We moved to Falls Church City in 2003, planning to start a family. The high-quality school system was a main factor in purchasing a home here. We welcomed twins in 2007, our third daughter in 2009, and our fourth daughter in 2014. All have been enrolled in FCCPS since kindergarten. We write to share two anecdotes that provide a picture of why FCCPS is so special.

When one of our daughters was diagnosed with double-deficit dyslexia in elementary school, her savvy and loving second-grade teacher, Julie Custer, alerted us to her academic struggles. She told us our daughter had trouble staying on task and often seemed to be in a daydreamlike state. Ms. Custer said, “Sometimes I don’t know what world your daughter is living in, but I’d sure like to visit it.” This kind-hearted way of saying our daughter struggled made us feel supported as we sought help.

We worked with an outside consultant who conducted a psycho-educational evaluation. He explained that the testing results showed complicated learning differences. When we shared that our daughter attended an FCC elementary school, we observed the consultant immediately and physically relax. The consultant said that our daughter “would be in good hands.” And she was. From the first IEP planning meeting with the Thomas Jefferson (now Oak Street) Elementary special education coordinator, the amazing Allison Klink, we saw our quality school system’s incredible value and support. Every progress report, testing session, parent-teacher conference, and IEP meeting from second grade onward aimed to ensure our daughter had the absolute best learning environment to ensure her success. Every teacher she was assigned to in elementary school after that (which included the incomparable Ms. Lands, Ms. Wiles, Ms. Harrison, and Ms. McCann) took the time to ensure our daughter had the scaffolding needed to build her confidence and achieve scholastically.

Seven-plus years later, she is still “in good hands.” Armed with a highly supportive IEP that provides many critical accommodations, our daughter continues to thrive. In middle school, she was assigned to a truly wonderful case manager, Sara Tennyson.  Ms. Tennyson was brought on as a special education teacher in 2019 to develop and pilot a social-emotional service curriculum for the district.

Sara also serves as special education department chair at Mary Ellen Henderson Middle School and a restorative practices specialist for the district. Our daughter met every other day with Ms. Tennyson throughout middle school in a classroom setting where they worked on social-emotional learning and executive functioning strategies. In today’s harsh world, where “soft skills” are so critical and so many kids face challenges and setbacks due to COVID and the ubiquitousness of technology, Ms. Tennyson is working with middle school students and teaching ways to emphasize dialogue and connections with one’s self and others.

Ms. Tennyson also served as a consummate advocate for our daughter. Ms. Tennyson normalized her learning difference and was her constant cheerleader, taking time to learn what “made her tick” and what motivated her. Last year, when our daughter was choosing classes for ninth grade, we expressed concern that Honors English would be too challenging, given her struggles with reading. Ms. Tennyson shared that she was told something similar when she was in high school, and she never wanted our daughter to feel like she could not rise to a challenge. She said she wanted to honor our daughter’s interest in tackling a challenging English course and brainstormed audio reading devices and learning strategies that could assist her. With Ms. Tennyson’s expertise, support, and guidance, we have watched our daughter thrive in a tough class.

There are so many excellent teachers at FCCPS that it feels almost unfair to highlight just a handful. The common theme among them, however, is that they take the time to understand our daughters’ strengths and areas of growth and encourage their best efforts. 

To “give back” to the teacher community that supported each of our daughters so incredibly, I (Michael) volunteered to be the Parent Teacher Association (PTA) President for the 2022-2023 school year. One of the most meaningful roles I played and am most proud of was working with parents and the FCCPS leadership team to gather input for selecting Oak Street Elementary’s principal. This effort felt like an extension of what makes FCCPS a special place—the collaboration and trust between families, educators, and administrators.

When the position opened, it was clear that this was more than just a hiring decision. It was an opportunity to reflect on what we, as a community, value in our school leaders. We started gathering feedback through listening sessions and surveys with Dr. Peter Noonan, our high-supportive Superintendent, and an incredible group of engaged parents.

These conversations were inspiring. Parents spoke passionately about the qualities they felt defined FCCPS—teachers who genuinely care, accessible and transparent leadership, and a community that values every child. The recurring theme was the importance of a principal who could build on the school’s strong foundation while continuing to foster personal connections with families and staff.

Our group worked hard to compile this feedback into a report that reflected the shared hopes of the Oak Street community. Presenting this report to Superintendent Noonan was a proud moment for all of us. What stood out most, though, was how seriously the district leadership took this input. They didn’t just listen; they acted on it.

Throughout the hiring process, the transparency and inclusivity reaffirmed why FCCPS is so unique. The excitement among parents, teachers, and staff was palpable when the new principal was announced. We all felt that this leader embodied the qualities we’d worked hard to define—approachable, forward-thinking, and committed to nurturing academic excellence and the school’s close-knit culture.

Looking back, this experience was about more than hiring a principal. It was a testament to what makes FCCPS thrive: a shared belief in the power of collaboration, the value of every voice, and the importance of keeping our schools deeply rooted in the needs of their students and families.

This process underscored why FCCPS remains the heart of our community. It’s a place where parents feel empowered, educators feel supported, and every child is given the chance to succeed. Knowing that our collective voice played a part in shaping the future of Oak Street Elementary is something I’ll always cherish.