Our meetings are generally held on the 4th Tuesday of the month.  Currently our meetings are being held virtually through Zoom. For previous meeting notes, contact dc.shappe@gmail.com.  Next Meeting is on April 23, 2024

Meetings for 2023-2024

Meetings will be virtual until further notice - on Zoom on the 4th Tuesday of the month at 6pm.  November - Dec. Meeting will be on Nov. 28th- email dc.shappe@gmail.com for meeting link.   2024 Meetings on January 23, February 27, March 26, April 23rd and May 28th.  

SHAPPE April Meeting of April 23rd, 2024

Attending: DME, CHEC, Woodson, Globalize DC, Roosevelt, Eastern, School Without Walls, SBOE, DC Council, DC Community Action Team, Community

Clara Botstein – Deputy Mayor of Education Senior Director of Policy:  

Budget Overview:  from powerpoint - The city has a 21Billion dollar budget – it prioritizes health, safety and education.  Education is 20% of the budget.   Dept. of Parks and Recreation will be expanding programming.  The DME also houses the Out of School Time office that serves 16,000 students. There is an investment in accelerating learning, keeping safe and building pathways to college and career.  The additions to the budget do not fully cover the salary increases.  The base is now $14,668 along additional funds for students who qualify for at risk funding and adults.  However costs went up by 18% so that the 12.4% raise does not cover.  The Teacher Apprenticeship is covered as is support for UDC students, Educator Wellness and High Impact tutoring. 

The Safety Report does call for a warm handoff instead of the current referral to CFSA or the court system.  The Uplift bill has the details - temporary placements, capitol enhancements, truancy support and operating communication.

DCPS has invested heavily in high schools over the last four years. This year, DCPS is proposing 2,346 FTEs at high schools, an increase in staffing of over 29% since FY21 when the district had 1,813 FTEs. During that time, enrollment at our high schools has grown by about 12% from 13,354 to 14,905. So, since FY21, DCPS is proposing about 500 additional FTEs at the school level for about 1,600 additional students. Every DCPS high school has improved its staff to student ratio or kept it flat since FY21.

This year, there will be some right-sizing with high schools decreasing in staffing by about 2% from FY24 levels (2,389 to 2,346 FTEs). This decrease is due to one-time funds being no longer available and slightly lower projected enrollment (-29 from FY24). More on all of those numbers is included in this spreadsheet.  It is also available here. 

Advanced Technical Center – It is at the Penn Center.  An expansion is proposed in this budget to support Children’s opening up a center that will serve as both a place to intern and train and a clinic for that neighborhood.  The plan is also for an expansion into Ward 8 at the Whitman Walker clinic. It is a two year build for Children’s and the plan is to serve up to 300 students at the Penn Center and 175 at the center in ward 8. 

Students stay in their home school and come to the ATC center either at the beginning or end of the day.   In addition high school students have access to dual enrollment – free college, as well as internships paid for with credit hours.  7000 students from both DCPS and charter are potentially eligible. 

There is also a planned virtual course Hub planned.

Questions

Concern with temporary placement center – great need but we have learned that CHOICE was not adequately funded and then was closed.  What is the design process for this physically, and academically? Is a team in place that includes local school personnel to inform it.  Clara noted that it will start as a pilot and Paige Hoffman is the DCPS point person. They have been visiting similar programs in Montgomery County.  – SHAPPE will get more information on this. 

Stay in School Program operated years ago and helped students stay in school by providing paid jobs for two hours a day.  This was hugely successful.  The question is can we offer students now, something similar to Work Study that is offered in college.  Students could be supervised and paid to work actually at the school.  The funds would be in the school’s budget and they would be the employer.  It could operate similar to the admin premium except students would be eligible. 

This might more easily operate as part of the funding for CTE programs.  A school might opt in to have this capacity – there would be site specific requirements. 

How will the 7million allocated in the proposed education budget for attendance be used – It will probably expand the capacity in the Dept. of Human Services as noted in the UPLIFT bill. 

Learning Hubs are a great idea – there is more potential,  language could be incorporated into what is happening right now if there is not a specific language hub.  Students could have wider access to Arabic, Chinese and other languages that individual schools cannot offer.  This could be incorporated.  Our downtown eco system revival does not have much on K-12 education, this is a miss. 

Presentation by Monica Dodge Executive Director -Office of Education Through Employment Pathways

DC’s Education Through Employment Pathways work most recent research brief provides insights on Career and Technical Education courses available to DC students. Through this brief and the accompanying appendix, we examine opportunities for students to engage in school-based or citywide CTE programming, the number of students engaged in CTE, and alignment of CTE programming by school with high-wage jobs.  

This office provides research and insights to inform policy – they are looking at what students do after DCPS, how we partner with our neighbors, what courses lead to different outcomes. Data will be available by school. 

As a research office, they need to know what users want to know, what is most useful, actionable, they welcome feedback. 

Question: This research is all done looking at where students work and what they make, what the wage range is in the programs they are studying now.  How will you measure exposure to areas that may lead to a different path or courses that lead to a higher quality of life and opportunity?  If the only measure is wage, we may miss a huge body of knowledge.  We also can’t fully confidently predict the future of wages in some areas.  We would like to work with you on metrics for quality of life.

Comment – Housing, transportation and health have as large if not a larger impact on the path or choices a student has – how will that be considered?

Is there a way to look at what might be possible for the family,  parental employment also has a large impact on what a student might consider, what opportunities they have. 

This office is launching 2 moths of public engagement in May to determine the questions- this is  important feedback as this work gets started. 

There is a Public Stakeholder Advisory Board.  They have been very helpful so far. 

From DME Website – on ETEP The Education Through Employment Data System will measure the impact of PK-12 education, higher education, and public workforce programs on access to family-sustaining careers and economic mobility. This project will produce insights that allow District program providers, policymakers, agency leaders, educators, and the public to better understand the impact of education and workforce programs on employment outcomes for District residents. 

Publications

Our overview of the Office of Education Through Employment Pathways and its impact on resident, community, employer, and government stakeholders, ”Launching DC’s Education Through Employment Data System”

A recap of why the District is developing the Education Through Employment Data System, ”Office of Education Through Employment Pathways: Frequently Asked Questions”

Mathematica’s Education-to-Workforce Indicator Framework Case Study on DC, “Grounding DC’s Education Through Employment Data System in Equity and Economic Opportunity”

Our April 2024 analysis on access to Career and Technical Education courses in the District, "18% of DC Students in High School, Alternative, and Adult Programs Are Taking CTE Courses," and its appendix

Closing:

 A lot of what was discussed are proposals in the FY25 budget. If you want to see any of these programs funded, let your Council member know.  SHAPPE will send on a list of what we have heard from you so far to then forward to the Council members.   Attached are the power point presentations. 

SHAPPE will also follow up on Concern with temporary placement center – great need but we have learned that CHOICE was not adequately funded and then was closed.  What is the design process for this physically, and academically? Is a team in place that includes local school personnel to inform it.  Clara noted that it will start as a pilot and Paige Hoffman is the DCPS point person. They have been visiting similar programs in Montgomery County.  – SHAPPE will get more information on this.

As well as possible work study for students in high school  

ZOOM CHAT
Clara Botstein (DME) to  Everyone 6:02 PM
https://mota.applytojob.com/apply/mHb1S0m4wi/Director-Of-Strategic-Initiatives-K12-Office-Of-The-Deputy-Mayor-For-Education

Sharona Robinson, DCPS  to  Everyone 6:09 PM
Good evening everyone. My apologies for my tardiness as I am triple booked tonight.

Sharona Robinson, DCPS  to  Everyone 6:15 PM
Re: College and Career Coordinator position: In order for that position to be “cut” schools had to share a plan as to what position would be purchased to provide students with those supports.

Rubio, ANC 4E01  to  Everyone 6:15 PM
Clara, RHS completely cut our career center as well

carltonackerman  to  Everyone 6:16 PM
School Without Walls did not expand its teaching staff at all during the pandemic or since the pandemic.

Laura Fuchs  to  Everyone 6:18 PM
I know WTU members are very excited to hear about this-

HIT is not something we see much value in in the wtu

Ben Williams  to  Everyone 6:19 PM
I agree that the teacher apprenticeship program is exciting. Is the program for just elementary school and special education?

Ben Williams  to  Everyone 6:25 PM
Is the plan flushed out yet for how the 7Million for absenteeism going to be spent? I sit on the Every Day Counts Task Force, which is meeting tomorrow, and roles/responsibilities still need to be clarified across agencies/school communities to be effective at improving attendance.

Sharona Robinson, DCPS  to  Everyone 6:28 PM
I’m happy to follow up as well

Sharona Robinson, DCPS  to  Everyone 6:35 PM
That was a great program!

Clara Botstein (DME)  to  Everyone 7:00 PM
Arts and foreign languages are another area we're looking at for the course hub, fyi

Clara Botstein (DME)  to  Everyone 7:00 PM
Sally, thanks for your ongoing advocacy

Ben Williams  to  Everyone 7:15 PM
I need to head out. Thank you all for the thoughtful engagement!

Monica Dodge, DME  to  Everyone 7:18 PM
https://dme.dc.gov/sites/default/files/dc/sites/dme/page_content/attachments/CTE%20Access%20Brief.pdf
dme.dc.gov/etep
My email: monica.dodge1@dc.gov

Clara Botstein (DME)  to  Everyone 7:21 PM
My email is clara.botstein@dc.gov if you want to reach out!

Clara Botstein (DME)  to  Everyone 7:28 PM
Thanks for having us!

Monica Dodge, DME 7:28 PM
Thank you for having us!

Powerpoint Presentation; 

SHAPPE Meeting of March 26, 2024 notes

Attending: MacArthur, Anacostia, McKinley, SWW, Roosevelt, Bard, Decoding Dyslexia, Woodson, Ellington, Jackson Reed, SBOE, Roosevelt STAY

Introduction: Mr. Glenn Starnes joined DCPS 7 weeks ago and is joining us to listen as he takes the helm of this work.  He is the head of the Socio Emotional Academic Development SEAD Strategy division supports all DCPS schools through developing and implementing policies and programming, with a specific focus on Athletics, Career Preparedness, College Preparedness and Persistence, JROTC, Ninth Grade Academies, School Academic Scheduling and Support, and Student Engagement

Topics for Discussion:

There were several questions submitted to DCPS before the meeting.  Following are the answers and then our discussion on these areas and the implementation. 

The grading survey done by DCPS addressed: school system’s late work policy, academic integrity policy and attendance policy.   There has been internal review and recommendations for late work and academic integrity that will be released in late April or early May- responding to the input received on the survey.  For the failure due to absence, there will be more work, a deeper dive.  Any shift here requires a regulatory shift and more consultation. 

Athletics;

How are they funded?

How do we fund athletics in schools, specifically equipment, coaches, etc.)   

a.       HS – DCPS provides high schools with an annual athletic budget, based on the number of sanctioned sports at the respective school.  DCPS has a standard cost per sport which guides the budget allocations. The school AD determines how the funds are used at the school level.  

b.       ES & MS – DCPS provides the equipment and uniforms to cover the sports teams sanctioned by DCPS.  

c.   DCPS central has regular meetings with Athletic Directors

Concerns: The set amount of money does not seem to take into account the size of the school or the number of athletes in a given sport. In a time when we are encouraging participation in sports as a way to engage students, expand their exposure and learning and even address poor attendance – this seems crucial. 

Examples of challenges: SWW does not have a field or gym.  Buses are not provided to get them to practice.  Athletics are a challenge and an important part of the program.  For Jackson Reed, they may have 30 swimmers for example and another school maybe 10.  The same amount of funding does not work.  It does push the assumption that schools with more parental wealth should cover the difference.

·         First: the official sports covered as well as possible club sports be published along with the amount of money allocated.  Currently this is opaque.  These funds are outside the school budgets as we understand it.

·         Second that it be re-examined to reward and encourage greater participation and reduce the inequity of the need to fundraise outside of the school. 

Review the Sports Review study that notes coaching stipends are the lowest in the area. https://dme.dc.gov/publication/dc-sports-review-study

Schools who rent out athletic space to the community - are the payments routed into the schools or only centrally 

Rental fees go directly to DGS (Dept of General Services), and % comes back to the school.  We are not engaged in that process, as the school approves external partners to use their spaces through RecTrac which is operated by Anthony Williams, who works for DGS.  DCPS Athletics is copied all usage requests, but DCPS has no approval/denial authority. 

We did not discuss this further at the meeting but will need to follow up.  One concern is that the outside rental money is not coming back to the school to cover even the custodial burden.

Scheduling for Athletes and Missed Classes: this is an old problem.  Athletes have an excused absence to get to games.  This means they often leave at 2pm. With block scheduling this means on the 4 by 4 or AB block they could miss 2 to 3 classes a week in season.  In a one semester class this is untenable.  No easy solution here but it is important for us to continue to grapple with this. 

Additional concern that there should be athletic trainers assigned to every school along with an alternate so that there is always an athletic trainer available. 

