste reduction strategy focused on infrastructure, education, and accountability. By 2030, we aim to divert 40% of total waste from landfills through expanded recycling, composting, and reuse. To achieve this, all schools will complete baseline waste audits by 2026, enabling data-driven, site-specific strategies. By 2027, key school staff will be trained in current waste reduction practices, and by 2028, smart bin technology will be piloted in 10 schools to improve sorting accuracy and track progress. By 2030, 50% of schools will implement on-site composting, and 25% will use compost-hauling services. PWCS will publish annual waste reduction reports to ensure transparency, track progress, and drive continuous improvement—building a culture of sustainability and shared responsibility across the division.

Improve Indoor Environmental Quality

PWCS commits to providing healthy, safe, and supportive learning environments by continuously improving Indoor Environmental Quality (IEQ), which includes indoor air quality (IAQ), lighting, acoustics, and thermal comfort. While current air quality across our schools meets acceptable standards, PWCS is proactively working to enhance monitoring and management practices to ensure even greater consistency and responsiveness across the division.

By 2030, all PWCS schools will comply with industry standards for key IAQ thresholds—CO₂, temperature, and humidity—supported by real-time monitoring and clear response protocols. By 2027, every school will be equipped with indoor and outdoor air quality sensors to support early detection, preventive maintenance, and rapid intervention.

A cross-functional IAQ Committee has been established to oversee environmental standards and will finalize a divisionwide IAQ Management Plan and Monitoring Response SOP to guide compliance and corrective actions. These tools will support consistent operations and ensure alignment with Virginia’s IAQ Inspection and Evaluation Act.

IEQ principles will be fully integrated into all design, renovation, and maintenance efforts—enhancing lighting for visual comfort, acoustics for effective communication, and HVAC systems for stable thermal conditions. Annual public reports will share each school’s environmental performance, reinforcing transparency and accountability.

Over the next four years, PWCS will leverage AI, emerging technologies, and leading industry guidance to maintain and improve IEQ across all schools. By 2026, all schools will be trained on compliance, best practices, and operational procedures—ensuring every facility operates to a consistent, high standard in support of student and staff well-being.

Integrate Outdoor Learning Environments

PWCS will provide all students with school-based, outdoor learning environments. Our efforts will include creating high-quality, site-specific spaces for outdoor learning, training our educators to teach effectively in outdoor environments, and cultivating community partnerships for place-based outdoor learning.

In doing so, PWCS will make outdoor instruction an intentional component of all teaching and learning experiences. These experiences will align with the objectives of the PWCS Environmental Literacy Plan and will be guided by divisionwide specifications for outdoor learning spaces. This will lead to 100% of students having access to school-based, outdoor learning environments by 2030.

Strengthening Community Partnerships for Place-Based Learning

Outdoor learning environments will be maintained through collaborative efforts between central maintenance staff, school staff, students, and community partners. In particular, community stewardship programs like Adopt-a-Spot, Adopt-a-Pond, and Adopt-a-Stream will strengthen our community ties while fostering student ownership and environmental responsibility with a goal of 100% of schools with at least one place-based learning partnership that supports outdoor instruction by 2030.