CTE Career and Technical Education

How is CTE funding allocated, specifically the culinary programs

a.       Currently, schools submit NPS requests and corresponding quotes to DCPS central services twice a year, March-April for the opening of school and September-October for the remainder of the school year. CTE central services is discussing the need to develop a streamlined budgeting purchasing process aligned with programmatic needs. 

Larger Issue – Access to budget for NPS: teachers cannot get funds for programs that have been budgeted.  One school reported just getting the funds from the October allotment in February.  This is terribly discouraging as we are working to encourage teachers to take on more that could be more engaging to students.  ( Checking on the status and reasons for this) 

How often does Central consult and work with people on the ground to solve for some of these issues? They often have excellent ideas and real solutions to facilitate things

Access to these funds for schools has been problematic.  It is not clear how the amounts are determined.  Also there is great difficulty in getting access to the funds even after an amount has been agreed upon.  What can be covered by these funds?  Is there a list?  How is equity achieved across schools? SHAPPEP will invite OSSE and DCPS CTE  to a meeting this spring.  A  better budgeting and purchasing process would be welcome. 

The Perkins State plan is open for review for a month – that started in February and ends now on March 31.  If anyone has time here is the website: https://osse.dc.gov/publication/carl-d-perkins-application-forms

Thank you to Mr. Starnes for attending the meeting and we look forward to working with him going forward.  He values partnerships and discussion on how we can better support and serve our students and families. Some of what is being discussed is outside of his workstream – and for sure there will not be quick answers to 30-year-old problems.  However, as a former student, principal and administrator he is keenly aware of the value of working together to get to good solutions

Additional Issues

Nurses – cluster model – not working

There is support for the mention in the School Funding Study as well as the current law that we need more nurses and better support. 

School Safety Report – people are still reading this and will have further comments

Important to have Functional building safety – for example one school noted it does not have working cameras, doors do not secure- not enough weapons abatement systems –

Not all classroom doors work, not all rooms have PA systems

This is in the report however escalating this with DGS is also important.  The recommendations in the report are not fully funded.  These issues should rise to an emergency high priority level. 

Truancy and Attendance bills – there are 4 pending before the Council.  The current plan is to have a hearing in June.  Unfortunately, though that is after the budget cycle.  We will need to look at all of the bills and recommendations and pay attention as to how they get combined or integrated.

CM Parker’s bill as well as a recommendation from the School Safety Report refers more students to the Department of Health DHS and uses the PASS program – Parent Adolescent

This is supported by SHAPPE members.  When a referral is going to go through CFSA or the OAG, first of all they can only handle the most egregious. Second, most do not believe that going to a punitive model has ever worked.  And third it is a huge amount of paperwork – for students to be in a que.  The preference is for an investment in DHS. 

·         Restorative justice with teacher relationships and continuity has worked.  Notifying parents quickly – at least by 10am if their child is not present, especially in secondary schools, matters.  There is not much they can do when they get a letter after 3 months.  This is not happening now.  Robo calls also may not have the right number – that has to be fixed. 

·         Look at what is going on in the schools.  The concern is that with the emphasis on the test performance for teachers and the school- the pressure has contributed to fewer activities for students (sports, clubs, field trips,) higher turnover and a less inviting environment.

Data – there is a lot of policy that is dependent on accurate attendance numbers. 

·         appreciate more avenues to note an excused absence although that also might not address the skills of some parents to identify a mental health issue and allow for space and others where parents are unaware and student may stay home with no excuse.  This is still a gray area.

·         Every school has a shadow system for attendance, this poses questions for the all of the percentages out there.  Data has to be transferred into ASPEN, attendance counselors are over taxed.  Parents cited unexcused absence notifications when a note for sickness was submitted, field trip was taken etc.  Point is that there in not the belief that we have an accurate system. This can be fixed – this is within our power to address. 

College and Career Centers

This is noted as an area of concern as the central office positions were pulled back in the FY25 budget and schools had to pick them up or not.  College and Career Centers for seniors have made a huge difference in meeting students where they are and working with them to transition out of high school. Lots of concern if they are not going to be reliably staffed with experienced folks. 

Mayor announced – CTE Advanced Technical Center (ATC) nursing, cyber security

They will be adding Children’s National to the first floor of the Penn center and working to address the health care desert,

They will also be adding one in ward 8 at Whitman Walker specifically for nursing.  This does not affect enrollment at the high schools. The ATC provides transportation for the courses students are taking there and essentially expands what is available at every school. 

Our next SHAPPE meeting is on April 23rd

Thank you for your patience with my technical difficulties – loss of internet at the start of the meeting.  Cathy

SHAPPE Meeting Notes – February 27, 2024

Attending: DCPS CAP team, SW, Garnet Patterson STAY, Ballou, DME, Decoding Dyslexia, Phelps, Banneker, Bard, Eastern, Empower Ed, Ellington

2025 Budget: Discussion

DCPS has 10 neighborhood high schools and 11 citywide high schools, which include our 2 opportunity academies. Out of 52,342 students, 14,905 are high school students which is almost exactly 4 grades

Enrollment is steady in the projections with the 250 addition at MacArthur and 260 subtracted from Jackson Reed and the 116 addition at Banneker.  The subtractions were at Coolidge and CHEC due to DCPS decision to cut projection to accommodate overcrowding.  Other schools also had a decline in projected students -

·         7 schools plus the STAY programs did not receive enough funds to cover the pay increases

·         2 high schools are part of the 11 that received fewer funds than last year making the cuts draconian.

Positions:

·         College and Career pathways counselors were transferred to school budgets.  At least 2 schools did not identify funds to maintain this position. 

·         Licensing for online learning was also transferred to the school budgets

Where will you be hurting next year – larger categories if you can share them? 

STAY – I million cut in staffing, Budget cap on school climate of 7% hurt them.  There was no justification offered for this change.  School climate category includes Behavior Techs, Restorative justice, In school suspension, dean of students, Connected schools manager

Concern- positions in level one are not always able to be filled – there are no applicants.  These positions are required but are not able to be filled cannot be transferred to other – librarian and school psychologist. 

BARD – still in a startup phase, specialty programming hard to fund with this budget

Phelps – the cuts will effect climate and culture which is crucial

Ballou - able to balance instruction and support staff with cuts, help with additional grants

SWW- largest issue is forced increased enrollment, no room and losing 2 teachers who teach electives

Question ALT and LEAP, have been valuable but in this budget difficult to keep – yet they are required, can this be reconsidered?

Ellington finally saw the budget they have been fighting for

Other areas that have been cut: ESSR funded partnerships, tutoring, wellness supports, out of school programming.  These  were successful.

Eastern losing components for mental health

Concerns about funding PD that continually trains teachers at all levels in the science of reading- important to maintain

However there are also concerns with the amount of Professional development that is outsourced and its quality –sometimes excellent other times definitely not. 

Question was asked at the Council hearing on the advisability of Custodians being transferred to DGS?

Across the board by everyone present – the answer was an unqualified NO. Building leaders negotiate and navigate union structures; they would welcome personnel that have engineering skills, multiple certifications in plumbing, and an increase in training so that level 1 repair can be completed by custodians. They would welcome higher pay to match more work. They do not want the responsibility and budget for the custodians t be transferred out of their budgets and control. 

Outsourcing has not been the answer – school leaders would also welcome back being able to hire their own security personnel

School Report Cards: Board will vote in a special meeting next Monday. They postponed the vote after the regular February SBOE meeting.  Wins in this process have been the removal of the STARS, adding of some school climate measures, more robust surveys have been promised, teacher and leader turnover. 

 A large area of contention is the single score which is no longer done as stars but is a number between one and 100. This number is not a proxy for quality, it is calculated for the US dept. of Education to identify the 5% of lowest performing schools. Regardless of how much we all improve there will always be schools lower than others in this way of looking at it. It is only comparative. 

OSSE would like to post this number; many members of the SBOE and public do not think it is necessary. The SBOE has to vote in order to approve. They cannot however amend or change what they are presented with. 

There is also concern about what kinds of supports these schools actually get. 

Other concerns with the sections being approved with this report card are insufficient information on a well rounded education as well as indicators of a strong school climate. 

Student Assignment Advisory Group:

This is a brief description of the recommendations currently before the Student Advisory Committee on Student Assignment

Geographic Boundaries –

·         Amidon Bowen expanded into Van Ness

·         Bancroft – annex, demountable, reduction of lottery and 3 yr. old, boundary

·         Expand Malcolm X into former Turner

·         Limit seats in lottery to overcrowded schools

·         Middle school boundary for middle school at 800 Euclid-

·         Ross and Thomson into Francis Stevens

·         River Terrace study

·         Sunset former dual rights

Programmatic Feeder Rights

·         DCPS develop a public plan for ensuring access to dual language programs across the city no later than 2026

·         DCPS and charters dual language program feed into nearby middle school where dual language will be provided. Could be existing DCPS program or a new one

·         Special Education DCPS shall conduct an information campaign to inform families of standalone classrooms

·         DC Special Ed HUB should continue to assist informational

·         OSSE convene the State Advisory Panel

·         Early Childhood – establish feeder rights

Investments to Support

Problem transportation runs to center and not across, housing, proliferation of schools without a plan

·         Citywide communication strategy and plan to ensure that all families are aware of current programming  and ensure that feeder families are engaged and involved in HS design

·         DCPS shall work to find out why families are and are not choosing their in boundary school

·         Ensure there is parity in rigorous programming across the city in all DCPS HS feeder pathways. Includes – dual language, IB at all grade levels, advanced middle school math, AP etc.

·         DCPS, OSSE and DCPCSB should communicate and assess demand for existing opportunities for secondary students in dual enrollment ATC, CTE – ensure there is a center east of the river

·         DCPS should identify space opportunities that will benefit families in schools with space- they will receive the rent

Equitable lottery access and integration

·         Schools less than the citywide average of 52% should set aside existing lottery seats for students at risk – PK applies only to in boundary in DCPS – policy extends to all grades – Percentage of seats will be decided by the school. 

·         Pairing – decide if it is logistically possible

Planning moving forward

·         Clear processes and criteria to conduct detailed studies of zoned DCPS schools in intermediary years – may prompt boundary review, grade configuration changes, candidate for capital expansion

DME shall work with DCPS and DC PCSB to create an aligned and transparent planning process for opening new schools and campuses. 

Continued Discussion on Safety – looking to the recommendations of the Task force convened to deal with School Safety.  SHAPPE members continue to be concerned with safety transfers and with the transfer in of students expelled from charter schools.  There are a few students who cannot safely be in the high school settings that we now have. CHOICE and Washington Met were closed but the function was not adequately funded anywhere.  The STAY schools have youth over 16 years old but are funded as if they were a regular high school and also some funding for adult education for the adults they serve. 

The STAY student ratios and mental health supports need to be adjusted.  In addition the city needs a facility that responds to the needs of the students whom we are not serving now and who have posed a threat to the safety of the communities they are now in.  The trajectory now is that they may drop out, and or end up in the criminal justice system. 

Next meeting is March 26th.  We will invite Glenn Starness who replaced Sarah Navarro as the DCPS Senior Deputy Chief , SEAD strategy.  This division supports all DCPS schools through developing and implementing policies and programming, with a specific focus on Athletics, Career Preparedness, College Preparedness and Persistence, JROTC, Ninth grade academies, School Academic Scheduling and Support and Student Engagement. 

Chat

Scott Goldstein 6:02 PM

Yes!!

There should be a different and easier process for community groups

Karen  to  Everyone 6:07 PM

The legend!!

DeAndra Brooks  to  Everyone 6:10 PM

Hi Ms. Stallworth…my teacher from Coolidge 🙂

Karen  to  Everyone 6:18 PM

FYI-

Karen  to  Everyone 6:18 PM

Alieze Stallworth  to  Everyone 6:18 PM

Hello DeAndra

Scott Goldstein  to  Everyone 6:21 PM

One thing to think about for everyone is that the council is likely to restore cuts to personnel but not necessarily help with the fiscal cliff on ESSR funds which means schools will lose a lot of critical partnerships that have become essential in the last few years. We also need to advocate to the council on separate funding for partnerships- from restorative justice to educator wellness to out of school time and more

Mary Levy  to  Everyone 6:25 PM

There is no ESSER money in this year's school budgets.

Karen  to  Everyone 6:27 PM

I recognized that schools may need to tighten the belts a bit, but a few things to consider- OTL has 490 positions/ 48 vacancies; Office of Schools has 254 positions/ 31 vacancies; Office of Deputy Chancellor has 49 positions and 10 vacancies; Office of School Improvement has 152 positions and 31 vacancies. That is A LOT of positions and MANY vacancies.

EXACTLY.

Karen  to  Everyone 6:35 PM

Attendance Counselors are in one of the capped groups.

S Carr  to  Everyone 6:37 PM

In Jesus name Amen

Principal Haith  to  Everyone 6:37 PM

Absolutely not

Cara  to  Everyone 6:38 PM

Worst idea ever

Carlton Ackerman  to  Everyone 6:39 PM

And our custodians play a great role in knowing our kids, their mood, their overall feelings about the school.  They feel the “pulse” of the school.  They are part of OUR community, not that of DGS.  Meanwhile, we have no faith at the moment in DGS.

Karen  to  Everyone 6:42 PM

The checklist was a good start.

S Carr  to  You (Direct Message) 6:43 PM

I sent you a email with the information

Karen  to  Everyone 6:43 PM

I think some schools may have completed the checklist but not submitted it.

Sally Schwartz  to  You (Direct Message) 6:57 PM

Cathy, very helpful to me. Thanks for allowing me to join you. I have to leave shortly, but wanted to congratulate you on keeping SHAPPE going over so many years and making such a huge impact for high schools, students, teachers, and parents. Happy anniversary! Please keep going!!! - Sally

S Carr  to  You (Direct Message) 6:58 PM

Great meeting we will talk

I have to go to a middle school meeting

Cara  to  Everyone 7:12 PM

There is an age gap… there is NO options for students under 16 years old

Crystal Sylvia  to  Everyone 7:20 PM

My understanding about the recommendation for the Choice program was to make it a long term placement/ alternative school

Karen 7:23 PM

Happy Anniversary, again, Cathy! You do good work!

SHAPPE Meeting Notes (draft)

January 23, 2024

Attending: Woodson, McKinley, CHEC, Roosevelt, Jackson Reed, Garnet Patterson STAY, Coolidge, SBOE, Jefferson, WTU, School Without Walls, Ellington, EmpowerEd, MacArthur, Ida B Wells, DCPS, CSC, DMPSJ

Presentation from Deputy Mayor for Education Clara Botstein Senior Director of Policy and Hillary Desir Director of Special Projects on their work of the School Safety Committee convened after Council legislation. The report is due Feb. 2nd

School Safety Committee

Due February 2nd

Emerging ideas:

o   Intervention levers

o   Prevention mode

o   Intervention mode

o   Steady State baseline mode

Key takeaways

·         Get more kids safely back into our school buildings

o   Implement staggered dismissals in safe passage priority areas

(Comments follow)

§  Not much of an impact- have to stagger by a lot, if they are desiring a conflict will just wait.  Mandate or encourage

§  Different start and end time for high school?  May be complicated- athletics, don’t dismiss – violence between 2 and 6pm

§  Students not safe- do students feel I don’t have to go to school

§  Need safe Passage support –

§  Budget for shuttle, now funded through Covid, DC School Connect

o   Increase and enforce penalties for illegal activities near schools

(Comments follow here)

§  Yes

§  Racist matter, increase in penalties does not work. These are our students, but sets them up, old ideas that failed.  Punishments don’t work, racist- mass coordination

§  Incident on Ga avenue.  MPD not coordinated with safe passage – should be a chat for all

o   Fund school safety infrastructure upgrades and regularly asses infrastructure needs

(Comments follow here)

§  Doors, exterior lights, fire alarms = walk around and leave – no trust in DGS

§  Agencies – apply for a fund may not mean it gets done. 

§  Infrastructure – interior and exterior doors, auditoriums not heated across the city

§  This impacts attendance- freezing. 

o   Provide transportation services in safety hot spot areas- shuttle

(Comments follow here)

§  Yes, school staff would love this

Attendance – referral process- additional support built in.  Goes hand in hand with safety – prevention is the best policy.  In addition to physical safety, is feeling engaged. Testing PARCC. Map wearing everyone down, alienating not engaging. Flooding schools with extra resources, OST

Transportation concerns – SPED already not working so why will shuttle service will work. 

·         Strengthen school safety teams

o   Strengthen recruitment and retention of school safety staff

(Comments follow here)

·         Requirement of a college degree for some positions like restorative justice coordinator, or behavior techs – glass ceiling on funding – experience and performance should count – very much I favor of adjusting current req. or  supporting

·         Pay for college – need to be paid more, 2 years of college a problem.  Alumni can have a great impact they know the school – would like to be able to hire…. 

Strengthen development of school safety team staff (comments follow)

·         Support teachers with training so this is coordinated – train teachers on how to work with strategies. Collective approach and knowledge.  May or may not be a school safety director.  Paid for?  Comment:  OSSE provide perhaps but tailored by school

·         Training fatigue?  Optional.  Has to be part of ongoing, embedded.  Culture team members can do some of this.  Too much training and fatigue– because of all the testing and focus on testing performance – also constant changes in training. 

·         Schools are not budgeted to have a full safety team.  Behavior techs are needed, small schools don’t have adequate funds for this and large schools need more.

Keep the small stuff from escalating

o   Help schools limit cell phone and social media use  (comments follow)

·         No cell phone use at MacArthur – cell phone taken and will be returned only to parents- Whittier and Ida B Wells collect when they come in, not an issue.  Ana uses the Yonder bags – helps.  Struggles when we need students to use them.  Would it be easier if it started at elementary

·         Parents at some schools – parents felt it was a safety issue to be able to contact- diabetes – Ellington, Jackson Reed did not work – students figured out how to get around it.

·         Opportunity Academy – absolutely need – valid reasons to have, unrealistic to think we can take them.  – Students not going if they cannot have cell phones – enrolling in a school that permits.  Ways to teach students –

·         Separate cell phone use from social media

Implement universal out of school time programs, including recreation and athletics, in safe passage priority areas. 

Expand youth employment and career pathway opportunities in safe passage areas

Improve safety related coordination and response information flow among schools and gov agencies

o   Improve safety- related coordination and information flow among schools and government agencies

o   Establish a real time tiered alert system for schools and residents  (comments follow)

·         Rework safety transfer system – 3 transfers for a student with a gun issue- way a student is just not passed from one school to another.  Broken system.  Better placement, more resources

·         Charter schools: parent told, to avoid discipline infraction from being on the record, need to go to neighborhood school.  Sometimes 2 or 3 at once. No information or support comes with these students. There are issues from DYRS as well – not always an appropriate hand off.  Not an appropriate segway either. 

·         Students need significant supports – DCMR did not adjust to support when CHOICE went away – students and families both need support. Caregivers can be invested in conflict.

·         In order to restore peace and safety in one building we transfer issues to another building, sometimes removing students from their neighborhood school and community which solves one problem and creates others.   

·         What consistent transfer file would be appropriate- Current: within DCPS transfer, portal process, grades. Attendance, IEP, transfer meeting with sending and receiving.  Not a fan of safety transfers– there needs to be an alternative school with programmatic supports

§  Transfer system not working – does not help student

§  Long term suspension program?  Part of the issue –

§  We have three opportunity academies – they need additional resources they have little more than comprehensive schools.  Alternative schools have same expectations and metrics.  We need to give them what they need.  We are less empowered to do things differently.  

o   Build a better set of tools and interventions to address unsafe action

·         Establish and implement stronger immediate and ongoing crisis response protocols

·         Establish a temporary therapeutic placement in an alternative setting to support student involved in the most serious incidents – Comments – early intervention would help

·         Establish a data and intervention system of consistent student files that transfer between schools – DCPS has a version of this, without resources and programming still not always able to support. 

o   Prioritize resources around students with the greatest needs and risk factors

·         Establish a youth of Promise initiative –  would like to see more information on this

·         Address service gaps – Medicaid better coverage than private for mental health supports – this should be followed up on.  This bullet gets into the need for more intense supports – again the need for the family and partner agencies to be part of it was noted. 

Additional comments: Work with DC violence intervention? ROCA?  How many agencies are working collaboratively? Concern with silos. They do CBT on the fly, visit homes. 

What are incidents that qualify for significant – what is the MTSS external to the school – call on other agencies – support families.  People in family and community –

Group in the past came together cool down, worked – crisis.  Great intervention came from the Mayor’s office.  Can we bring this back – outside of the schools so it does not spill out inside the building.  Private interventions – losing trust in young people – how can we work together with the private sector – store owners.  Safe Passage very positive – helps when there is conflict. 

There is research out there on identifying – safety – coordinate placement in alternative education. Crucial to do it sooner rather than later – problem solve now – bring back the research.  Invite others to come so we can get this going.  Opportunity academies are not equipped for some of the issues noted here but these students do come to us. We need to get the ball rolling now, the budget season is here so we can identify a better path forward. 

Power point in meeting recording – look here https://dme.dc.gov/schoolsafetycmte

Meeting Chat

18:10:16           From Cathy Reilly : Opportunity to give feedback on current secondary grade policy

https://publicinput.com/2024gradepolicy

Important: this survey asks for feedback on current secondary grading policy -

assignment deadlines

academic integrity

failure due to attendance

the deadline is February 9th

18:13:47           From Cathy Reilly : Recording is solely to enable notes on the content.  It is not shared.

18:21:34           From william.massey : I agree with the consequences with programming support

18:21:54           From Ciatta Savoy : Reacted to "I agree with the con..." with 👍

18:22:22           From william.massey : I love the increase in transportation supports

18:23:01           From Maria Tukeva Principal CHEC : Increase in direct transportation would be wonderful

18:27:01           From semanthe.bright : Replying to "Increase in direct t..."Agree

18:27:24           From Sewell : Yes DGS challenges. Prioritizing  safety and communication concerns. Specifically at when we call Barnard it’s routed to another school. Also consistent issues with PAs at schools

18:27:44           From Clara Botstein (DME) : Welcome feedback on how best to identify the students who should be eligible for door to door transit

18:28:20           From Karen Kassekert : Students should be able to apply to door to door transit, with some application process.

18:28:27           From Karen Kassekert : It should be part of the enrollment process

18:28:40           From william.massey : Reacted to "Students should be a..." with ❤️

18:29:04           From Karen Kassekert : If they feel at risk, it absolutely should be provided.

18:30:11           From Scott Goldstein : Touche!

18:30:23           From Karen Kassekert : Transportation should be evaluated each advisory.

18:30:37           From Laura Fuchs : 100% agree. Over Testing has really harmed our ability to engage all our students

18:34:20           From Karen Kassekert : YES to behavior techs getting higher pay!!!

18:34:29           From Karen Kassekert : That position is so hard to fill.

18:35:14           From Clara Botstein (DME) : Are there other roles that also should be revisited in terms of requirements?

18:35:49           From Clara Botstein (DME) : Have you seen effective GYO models in this area?

18:36:53           From Scott Goldstein : I really like this idea and the pathways for them. We do need trainings for teachers as well as behavior folks on RJ- beyond what it is and “use it instead of suspending or sending out of class” but actually what it looks like. Educators want a path that when then send students out of class something actually happens that repairs harm before they return. That takes both training AND more adult staff.

18:37:46           From Dewayne Little : Reacted to "I really like this i..." with ❤️

18:38:08           From Scott Goldstein : I’ve found the most effective way for RJ to work is when adults use RJ in staff meetings and other adult meetings so that we organically learn how to use it in practice and aren’t just mandated to do it.

18:39:04           From Carlton Ackerman : And we need to remember that schools are being encouraged to employ a “Facilities Manager” that will be added to our costs without forgiveness from the budget.  This addition will pose another challenge to our budget and maintenance to our teaching and SEL staff.

18:39:23           From Karen Kassekert : Reacted to "I’ve found the most ..." with ❤️

18:40:21           From Phillip Bechara : 30 minute online trainings aren't valuable. If we want trainings on this that will result in improvements, we need meaningful sessions with experts. We are definitely spread thin, which is why non-meaningful experiences can make us feel like it's a checklist item rather than an opportunity for growth.

18:42:56           From william.massey : I love the ideas of the city taking a stronger unified approach of cell phone and social media policies

18:43:54           From Karen Kassekert : I do not believe that cell phones should be regulated at a high level. It is not a fight worth fighting. Rather, we should teach the students the appropriate use of cell phones rather than believing it is ok to take them away entirely.

18:43:54           From Laura Fuchs : I think if we are going to limit student cell phone access then we have to address the district’s distribution of quality technology and updates to all schools.

18:44:14           From Laura Fuchs : Reacted to "I do not believe tha…" with ❤️

18:44:43           From Karla Reid-Witt : Reacted to I do not believe tha... with "❤️"

18:47:02           From Laura Fuchs : The years we collected them kids brought like 5 burners and it usually resulted in unfair follow through.

18:47:22           From Laura Fuchs : I prefer students have them and then we teach them how to use it

18:47:53           From Clara Botstein (DME) : Curious to hear what consequences you think are appropriate and what trainings have been effective

18:49:06           From ahall1 : Jackson Reed tried this a few years ago - they ran a pilot with Yondr bags. Utter failure - for a few reasons - parents complained they couldn't reach their kids at all times; kids found ways to circumvent the policy, etc. More successful when teachers have a way to manage phone use in the classroom.

18:49:07           From Scott Goldstein : A unified approach to cell phones might be ideal but it also might be impossible, as Karen suggests with different needs. Hard to find a more polarizing issue in schools. But we definitely need universal access to tech first

18:50:57           From Laura Fuchs : Yup Yondr did not work at all. Students figured out how to break the bags. Fast.

18:51:43           From Scott Goldstein : I will say some schools were working with started collecting phones this year and have had great success and made educators really happy

18:51:51           From ahall1 : Reacted to "I will say some scho..." with ❤️

18:51:54           From Carlton Ackerman : Reacted to "I will say some scho..." with ❤️

18:58:10           From william.massey : Can we get more cameras on outside corners? Can we get a citywide ban on ski mask? Can we bring back the alternative school and ensure it has the appropriate programmatic supports in it vs. transfers?

18:58:12           From Karen Kassekert : YES to serious security issues not being passed from one school to another!

18:58:26           From Olivia Chase ~ McArthur HS : Reacted to "Can we get more came…" with ❤️

18:58:53           From Olivia Chase ~ McArthur HS : Reacted to "I will say some scho…" with ❤️

18:59:41           From Karen Kassekert : @william.massey - I work at an alternative school. We do not get ANY additional resource for the students that are sent to us. We do not get more money for SEL, more resources for instructional interventions, etc. We are expected to work miracles with the same resources that the comprehensive schools have.

19:00:05           From Dewayne Little : Replying to "Can we get more came..."Are you talking about a school like Choice Academy/ Wash Met?

19:00:38           From Sewell : You asked about trainings and I felt the Life Space Crisis Intervention training I got from DCPS a few years back was great. The limitation is actual manpower to respond in the moment.

19:04:20           From Phillip Bechara : From the teacher side, I don't know how other schools approach communication, but on the rare occasion that a student gets suspended, we never get told why. I understand wanting to limit bias, but it would be helpful to have a standardized system where stakeholders can help to prevent additional instances that would lead to another suspension. For example, making sure that X student and Y student have limited interaction due to their previous altercation.

19:15:00           From Clara Botstein (DME) : Thank you - would love those insights Karla

19:17:02           From Karen Kassekert : I look forward to a discussion about what alternative education means in DCPS, what resources will be provided, what expectations will be set, and how these will truly be an alternative to comprehensive schools.

19:17:24           From Dylan Craig (RSTAY) : Reacted to "I look forward to a …" with ❤️

19:18:43           From Laura Fuchs : Reacted to "I look forward to a …" with ❤️

19:18:46           From Dewayne Little : Reacted to "I look forward to a ..." with ❤️

19:19:24           From william.massey : @Karen Kassekert To provide clarity on the statement offered I am talking an alternative school with programmatic holistic supports for violent offenses. What we currently have is Opportunity Academies where parents and students have to agree to be able to go. In our current system students cannot be sent there for violent offenses they are offered a space if they are over aged and under credited. They must be a certain age as well.  Opportunity Academies are needed but what was discussed was a required space when interventions within the traditional comprehensive school are not working for students who are being violent. This placement would be required to provide an adequate and holistic space temporarily, 10-45 days, to support the student transition back to school

19:22:36           From Hillary Desir : Can you repeat the name of the program or initiative

19:22:54           From Karen Kassekert : What changes would you expect within 10 days? I’m curious about the level of change expected in that time.

19:23:40           From Sewell : I think it’s def worth investigating. Opportunity academies should have more resources and flexible. Extreme violence and repeat weapons infractions may require a different smaller better resourced, therapeutic environment. Additionally we should explore other therapeutic environments like the county schools: Phoenix like for substance abuse and mental health re-entry programing

19:25:03           From Clara Botstein (DME) : We welcome thoughts on what conditions would be necessary for success

19:26:32           From DeAndra Brooks : DeAndra.Brooks@dc.gov

19:26:47           From Karen Kassekert : @Sewell - We ABSOLUTELY  need a space for substance abuse in the city! Our students are struggling, and NO SCHOOL is equipped to support that!

19:27:15           From Clara Botstein (DME) : clara.botstein@dc.gov

19:27:28           From Hillary Desir : https://dme.dc.gov/schoolsafetycmte

19:28:20           From Sewell : Replying to "@Sewell - We ABSOLUT…"

Ultimately the Phoenix school closed because it was not able to fulfill its mission with fidelity however lessons were learned!

19:29:04           From Laura Fuchs : Reacted to "@Sewell - We ABSOLUT…" with ❤️

19:29:35           From Dylan Craig (RSTAY) : Reacted to "@Sewell - We ABSOLUT…" with ❤️

19:30:22           From R. A. Brown, Jr. : Good night, everyone!

19:30:35           From UW-Lisbeth Olivar : Please, contact me I will be able to provide contact and the name of the community agency name for the cooling group coordinated back in the days in the schools within our community 2029397713

19:30:40           From Crystal Sylvia(she/her) : Have a good evening

Senior High Alliance of Parents, Principals and Educators (SHAPPE)

Meeting of Nov. 28, 2023

Notes – next meeting January 23 ,2024

Attending: 7 high schools, SBOE, Language Access Division, DCPS Community Action Team, DC Council, Decoding Dyslexia -The attendees were parents, grandparents, teachers, college counselors, counselors, DCPS school admin and community representatives. 

Discussion on proposed bill https://lims.dccouncil.gov/Legislation/B25-0501 SUMMARY - As introduced Bill 25-501 would require that each District of Columbia public high school student file a Free Application for Federal Student Aid (FAFSA) with the United States Department of Education as a prerequisite to receiving a high school diploma. Students and families would have the option to opt-out of this requirement by completing a waiver form administered by the Office of the State Superintendent.

This requirement would take place this school year.  The goal of the bill is to increase the FAFSA completion rate.  The District does have a high completion rate, noted in the bill but none the less 2.7m went unclaimed last year in Pell grants. 

The method for increasing the completion rate proposed is to potentially withhold a high school diploma from a student = the assumption is that the cause we do not have a higher completion rate is a failure to hold schools, parents responsible.

The conclusion of those attending the meeting and those SHAPPE Members writing in was that there were better ways to achieve this goal of a higher FAFSA completion rate and that the potential threat of not graduating was definitely not necessary or advisable.  This was especially voiced by those working with the immigrant and international communities in our schools. The inclusion of the waiver process is not sufficient to address the thread and adds a layer of difficulty for everyone working to help students cross the stage that is not warranted. 

There is universal support for increasing help to families in filling out the FAFSA. There will be a new streamlined FAFSA for school year 2024-2025.  For families who do not speak English the FAFSA requires one on one support to fill out.  The current OSSE workshops on filling out the FAFSA were excellent for those that could attend.  Many are not able to make those times and for others there are also additional barriers. 

Concerns:

·         There is no detail on who can submit a waiver and what the conditions to have a waiver approved are. 

·         This is a graduation requirement that the student cannot fulfill, this requires the parent or parents to fill out a document.  Failure to complete results in a severe consequence to the student.

o   Students who are not citizens are not eligible

o   Unaccompanied minors are also handicapped with this requirement, that increases.

o   Concerns with the effects for students with special needs and the high numbers that are not now earning a diploma.  Will that ironically increase with a requirement like this that schools and families cannot or choose not to fulfill.

o   Parents for many different reasons are reluctant or will not submit their social security #, identity, income, lack of income information.  For immigrant parents and those here without legal status, the FAFSA and the waiver are problematic

o   Grandparents, legal guardians and more informal guardians find the process challenging and are also reluctant to participate

o   While the intent is to address equity – this will potentially widen the gap. Those families who understand the consequences will attain outside help or leverage the resources within the system.  Schools with a high number of families that will need extra support to either fill out the FAFSA or the waiver are understaffed to take this on. 

o   Instead of an offering of support this requirement comes in the form of a threat

o   While a waiver may apply to those entering the military or going straight to a job opportunity, the way the requirements are worded this is a ding on the school and LEA.  It also stratifies students.

·         The assumption is that if a student’s family does fill out a waiver, they can still submit a FAFSA at a later date, is this correct? 

Other Options

·         Expand the personnel that support students in making the transition to post secondary options.  There are college counselors but there are already too few to adequately serve the population that we have. 

·         Continue to address stability – maintaining relationships and reducing turnover. The individuals who know students and families over years are not simply interchangeable with new staff. 

·         Expansion of the dual enrollment opportunities to all students would increase motivation, confidence and ability to succeed in college.  

o   Concern however with number of colleges not accepting credits from dual enrollment

o   Does participation in dual enrollment courses affect first time college entry? 

·         DC TAG remains at 10,000 – for many in state colleges and universities this is no longer sufficient.  While this is a federal program, can DC advocate for an increase that reflects the rising costs of college. 

We do not have control over how you vote on this – at a bare minimum implementation of any requirement of this magnitude cannot happen this year. 

Discussion of Reading and Literacy

Guests Laurie Maloney and Sheila Carson Carr – founders of Decoding Dyslexia

Laurie Moloney is a Certified Academic Language Therapist registered nationally with the Academic Language Therapy Association. She is also past-president of the DC Capital Area

Branch of the International Dyslexia Association (DCIDA); co-leader of Decoding Dyslexia DC;

and was the instructor for the Beloved Community Literacy Project, an initiative of the University of
Maryland's African American Studies Department.  She is the recipient of The Judge
Alexander Williams, Jr. Center for Education, Justice, and Ethics 2019 Education Award and EdReformNow's Inaugural 2022 Equity Champion Award.

Being able to read is crucial, it has to be taught and taught well.  The sweet spot for instruction and support is in grades K through 2nd but it is never too late to learn to read, spell and write fluently.  Reading instruction should be available in 3rd through 12th grade to guarantee that students achieve confidence and are comfortable confident readers. 

DC is not alone in having test scores that indicate students are not reading at an appropriate grade level.  Here 78% overall are below, and 4% highly proficient.  In Maryland, 66% below and 10% highly proficient. 

Teaching reading well is a heavy lift and requires specific training that is not part of teacher preparation in most colleges and universities.  Looking out at a class a teacher needs to identify the nature of an individual student’s disability, take stock of bias and determine what is needed – individual, small group or class instruction.  Learning to read initially entails the mastery of a code. It also then requires a vocabulary and enough background knowledge to make sense of what a student is deciphering. 

 It is possible for a city or state to address the low percentage of students reading fluently- Mississippi- there are no short cuts and it is a long term effort, but it can be achieved. 

Structured literacy at the secondary level – or teaching reading expertly and from the beginning should be offered to all students who need it.  For older students it can be termed linguistics, it is to expand the skill, it does not have to be elementary or remedial. 

From the Participants:

·         Because this is not part of the training of a secondary teacher – the skill set is not there for teachers in the content areas.  Thus there is a tremendous shortage of qualified teachers to address this need.

·         It is difficult to launch a credit bearing course that would address reading instruction at the high school level.

·         It is difficult for students to enroll in what would be an elective that is not part of the graduation requirements – is there a way to have this qualify within an existing requirement?

·         For ELA students – they are placed by age so as to be with their peer group, it is difficult to provide the needed instruction in a class when students may arrive without formal education and reading at a very elementary level 

·         Currently the approach is to ensure students are getting grade level text and to urge and require teacher and student to work harder.  More supports and understanding of the range of difficulty is needed.  We should also be meeting students where they are. 

·         This issue for both DCPS and charter and actually nationally has been around for generations.  Grandparents present remember their own difficulties as well as those of older grandchildren

·         MacArthur HS referred a student to start in a Reading Intervention class – we need to find out more about this option and if it is available or can be available in all high schools.

·         There is an enormous amount of data, standardized testing administered – why isn’t it being better used to support our students??

·         The Pandemic did leave students farther behind.  This has to be addressed. 

DC Law 23-191 Addressing Dyslexia and Other Reading Difficulties Amendment Act of 2020 established specific requirements for OSSE and local education agencies to address the needs of students with reading difficulties.  Beginning with School Year 2023-2024, using the guidance provided by OSSE pursuant to section 102(a)(3), an LEA shall ensure that all students in kindergarten through second grade are screened for reading difficulties.(b) If an LEA chooses to use a screening instrument that is not recommended by OSSE pursuant to section 102(a)(3), the LEA shall make available, upon request, its reasoning as to why it chose to use that particular screening tool.

However no reporting is required – this should be added. 

Actions:

·         Written testimony is due by December 4th on the School Improvement B-24 540 proposed by  CM Mendelson and CM Parker .  It can be submitted here.   Let the Council know that school community voice must be included, not just a mandate from OSSE. Let them know that high schoolers and the resources needed to be fluent readers have to be part of any legislation.

·         DC law 23-191 should include a requirement for reporting

·         Dec 6th hearing on academic achievement in the District of Columbia – sign up here

·         Books on tape are available from the DC Public Library- being read to conveys a huge benefit – parts of the brain not used light up, it expands background knowledge. 

Further Resources

1. This research paper is from May, 2023: Improving the reading skills of struggling secondary students in a real-world setting: issues of implementation and sustainability

https://www.tandfonline.com/doi/full/10.1080/19404158.2023.2210588

2. To hear the proper pronunciation of the 44 English speech sounds, visit: https://www.youtube.com/watch?v=wBuA589kfMg

3. The Office of the Student Advocate has updated its Dyslexia Handbook for 2023-2024. This document addresses reading difficulties generally: https://studentadvocate.dc.gov/dyslexiaguide

4. This article, When Older Students Can't Read by Louisa C. Moats, Ed.D., describes the principles of research-based instruction to close the gap between poor readers and their grade-level peers. https://www.ldonline.org/ld-topics/teaching-instruction/when-older-students-cant-read

5. Here's a link to the Scarborough's Reading Rope infographic which illustrates the need for both decoding ability and language comprehension for skilled reading:

https://dyslexiaida.org/scarboroughs-reading-rope-a-groundbreaking-infographic/

44 Phenomes

https://www.youtube.com/watch?v=wBuA589kfMg&authuser=1

chat from meeting:

Good evening! This is AP Wilkinson representing Roosevelt HS

Karen Kassekert  to  Everyone 6:10 PM

Furthermore, would the waiver require students to disclose that they do not have a social security number?

Also, I believe this states that the waiver process would be managed by OSSE. I do not see much evidence that says OSSE is capable of managing this process well.

Rosanna DeMammos  to  Everyone 6:11 PM

I'm curious if there is also a report that Council is requesting for number of students who receive private scholarship/grant?

I also wonder if the waiver form shifts the accountability reporting for schools.  In other words, if there is a high completion of the waiver, does it negatively impact the school?

Karen Kassekert  to  Everyone 6:13 PM

Also, at the school level, who is supporting this? This seems like it would be a HUGE lift for the counseling department.

Rosanna DeMammos  to  Everyone 6:15 PM

I have also heard concerns from families who may have had a history is the justice system that there is a hesitation to provide SS numbers when completing the FASFA.  Something to consider and to ensure there are safety measures to assure families when completing the form.

Frazier O'Leary  to  Everyone 6:18 PM

What is the title of the Hearing on the Fafsa/

Karen Kassekert  to  Everyone 6:19 PM

Suggestions- Put more college and career specialists in schools.

Suggestion- Provide additional funding specifically for college tours and visits, and simplify the field trip process so that schools are more likely to go on college tours

Suggestion- Provide additional information on vocational schools that can be free or affordable.

More dual enrollment opportunities would be AWESOME!!!

Also, they could look into dual credit courses, where college professors teach college level courses in the high schools.

You  to  Everyone 6:27 PM

•             11/30 at 10:00 AM- Education Legislation before COW (B25-35 Universal Free Meals;  B25-317 Extended Students' Right to Home or Hospital Instruction, B25-436 IHE Sexual Misconduct Reporting and resource Accessibility; B25-501 Universal FAFSA Graduation Requirement)

Rosanna DeMammos  to  Everyone 6:41 PM

I need to hop off.  Thanks everyone.

Simone Wilkinson (she/her)  to  Everyone 6:55 PM

I have to leave. Thank you very much everyone!

S Carr  to  Everyone 6:57 PM

- [ ] 44Phonemes https://m.youtube.com/watch?v=wBuA589kfMg

- [ ] December 6 Council meeting Academic Achievement in the District” https://dccouncil.gov/event/committee-of-the-whole-public-roundtable-63/

- [ ] School improvement bill is open for comments https://lims.dccouncil.gov/Legislation/B25-0540

Crystal Sylvia  to  Everyone 7:16 PM

I have to go. Thank you

S Carr  to  Everyone 7:22 PM

https://apple.news/ABW5-xBT_SlC9iKSBGgjuJQ

Maria Tukeva Principal CHEC  to  Everyone 7:27 PM

I will need to leave -thank you all!

mozeede 7:32 PM

Thanks All and enjoy your holiday!

SHAPPE October 23, 2023 Meeting

Attending DCPS CAP, Globalize DC. Decoding Dyslexia, 7 High Schools, DME

Guest; Clara Botstein: Senior Director of Policy – Office of the Deputy Mayor for Education

The meeting started with reflections on two recent losses.  Pamela Lipscomb Gardner who attended Jackson Reed (former Wilson SHS) and was the librarian there starting in 2005, she spent the last 3 years as the librarian at Roosevelt STAY.  And DaVon Fuller who was a former Dunbar student who attended and graduated from UMASS, worked for Brienne Nadeau and was recently killed. A fuller story can be read here.

Reflections:  We praise and lift up students to support their confidence and willingness to take risks.  It seems that they might then be afraid to reach out when they fail or falter – feeling they have disappointed those that have been kind and helpful. Shame is a poor teacher.  DaVon lost his job, carrying a legal gun without a license to carry outside of his home responding to an attempted robbery. He did not then reach out for help.

Also doing well in school does not always translate to doing well outside of school both with life and with handling setbacks, knowing what it takes to get a job and keep it, building and trusting a community of support beyond high school. 

This is something SHAPPE will need to follow up on, it is at the heart of the work.

Presentation by Clara Botstein on opportunities the DME is offering or supporting for all high school students. The power point will be available.

·        The Advanced Technical Center (ATC)

·        Dual Enrollment

·        Work Based Opportunities

·        Course Hub

·        Ed Employment and Data System

·        XQ

ATC is offering career tech training in high demand fields now – Nursing and Cybersecurity. Trinity University is the partner for this. Students are paid for their internship work and get academic credit as well.  Transportation is provided and the site is state of the art. It is located at 1709 3rd St NE. They have students from 15 schools this year with 40% hailing from Wards 7and 8, almost doubled the enrollment from last year to about 200.

Dual Enrollment – 13 Institutes of higher learning (IHE) 393 students

UDC Cares will join the group offering early college at Coolidge, Bard, Anacostia, SWW, TMA, KIPP and Friendship. 

They also offer a Middle School Career exploration for about 600 students

Work Based Opportunities are for those CTE students that have completed 3 CTE courses.  There are school internships. There is also the Summer Youth Employment Program

Virtual Hub- so far only charters have elected to join. There are courses that are not offered at many high schools including ASL (American Sign Language) and Digital and AP Psychology

Education and Employment Data Systems

Phase one has been funded for OSSE to work on building the internal system including SLED.  Phase 2 hopefully funded in FY 26 and FY27 will look at job outcomes – where students ended up, what their experience in high school led them to.  They are working with the Research Collaborative on this. 

There are also a number of scholarship opportunities including DC Futures, the DC Futures Program (DC Futures) aims to help DC college students complete their first associate or bachelor’s degree by providing a last-dollar scholarship (tuition, fees, and cost of attendance) at three local universities in addition to college coaching and support services that will address personal and financial barriers to completion for all participants. This may completely cover the financial need for some participants making the cost of college “free.” and DC CAP now headed by Erik Waldo who has an ambitious Moonshot Goal.  They offer scholarships and support to beat the odds…

Questions and Discussion:

Globalize DC – how are decisions made? Are they from the ground up or do they come from the outside in?  - DME responds to advocacy from schools and others and also looks at need.  So perhaps both…

It is also employer driven – DC Hospital Association has seen a great need for nurses for example and for them to receive quality training and be in a pipeline.  We are also working with the WTU given the shortage of teachers. 

Would like to see DCPS as part of the virtual hub. Also hope that there will be an accompanying focus on expanding the universe of experiences, reach for a well- rounded education as we talk to students about what they value and might want to know more about – backward map this

Could there be a common pot of money that teachers could access to build some supplemental programs that could broaden what they can offer in the classroom?

How can we accelerate communication so that parents know, all students know and this information is easily accessible? 

Work with the DME and others on the inequity of exposure, readiness, reading levels. Experience to even know what they are missing…

A lot of positives in what is being presented: caution is that private contractors coming into the schools to offer things they are not offering can also undermine teachers and what they are offering unless this is done with care.  Virtual benefits some but also 60 person classes with a virtual instructor and supervising teacher may not be what we are after.  The way to avid this is to work closely with those most involved with students now.  So this is indeed supplemental and supportive., not undermining. 

OSSE is working on a universal collection of the courses offered.

Possibility of Part time instructors that come with professional knowledge and would have a license of some kind, this should be easier than it is now…

Students – often need more, many are not ready to make some of the decisions and then to commit. 

Challenges: for some there is so much pressure to do well, take advantage of all opportunities, excel, get scholarships relieve the financial burden on parents. 

What about some skills that may not directly translate into CTE or heavy academic work, but may decrease stress and increase social skills – remembering cooking, physical health

WE now backward map to get competency in English and Math – what if we were backward mapping for a more balanced and well- rounded education.  If we tell families their children are behind in certain subjects and handicapped by this – this will become the focus.  WE value what we measure…

Thoughts about how to expand – after school, course equivalencies so that more can be offered and grad requirements still met.

Out of school time has been challenging because of transportation and safety.  It is very expensive to provide UBERs etc.  We have to look at offering more on school sites to more students. 

We will continue to follow up on these programs and opportunities and continue to look at equity.

SHAPPE will have future meetings that address literacy of high school students and also one on history – DCPS helping to know things that have been tried and how they worked in the past. 

Announcements:

School Report Card – OSSE survey

OSSE and SBOE – Engagement Sessions

Monday – October 30 MLK library 901 G St NW  5:30 to 7pm- what information should be on the report card

Monday, Nov. 13 virtual 6 to 7pm How and Where should the DC Report Card display school’s summative scores?

Monday, Dec.4 virtual 6 to 7 what should the DC school Report card look like.

EdFEST (PreK3 to grade 8) Saturday, Dec. 2, 10am to 1pm

EdFEST (Grades 9-12) Saturday Dec. 9th at Eastern HS 10am to 1pm

Information on Pam Libscomb Gardner Memorial plans

·        GoFundMe  https://gofund.me/77ba9791

·        Funeral Service at Zion Baptist Church on Blagden Ave. on October 30th at 11am

·        Memorial and Library dedication at Roosevelt STAY - at noon on NOvember 8th. now located at Garnet Patterson 2001 10th Street, NW 

Next Meeting is on November 27, 2023 on zoom at 6pm – return to our 4th Tuesday

Meeting Chat

Laura Fuchs 6:04 PM

So sorry for everyone’s losses. May their memories be a blessing.

Sharona Robinson, DCPS  to  Everyone 6:07 PM

I remember that

So sad!

Clara Botstein (DME)  to  Everyone 6:08 PM

https://www.washingtonpost.com/dc-md-va/2023/10/21/fuller-homicide-dc-council/ This is on the front page of the Post's local section

Sharona Robinson, DCPS  to  Everyone 6:09 PM

I’m so sorry David! This is heartbreaking.

Scott Goldstein  to  Everyone 6:09 PM

I’m so sorry David. And thank you for all that you did and are doing  for him (and for so many others)

Sharona Robinson, DCPS  to  Everyone 6:10 PM

Kwame Brown

Sharona Robinson, DCPS  to  Everyone 6:13 PM

Happy to talk you through that David if you’d like.

Laura Fuchs  to  Everyone 6:13 PM

I’ve experienced that with students too, that they are worried we will be disappointed in them :(

Sharona Robinson, DCPS  to  Everyone 6:13 PM

Same for you Laura

Jay Barber (Dunbar)  to  Everyone 6:47 PM

What about seriousness of student? Is any of this offered post-graduation?

Clara Botstein (DME)  to  Everyone 7:00 PM

Absolutely! And would welcome ongoing feedback and ideas. You can reach me at clara.botstein@dc.gov

Sharona Robinson, DCPS  to  Everyone 7:02 PM

@Clara Botstein (DME) with the supports during college mirror DCPS Persists and support at KIPP?

Jay Barber (Dunbar)  to  Everyone 7:03 PM

I agrée with David. Yes.

ahall1  to  Everyone 7:04 PM

I'm 51 years old and I *still* don't know what I want to do... I wholeheartedly agree with making opportunities available for kids but not pressuring them into one path or another.

S Carr  to  Everyone 7:06 PM

Yes I agree

I was pushing this back in general Beckton days

Scott Goldstein  to  Everyone 7:06 PM

YES!

Not just defined by your job

Sally Schwartz  to  Everyone 7:06 PM

Of course in my day, at Deal JHS, girls had to do cooking and boys had to do shop. Hated the gender assignment but absolutely yes to Crystal’s points about life skills.

Clara, can you talk about transportation, which is key to equity?

amyweedon  to  Everyone 7:09 PM

Yes to all of this!!!!

Karen Kassekert  to  You (Direct Message) 7:10 PM

I’m so sorry. I had this listed at 7pm rather than 6pm. My brain is a bit scattered. We are planning a library dedication for Pam at RSTAY. If appropriate, I’m happy to share details with the group.

Sharona Robinson, DCPS  to  Everyone 7:11 PM

Oh my…Hope EC for Bachelors

*Home

Academy concepts still exists at most neighborhood high schools

Laura Fuchs  to  Everyone 7:13 PM

We can do core courses AND others without just stealing core courses. That is supplanting not supplementing

There are a lot of credits still beyond the grad requirements, especially if we weren’t doubling up math and English all the time.

We are making choices that make things seem more limited than they are to serve the testing machine

We can still do things in school, during normal school time

Clara Botstein (DME)  to  Everyone 7:18 PM

Thanks for having me and for your input!

Sharona Robinson, DCPS  to  Everyone 7:18 PM

Here’s an announcement about our upcoming Parent University opportunities - https://x.com/dcfamengagement/status/1714079585849966619?s=46&t=F_4hyBLv36U-jhllQaGMHQ

Don’t forget the DCPS Public Budget Hearing is on November 14 at 6 pm

Scott Goldstein  to  Everyone 7:20 PM

SupportNotScores.Com - see our teacher proposal and links to sign up for all of the OSSE engagement sessions

Clara Botstein (DME)  to  Everyone 7:20 PM

DME is also leading  a school safety task force. We'd be glad to present at a future meeting

Scott Goldstein  to  Everyone 7:21 PM

So sorry Karen!

Sally Schwartz  to  Everyone 7:24 PM

So sorry to hear about Pam. She was deeply into DC history and the name change effort there. I’ll share the word too.

Jay Barber (Dunbar)  to  Everyone 7:24 PM

She was an amazing librarian.

Karen Kassekert  to  Everyone 7:25 PM

https://gofund.me/77ba9791

Clara Botstein (DME)  to  Everyone 7:26 PM

Will do!

Karen Kassekert  to  Everyone 7:27 PM

My brain is a little fried, but do email me if you have questions or want specific information- Karen.Kassekert@k12.dc.gov

Scott Goldstein  to  Everyone 7:28 PM

Thanks!

Sharona Robinson, DCPS  to  Everyone 7:29 PM

Sending prayers to the GP community @Karen Kassekert 🙏🏽

Have a good evening everyone

Laura Fuchs  to  Everyone 7:32 PM

She said lock em up :(

https://x.com/tomsherwood/status/1716485483880997226?s=46&t=xbRR7ND9-JZGtLui-ukIsw

https://x.com/alexkomawcp/status/1716488054712467811?s=46&t=xbRR7ND9

SHAPPE Meeting of September 26, 2023 notes:

Guests: Cardozo Principal Mola, Sarah Navarro DCPS Senior Deputy Chief of Secondary Schools

 Topic: Flexible Scheduling, looking at Cardozo

With the XQ partnership, schools have chosen to explore more flexible scheduling. This meeting will look at what we know so far on this. 

To date - it comprises flex blocks, dual enrollment and work based learning. They are centering project based learning and looking at giving teachers uninterrupted blocks for planning.  The LEAP team needs 90 minutes a week. 

Basis for Flexible scheduling:

2015 SBOE Credit Flexibility Task Force made recommendations

2016 OSSE rulemaking to establish a process for waiving the Carnegie Unit requirement for schools seeking to award competency based units

Section 2203 of DCMR Title 5-A Chapter 22 – OSSE establishes the information required to be included in the waiver application and the format as well as the standards for review; LEA determines whether to approve and or renew waivers ( for our schools DCPS is the LEA)

Cardozo new School Model

Case for Change:

·         Students and Staff see disconnect between lives and aspirations and learning

·         Students have immediate needs that impact ability to engage in school, prepare for life after school

·         Student meet grad requirements, and eligibility for college but according to GPA, course load and SAT they are not prepared

·         Students are not completing CTE credits in the same career field

Graduates are low wage earners, school’s task is not only to get them college and career ready but also prepare them to claim their right to: pay taxes and own a business.

Elements of the Program:

Learning Lab Friday an hour and 20 minute morning block– time to build mastery of the e-skills engage in data meetings and for teachers to  co-plan with students and learn from peers

For Students a place where students will connect with houses, entrepreneurship or social emotional learning for one term every week – 1 hour and 20 minute

REDESIGN PRIORITIES – daily exposure to career pathways, CTE and space to collaborate across grade levels and core contents

Structurally this is a 10 credit schedule per year, weekly learning lab, career exploration courses, additional elective options, and re-imagining academic experiences.

10 credit means they won’t need to do summer school, have room to make up classes in the course of the year or take extra electives.  Each class is 64 instead of 82 minutes. 

Cardozo is striving to have more Course completers

In an early survey this year – 64 minute classes working better, students more engaged.

Question on depth – does this reduced time allow for covering the content required and getting into it in more depth?  Answer: it allows for technical support and design, graphics. Financial advisor, industry experts –

Method of evaluation: evaluation will not change -love challenge and prepared, if it lands well with student and families it will be reflected in the grad rates, ACGR will all improve.  Monitoring tools will still work. School based surveys and measurements will be used to constantly check in real time.. 

What are you doing to meet the actual instructional benchmarks for students that are newly arrived or much farther behind academically?   Newly arrived immigrants at Cardozo are in the International Academy.  Cardozo entered into a partnership with CAL –(Center for Applied Linguistics)  ongoing Professional development so that all teachers are equipped to teach all ELL and English language speakers.  Cardozo made a financial commitment made to do this.  Framework of experience lends itself to immigrant population. Sheltered instruction observation Protocol is also widely known and used.

What waivers have you received from DCPS or OSSE:  Competency Based Waiver used in the Opportunity Academies – Dunbar and Cardozo went through a process reviewed by a panel in central office.  OSSE is responsible for reporting data but it is a DCPS decision. Waiver will be more broadly available as we learn

DCPS is learning from schools then will make larger policy shifts – For example career exploration, interdisciplinary learning, and simultaneous credit have advanced – 22 courses fill more than one graduation requirement this year. 

Upper grade schedule – standards are still the same – students want to come to school – first. teachers have to get through the content standards – is this more stressful? From Principal Mola:  Not sure that time was the challenge in terms of mastering standards.  Adding more instructional minutes has not worked – have not figured out what the issue is.   

However, there is a threshold for cutting it too far. Let’s get this right, make the adjustments

When schools specialize – what about students that don’t fit this and this is their neighborhood school?  Still get the required courses and on top of that they get the embedded. 

Transfer credits – regular credit transfer policy will apply

Credit – guaranteeing students have the time and opportunity – standardized curriculum, testing, question fundamentals with constant new ideas – invest in fundamentals, can’t do it at the expense of their education – scale back standardized testing beyond PARCC – using unproven models that will disrupt – structural changes. 

Answer, Question and concern is appreciated.  Cardozo has reduced on assessments – always an argument.  There is more planning time, sacred not to be negotiated, no IEP meetings etc. scope and sequence that will be honored. High turnover at Cardozo, but enrollment has gone up, new positions added. 

For Cardozo the most important stakeholders are the students and their families and making sure that the students that come through the doors are getting an experience that will prepare them for financial liberation and independence. 

Level set – there are things in this model that people have been asking for for a long time- more protected planning time.  How can this be achieved. Is assessment going to realistically going to be aligned with new model of flexibility.  Diversity of teams matters at the school level in XQ.  Cardozo in 18 month journey – courageous conversations, District central office has leveraged and shown up.

Added – global educated citizens also a top value and concern, not just preparation for financial independence. 

Question on World Language – the request has been documented and included in all recommendations noted that world languages be included in a competency based approach.  There are people doing things around the country that DC is not doing.  Globalize DC is working with the DC Council on legislation.  With Competency based credit –, Spanish for heritage speakers at both middle and high school level – a quick win.  Their native language skill mastery can appear on their report card.  Is language embedded in career vision.  Answer is that Partners, speaking Spanish to students and

Conversation with Globalize DC.  Legislation passed in 2016 DCPS is now getting to it.  Now a good time to see how world languages can fit into this framework, noted: it has to be something for the system.  It is Important that the reform is not just school by school. 

Student Assignment issues – stressing that quality is to expand the course, program and other opportunities for all students in their geographic by right school. 

In closing DCPS : Thank you, rooting for all of the students to have the space to try some things, grateful for you all as thoughtful partner with our DCPS community.   

SHAPPE Meeting of August 22, 2023

Attending: 9 high schools, SBOE, DCPS CAP, EmpowerEd, DME

New response from DGS, many schools are receiving quicker response times.  Serious issues still remain at a number of schools.  We will follow up on these. 

XQ: Cardozo entering 2nd year.  Change from the 4 by 4 to a 5 class schedule enabling students to take more electives. Each class will be 65 minutes.   There is a different schedule on Fridays with an abbreviated class schedule and art and music opportunities.  There has been staff turnover, a good spirit as the new school year starts. School day is 9am to 3:30pm

Woodson is also in XQ – Students will have the opportunity to take Passion Projects, school will bring n partners, there will be catch up tutoring in a morning block.  Many teachers at Woodson share classroom space. Special education students are in classrooms of 8.  With the new capacity numbers, this should be taken into account.  We will be able to check.  School day goes from 8:55 to 3:35pm

Roosevelt STAY will have access to far more space at Garnet Patterson this year including the 3rd floor and cafeteria. The work has been done on time and on target.  There is Fire door that still needs to be replaced. They would like to be considered for a full modernization as well.  STAY is glad to have 3m for planning of child care center – need to have a sense of what it will cost to have it built and when that will be in the budget. 

General Concern on interior locks for all doors across schools – we will address this in a future meeting.

CHEC – the City Administrator and DGS visited, there are still many outstanding issues to be addressed. 

CHEC in planning year for XQ – it will be a fully inclusive effort.  There will be a pilot this year of 16 project based classrooms. Teachers volunteered.  They are also revamping the Advisory program to include more of an SEL approach.  The master schedule will change to an AB day instead of the 4 by 4. School Day will run from 8:45 to 3:15pm

SWW – glad to start a new year.  There is concern with promised smart boards, no working promethean boards that communicate with teacher’s computers and are able to also be used as black boards.  Digital Equity will work with SWW to follow up with current schedule. 

Welcoming Bard, Principal Sturdivant – the second phase of the building was open this summer – learning about the renewable energy and the way that works with the AC systems.  Building opens at 8:15, classes start at 9 and end at 3:30pm. 

Ellington interior hallway walls were painted, Ellington did get Smart Boards.  They will partner with 8 DC middle schools this year – Kelly Miller, Excel, Friendship Charter School, Howard U Charter School, Center City charter School, Ida B Wells, Stuart Hobson and Johnson Middle School and one other charter school.  The school day runs from an 8:30am advisory to 5pm. The Arts classes take place from 2 to 5pm and some from 12:30pm to 5pm. 

Jackson Reed: Still monitoring the building repairs that were needed including promised auditorium fixes. They will start with a staggered opening to accommodate the large number of students.  Juniors and seniors will start with 2nd period on the first day to allow the 9th and 10th graders a smoother entry for 1st period.  Jackson Reed bulked up on counseling staff for this year for 9th and 12th graders.

MacArthur HS – students will be taking 8 classes on an AB schedule – 4 each day.  They will have an Advisory on Friday.  Engineering is one focus.  Students are excited about starting at this new school – lots of honors and AP classes available. 

Quinton Floyd will be the DC CAP Team contact for high schools - Quintin.floyd2@k12.dc.gov is email for anyone that wants to reach out as well. 202-805-2908 is work cell if anyone prefers to have a conversation

DME Clara Botstein and DeAndra Brooks: The CTE program at the Penn Center will have a formal opening this fall – there are programs in Nursing and Cyber available to all DC high school students. 

The onboarding for DCPS is improved for this year – placement rate has been higher.

Will Perkins – DGS under Delano Hunter working on all fronts- the standards are high.  There will be increased salesforce training for school staff to ensure work orders can be properly entered and followed up on.  Response times have been better.

Note on High School Scheduling: Aspen has the functionality to support course selection such that students and parents can see what was requested and what was granted.  This would better support students in making these decisions.  It is not now operational – let’s see what it would take to get this and support it being implemented. 

School Nurse Program:  

The DC Department of Health contracts with Children’s Hospital to administer and staff the school nurse program for the 117 DCPS schools and 63 charter schools who have elected to be in the system. These schools will be divided into clusters of 4. Each cluster will have 3 health techs, 1 RN and 1 LPN.  The RN will be available to all schools for coordinating planning of IEP’s and 504’s on health.  Any school with a child classified as medically fragile will have an LPN.  There will be nurse managers in charge of 6 clusters. These nurse managers will supervise the health technicians.  Health technicians will be able to administer most medications. 

Clusters will be determined by geographic proximity.  There will be adjustment in staff assignments after the count day when school populations are stabilized. 

This power point explains the new system: https://dchealth.dc.gov/sites/default/files/dc/sites/doh/service_content/attachments/2023-08-CHA-CASH-SchoolHealthUpdates%20SY23-24.pdf

CONCERNS:

-          To date there have not been bi-lingual nurses available – they can use the translation line but this is difficult and insufficient.  We will support recruitment here – similar to issues with school security staff. 

-          Concern with large variance in enrollment size – enrollment size instead of 4 schools should be considered.  Deep concern with equity of this approach, children not being adequately served.

-          With inclusion even of medically fragile children, there is greater need for nurse presence in more schools

-          Cross between charter and DCPS schools and lack of any template for this is also a concern.  These are actually different school systems. 

-          Fact check on nursing shortage, recruitment, salary and working conditions

-          Note of challenges to a city with so many school systems and campuses and the difficulty with both budget and logistically to adequately staff by school for DOH and Children’s

While each school will now have a health tech, there are schools that will experience this as a reduction from having a school nurse that was an integral part of their community.  There is a law on the books that all schools should have a school nurse.  Was this waived? 

7 high schools have School Based Health Centers – the citywide schools and Eastern and Jackson Reed do not.  How is this taken into consideration? 

We will be following up on this.

COVID – School staff would like guidance that acknowledges that COVID is not over.  Protocols were established. Which ones will remain in place?  How can we have best practice so that if there is an uptick in this and in RSV, staff, children and their families are protected?

DME Student Assignment Boundary Study, Education Master Facilities Plan and Adequacy Study; There will be targeted decisions considered on changing boundaries to deal with over and under enrollment.  This will affect the high schools.  It is vital that people attend the town halls and weigh in with the survey. The survey can be filled out multiple times as new information emerges and as anyone has more thoughts or ideas. 

Here is the link: https://forms.office.com/pages/responsepage.aspx?id=8Unkj5SLt0-ZBm-Tnagtczxvnk3MmepBgILrceqyWwFUQ0wyT09DRURJRVZITU5CNU5INjk2UUU3RiQlQCN0PWcu

Next SHAPPE Meeting – September 26th

MEETNG CHAT

18:00:01 From DeAndra Brooks To Everyone:

             Good evening everyone!

18:00:31 From Quintin Floyd  To Everyone:

             Good Evening Everyone

18:03:13 From ahall1 To Everyone:

             My computer is cranky so I'm off camera, but I'm from the JRHS PTSO.

18:09:49 From WPerkins’ iPhone To Everyone:

             On a bike on my way home listening

18:10:02 From Laura Fuchs To Everyone:

             WOW

18:11:27 From Scott (EmpowerEd) To Everyone:

             Kevin- are staff as well as students both getting some flexibility out of the new schedule? Or too early to know?

18:13:03 From Laura Fuchs To Everyone:

             We are going to be doing that Friday thing too but inverse

18:18:54 From Scott (EmpowerEd) To Everyone:

             Hey Kelley!!!

18:19:28 From DeAndra Brooks To Everyone:

             Go R.STAY!

18:19:35 From Scott (EmpowerEd) To Everyone:

             Reacted to "Go R.STAY!" with ❤️

18:23:03 From Kelley Coble To Everyone:

             Hello Scott !

18:25:30 From Laura Fuchs To Everyone:

             Woodson for students is 8:55 to 3:35 ☹️

18:25:52 From Karen Kassekert’s iPhone (2) To Everyone:

             @Cathy Reilly - We intentionally do not start and end at the same time as other high schools in the area for security reasons.

18:26:30 From Scott (EmpowerEd) To Everyone:

             Reacted to "@Cathy Reilly - We i…" with 👍

18:27:11 From Scott (EmpowerEd) To Everyone:

             Thanks for pointing that out Karen. People have been pushing for different start and end times partly for that reason for some time. If managed well I think it could be an advantage

18:29:23 From Kym Sturdivant To Everyone:

             Reacted to "@Cathy Reilly - We i…" with 👍

18:30:09 From ahall1 To Everyone:

             Replying to "Woodson for students..."

             JRHS is 9-330, similar.

18:33:20 From Kym Sturdivant To Everyone:

             Bard: Building opens at 8:15. Classes start at 9 and ends at 3:30.

18:34:05 From Karen Kassekert’s iPhone (2) To Everyone:

             Reacted to "Go R.STAY!" with ❤️

18:40:13 From Scott (EmpowerEd) To Everyone:

             Sorry can’t come off mute for few more minutes. At swim class with my kids :) we’ve been doing a lot of work with Anacostia with the new change in leadership supporting wellness for educators , schedule changes etc. we have new fellows from both CHEC and Woodson. I have heard more optimism over the past couple days from teachers than previous years! Interested to see how new schedules play out and the difference in effectiveness between schedules DCPS designs for the schools be letting schools design their flexibility with teachers and staff

18:41:02 From Scott (EmpowerEd) To Everyone:

             Vs*

18:43:12 From Olivia A Chase To Everyone:

             McArthur hours are 8:15 ~ 3:30.

18:46:38 From Crystal Sylvia, she/her To Everyone:

             Correction- all of the walls in the hallways at Ellington have been painted not the whole building.

18:47:53 From Quintin Floyd  To Everyone:

             Quintin.floyd2@k12.dc.gov is my email for anyone that wants to reach out as well. 202-805-2908 is my work cell if anyone prefers to have a conversation

18:48:51 From clara To Everyone:

             Sorry we increased the on boarding rates by over 20% , to over 85% by early August :) My email is Clara.botstein@dc.gov

18:55:37 From Karen Kassekert To Everyone:

             We are always up for visitors, Will! (I don’t want to take your time from more pressing locations though.) :)

18:56:18 From Kevin Fox- Cardozo To Everyone:

             Replying to "Kevin- are staff a..."

             On Fridays, two hours in AM... Not really flexibility but time to do "other things" like SEL, career, arts focus for students and teacher collab, data meetings for teachers

18:56:55 From Melody Molinoff - Jackson-Reed To Everyone:

             The law requires a FT nurse for every school.

18:58:51 From Melody Molinoff - Jackson-Reed To Everyone:

             I asked for the cluster model spreadsheet yesterday and was told I need to speak to DHS because they must approve the release of the model.

19:07:58 From clara To Everyone:

             We are working to build pipelines to nursing starting in HS - just a note that area hospitals are having similar staffing challenges

19:08:03 From clara To Everyone:

             Dcha is a good entity to talk to

19:08:15 From clara To Everyone:

             They’ve done a lot of work on occupational needs in the health care sector

19:08:34 From Karen Kassekert To Everyone:

             @Will or another knowledgable person- who is the City Council Member who would cover this issue?

19:10:36 From WPerkins’ iPhone To Everyone:

             Christina Henderson, chair of Council committee on health. Main staff person is Ona Balkus obalkus@dccouncil.gov. But I’d be sure to ask DC Health first

19:11:34 From Karen Kassekert To Everyone:

             Reacted to "Christina Henderson,..." with 👍

19:12:52 From Laura Fuchs To Everyone:

             Good questions on COVID.

19:13:49 From Laura Fuchs To Everyone:

             And yet central office is mostly working from home while they still rent out that giant building

19:13:58 From Karen Kassekert To Everyone:

             Reacted to "And yet central offi..." with ❗

19:14:13 From Laura Fuchs To Everyone:

             I mask and bring my own extra HEPA filter. But it isn’t good for kids :(

19:14:38 From clara To Everyone:

             I’d also  recommend contacting Dc health - happy to supply a contact if you don’t have one

19:16:30 From Carlton Ackerman To Everyone:

             Walls no longer has a Quarantine Room, but the faculty is happy to have faculty lounge returned to us.  No one, however, would say that the Covid is behind us.  The Flu shot 2024 is now available.  Will there be another booster shot for Covid?

19:19:54 From Olivia A Chase To Everyone:

             My physician informed me this week that a new Covid Booster will be released very soon. according to the CDC.

19:20:45 From Kevin Fox- Cardozo To Everyone:

             Reacted to "And yet central of..." with ❗

19:21:18 From Laura Fuchs To Everyone:

             Woodson needs a feeder!!

19:21:28 From Laura Fuchs To Everyone:

             And ward 7 needs a middle school :)

19:21:35 From clara To Everyone:

             I have to hop off but best of luck on the first day and please reach out if DME can be helpful

19:23:41 From Cathy Reilly To Everyone:

             https://forms.office.com/pages/responsepage.aspx?id=8Unkj5SLt0-ZBm-Tnagtczxvnk3MmepBgILrceqyWwFUQ0wyT09DRURJRVZITU5CNU5INjk2UUU3RiQlQCN0PWcu

19:25:38 From Laura Fuchs To Everyone:

             Have to go. Thanks everyone!

19:26:17 From Kevin Fox- Cardozo To Everyone:

             Reacted to "Have to go. Thanks..." with ❤️

19:26:29 From Crystal Sylvia, she/her To Everyone:

             Thanks Cathy

19:26:57 From ahall1 To Everyone:

             Thank you all

DC Senior High Alliance of Parents Principals and Educators SHAPPE Meeting

June 27, 2023

Attending: SBOE, Community, Jackson Reed, SWW, WTUL, MPD, Eastern, McKinley, MacArthur, Woodson, Tiye Kinlow, Will Perkins- CM Lewis George’s office

Introduction:

Issues on Student And Community safety are forever issues. 

We have moments of crisis that often involve an incident that is deadly or threatening.  This month over 100 people, mostly CHEC parents attended a virtual meeting to voice their concerns about safety at their campus.  This was after many entreaties and then a serious incident. 

Top of the list are basic building issues – secure doors and access points, doors that lock, cameras that are upgraded and work, communication devices, operating PA systems throughout the building, exterior lighting. 

In terms of personnel before 1996 DCPS hired its own security at each school. In 1996 Security was contracted out by DCPS for a cost savings.  It has remained a contract service since then.  In 2004 all school security was transferred to MPD – the Council enacted The purpose of the 2004 bill was to address security issues at schools including “substandard and uneven performance” by security contractors, “inappropriate behavior on the part of school security guards, insufficient security staffing at schools, and a low level of training of guards  In 2020 responsibility for school security was transferred back to DCPS largely in response to the concern of having MPD armed police officers in school buildings.  

Student safety and school security remain tough issues.  They involve far more than the education of our young people within the school walls from 9am to 3pm. 

Our young people live within larger communities that cross school and ward boundaries.  This discussion is about what is working and what is needed. 

Guests: Tiye Kinlow in DM for Public Safety and Justice. 

Discussion:

Safe Passage is going to be largely transferred from the DME to the DMPSJ – this will make it easier to coordinate all of the agencies and resources dedicated to student safety – both within schools and within the larger communities during and before and after school hours.

The new RFP for Safe Passage Workers has been issued. There are also Violence Interrupters, , MPD, ONSE

There has been a weekly phone call on Wednesdays, not widely used.  MPD talks to the DMPSJ each day at 1. There is a strong effort to support communication between all of the entities responsible for schools safety. 

DMPSJ will be starting Roving Teams where they will be able to have Violence Interrupters, and mediators available, in the community. They would have the skills, training and relationships to get to the source of conflicts.

Questions: Communication and Protocols, Relationships

-          Example at Eastern- Principal has at least bi-monthly connection with site coordinator for Safe Passage.  These 6 to 8 community people are stationed at key places as a presence. They do not know the students.  They do keep things moving and are welcoming.  They are not equipped to intervene in difficult altercations.

-          Principals are not necessarily in contact with leadership of all other schools in the area. They have contact with the feeder schools or DCPS schools but not necessarily charters.

Concerns:

Role of MPD in the communication tree, many teachers, and families are concerned about having young people enter the criminal justice system.  They may make terrible choices, they are young.  Protecting rights of the individual and also protecting the community is not always easy.  There have to be clear protocols in place and training.  Children have been traumatized, tjpse connected with the young people want to ensure that everything has been tried, de-escalation has been employed before it is a legal matter.  There is support for intervention and for the use of restorative justice, counseling. 

Technology: cell phones, apps, there is constant communication that contributes to some of the security risks. The virtual space is an important element.  There are District issued security protocols.  Social media is monitored to some extent for bomb threats and serious violence.  This is conveyed on a daily call at 1pm.  There are decisions made as to the seriousness, is access to weapons involved for example.  Is it a school level mental health issue at one end to at the other should there be search warrants, family interviews etc to prevent something serious from happening. 

ONSE, DCPS, some schools, and Roving Leaders, Violence Interrupters and Safe Passage people share information that will potentially affect student and community safety.

As the Deputy Mayor for Public Safety and Justice assumes more full control the communication and protocols will be put in place for next school year.  Jasmin Benab will be heading this.

The computer app- Light Speed has been piloted and will be used.  It is a running log where words and phrases are flagged. This log requires constant review with clear protocols and training.  So far there is not the bandwidth to fully take this on.  Homeland Security and Emergency Management of the DC Government has a threat assessment center.  They coordinate responses at the city level.  They probably would not have the bandwidth to monitor the volume of logs that would come from all of the schools.  Something has been in place – there are school leaders who have gotten an alert of potential self- harm or potential altercations from Ricky Brown as flagged in a virtual setting. 

Example of what is working:  In the fall at Eastern there were neighborhood beefs between groups that were coming into the school.  Eastern brought in a community partner – Credible Messengers.  As an outside group, they gained the trust and worked with the issues these students were dealing with – it de-escalated and the second half of the year was just better.

If there is a fight after school, it is violence interrupters or the SRO who have the training to respond. 

Follow Up: on Safety and Security

-          Protocols for levels of intervention- who makes decision on this?

-          Personal relationships are still the glue and essential – how are they being supported and prioritized

-          How are local school leadership, teachers, community involved in engagement then communication?

-          Communication mechanism that alerts different connected schools and necessary actors

-          Technology – virtual spaces, bandwidth to monitor, what is important here

-          Prevention of over-reaction along with resources and system for appropriate interventions

Building Safety and Security:

Number one is the ability to secure the school buildings:

-          Doors that close and latch

-          Doors that securely lock

-          Ability for emergency fix on this level of security

Challenge has been that the door latch closure is a DGS issue and the ADA door and FOB, key are DCPS contracted.  DCPS and DGS have just signed an MOU where this will be one step- maintenance outsourced. 

DCPS has limited small capital projects.  They try to bridge the gap with these to when there can be a larger capital fix.  They cover things like doors, windows, elevator repair, HVAC, gates etc.  There are now schools like CHEC that were modernized 17 years ago.  Key exterior doors have exceeded their life and have to be replaced – that is scheduled for this summer with support from DGS at CHEC.. 

Previously DCPS had a bucket of funds for lighting,that is not there for FY24.  DCPS is moving toward a unified system of intrusion detection – the same system in every DCPS school will make this much easier to keep in good repair and functional. 

CHEC: Security cameras have aged out, also additional cameras are needed in areas that were not previously an issue.  The building is also over capacity – student enrollment has grown. 

Saga demonstrating difficulty with current overall system:

Too many hours and people to deal with what should be a minor repair to an exterior door

n  Panic Bar replacement – would seem to be a $500 dollar fix.  Security guard had to be stationed there, it is within 100 feet of where two shootings took pace.  There has been attempted armed entry. 

n  There have been several contractor visits. If a repair is attempted, and it is temporarily fixed, it disappears from the work order list and has to be recreated

The Confirm Complete requirement in Salesforce has not been fully operationalized.  In this process the school is supposed to have 10 days to confirm that the repair has been completed, if this is not done or refuted, it automatically is confirmed.  There is a place in salesforce in the upper right- hand corner that links to the history of related work orders on this item. 

There are a few people in a school that monitor and work with salesforce.  If their emails are not updated, they may not get the email that the repair is listed as completed.  There will be a training on how to use salesforce this July.  (see chat).

DCPS is one agency with buildings that DGS is responsible for, they are advocating and lobbying for the DCPS schools within this larger system.  DGS has to have the infrastructure to maintain this large inventory.  There is room for growth in all areas.  The work order completion has been improving. 

The capacity and bandwidth remain an issue, the situation remains that we have turning wrenches or a weak separation of duties; it hinders the accountability on the quality of work, maintenance of guarantees and warranties. 

While DCPS does have the mobile app for salesforce, it is not particularly user friendly. 

CM Lewis George is the Committee chair that oversees DGS.  They are visiting DCPS and DPR facilities to get a more detailed sense of the needs.  While maintenance and repair are ongoing issues in every building, for DCPS, a checklist that would prioritize what should be in working order for the start of school, would be helpful. Send suggestions on – see chat. 

Thank you

CHAT from Meeting

Paul Hrebenak  to  Everyone 6:02 PM

Paul Hrebenak

Captain, School Safety Division

Youth and Family Engagement Bureau

Metropolitan Police Department

paul.hrebenak@dc.gov

Carlton Ackerman  to  Everyone 6:42 PM

Do all principals or administrative teams have access to this Wednesday group?

Steve Miller 6:49 PM

I’m not sure if they all do, but I was invited with a weekly calendar invite. Unfortunately, it’s at 2pm, which is one of the busiest times of the day for principals, as we monitor student lunches and the period after is when we see the most problematic student behavior. If they would like principals to attend, they should put it at 8-10:30am, or after 4:30pm.

Carlton Ackerman 6:51 PM

Thank you.  I will inquire if a member of my Admin Team participates with this group each week, or as needed.

Robin Gerber  to  Everyone 6:45 PM

To Ms. Kinlow: Do the roving teams interact with ONSE? If so, how is that coordinated?

Damián Popkin (DCPS)  to  Everyone 6:56 PM

Also my first time hearing about this program

WPerkins’ iPhone  to  Everyone 7:12 PM

It’s called “confirm complete”

Carlton Ackerman  to  Everyone 7:12 PM

I can echo everything that Principal Miller is saying at Walls with our front doors.

Carlton Ackerman  to  Everyone 7:17 PM

It really bugs me that we are talking about many schools that have front doors that do not work, do not lock during the day or night, that represent open doors to our troubled communities.  What will it take to get this problem fixed?

Karen Kassekert  to  Everyone 7:19 PM

@Carlton- It is a miracle this hasn’t hit the media. Imagine if this was made public.

Carlton Ackerman  to  Everyone 7:21 PM

What this all means is that our students and adults are not necessarily safe in their schools because of this problem.

Steve Miller  to  Everyone 7:23 PM

Great point. I don’t get those email notifications

But will try to setup tomorrow lol

Toussaint’s iPhone (2)  to  Everyone 7:25 PM

We do have a mobile app

WPerkins’ iPhone  to  Everyone 7:27 PM

I’d love to see a building readiness checklist

Karen Kassekert  to  Everyone 7:28 PM

Working water- water fountains, warm water in the bathrooms, appropriately flushing toilets

Toussaint’s iPhone (2)  to  Everyone 7:29 PM

The app isn’t widely used because it’s not the most user friendly.

Karen Kassekert  to  Everyone 7:29 PM

Locks + working PA system

Bilingual/multilingual signage for critical information

WPerkins’ iPhone  to  Everyone 7:29 PM

Email me about school readiness checklist items wperkins@dccouncil.gov

Carlton Ackerman  to  Everyone 7:30 PM

Principals need to know who is on their security team every day, and have a say as to who is serving as security in their schools.  Principals need to be the “Buck Stops Here” on all things in our schools.  This subcontract affects our security, our technology and even our nursing staffs.  It’s bad.

Laura Fuchs  to  Everyone 7:30 PM

Thanks all!

Toussaint’s iPhone (2)  to  Everyone 7:30 PM

There is a biannual work order training called OCOO Institute. The next one is is July. It’s open to all custodians and Strategy and Logistics leaders at schools

WPerkins’ iPhone  to  Everyone 7:30 PM

Have a great summer!!

Steve Miller 7:30 PM

Thanks for your advocacy and your work!

SHAPPE Meeting of May 23, 2023

Attending: STAY, Woodson, Ga Ave Family Collaborative, DCPS CAT team, DME. WTU, DCPS Bilingual office, Council staff 1 and 4, Empower Ed

Safety and Security

Students are in school from 9am to 3pm at most DC campuses. These 6 hours are 25% of the 24 hour day. Overall, students who attend and remain in the building are safe.  The times where students are at higher risk of being hurt are often in transit. 

Since 1998 and 2004 many of the building issues like modernized buildings with closed circuit cameras, delayed egress doors, outdoor lighting have been addressed.  The issue of stable trusting relationships over years has in many ways gotten worse with high turnover of staff and high mobility of students. 

The last two meetings prior to the Pandemic close of campuses addressed these issues. The notes from those meetings are captured in these notes. 

The items in yellow will be prioritized. 

SHAPPE will invite Louis Cardona of the Street Outreach Network (Gang Prevention) in Montgomery County to the June 27th Meeting.  They have put in place a public health model.

Also Known As: SON - Street Outreach Network

The mission of the Street Outreach Network is to prevent, neutralize, and control hostile behavior in high risk youth and youth gangs through the development of positive relationships between youth/community stakeholders and the outreach workers. The outreach worker will utilize positive youth development programs and leisure time activities as the intervening vehicle for redirecting antisocial and aggressive behaviors.

And Jasmin Benab Outreach Director Of Community Outreach in the Public Safety & Justice Office

Resource Available in DC to some communities through ONSE Office of Neighborhood Safety and Engagement

The ONSE Leadership Academies utilizes a Positive Youth Development (PYD) approach, which has its origins in the field of prevention. This model promotes positive outcomes for youth by fostering relationships with caring adults, engaging youth in experiences that promote growth and personal learning, and creating environments where youth feel safe and cared for. 

The program focuses on student ABC’S – attendance, behavior, course performance, and safety/safe passage.

Identifying Students

Students are referred to the program by school personnel (principals, assistant principals, counselors, and social workers) in consultation with the ONSE staff.

OLA Academy Schools

SY 21-22

·         Paul Public Charter High School

·         HD Woodson High School

·         Anacostia High School

SY 22-23 (additional schools)

·         Paul Public Charter Middle School

·         Kelly Miller Middle School

·         Kramer Middle School

OLA has partnered with DCPS to help foster a school culture that cultivates a welcoming, positive, safe, orderly, and healthy environment that is student-centered, developmentally appropriate and supportive. OLA partners with community-based organizations to ensure the physical and emotional safety of every student. OLA connects students and their families to support services necessary to engage students in school.

OLA uses positive reinforcement, re-direction, de-escalation, meditation, conflict resolution, and non-disciplinary interventions to correct behavior. In the school climate, OLA staff enable and encourage students to reflect on their actions, learn from their mistakes, and restore relationships that have been negatively impacted. OLA has provided interventions that respect individuals, balance the interests of the school community, and minimize disruption of academic instruction.

Discussion of Student and School Safety and Security

Conditions

National

n  The MS13 and 18th street gangs are international and local, they are violent and well established. Schools have no control over this only control over a response. 

n  There are more guns and they are more easily available to those in DC

Policy

n  We have an educational system that incentivizes travel across the city to schools. Safe passage before and after school hours is a safety challenge. 

n  There are 70 different discipline policies across the different LEA’s.  Students, who have been expelled from a charter LEA or a DCPS citywide school for serious cause not illegal but threatening, have the right to attend their neighborhood DCPS School.  These schools may not have the wrap around services, staff and training to respond to and keep safe these students or their existing community of students and staff.

Local conditions

n  We have an increase in numbers of families coming as refugees to DC, they do not speak English; many have had a traumatic journey here.  The Bilingual office often has to place these students in schools that are crowded and do not have additional staff, training or resources to serve them. 

n  Students leaving their countries in the middle of the night, do not have time to go and collect their transcripts. There is no norming, no provision to respond to this with some flexibility.  The administration of PARCC to students arriving this way even after 1.5 years is often stressful and inappropriate. 

n  There are also neighborhood crews that recruit and develop territories. 

n  Communication between schools in close proximity across LEA’s is not automatic, it is dependent on relationships.

n  Safe Passage workers are not equipped with radios, nor should they intervene in altercations. 

Issues from the January and February 2020 meetings on this topic prior to the Pandemic: they are still present and acute and have not been addressed-- FROM the January 2020 SHAPPE Meeting Notes:

Many of the strategies and groups that were in place years ago are no longer available.  We can learn from the past however. The Gang Intervention Unit is one example. 

n  Security guards and personnel in the DCPS schools with a high percentage of students who do not speak English are not bi-lingual.  This means students do not understand what is being said to them. This is basic.  With the signing of a new contract, this was not addressed.  While it is part of the DC licensing requirements, DCPS could look at personnel and training for schools primarily in wards 1 and 4 where this serious.   It has been years and there have been requests by successive school leaders to respond to this. 

n  The Gang Task Force in DC was dissolved. This is not true for the neighboring jurisdictions. Devastation crosses racial lines. Females joining gangs are at great risk, anything adults can do to prevent joining matters; MPD has worked with the city on re-location in specific instances where young people are targeted to provide for safety. 

Strategies that have helped contributed by those present: in January 2020

o   Trust is at the top of the list.  Trust within a school, trust of students in at least one adult, trust between agencies and between schools.

o   Next Step Charter School provided a history on the evolution of gangs, their history- this was helpful.  Perhaps we can track this down - Scott Goldstein will follow up.

o   MPD, DCPS, FBI are working on greater support in making arrests

o   Regional Support: The surrounding jurisdictions, Prince George’s and Arlington have resources and insights that could help us.

o   Relationships with caring, kind adults in the school are crucial for students to be able to express their fears and for the adults to comfort provide information and support.

o   Sports and Enrichment programs after school help tremendously in giving young people a sense of belonging and doing.

o   School staffing- Roosevelt STAY has only 3 social workers with close to 800 students many of whom are in a high risk population.  The question was asked what is ideal.   Should it be one counselor or social worker per 50 students, per 100?

o   Enrichment Programs often offered by community partners have been helpful in providing support

o   Credible Messenger Program – out of the Attorney General’s office.  Can we explore this for more neighborhoods?

o   Parent Coaches

Next Steps identified in 2020

·         DCPS will provide a response to SHAPPE prior to the oversight hearing on DCPS before the Council.  We will have a chance to see if there are things in the school budgets that can help also.  Contact: Cathy Reilly

·         Reconvene the Gang Task force between a number of adjacent schools to improve real time communication to help prevent altercations. Contact: Jasmine Benab – Mayor’s Office of Public Safety and Justice

Follow up at February 24th SHAPPE meeting including evaluation of budget supports, progress on bilingual staff, training opportunities, status of reporting, Credible Messenger program

o   Staff was to be trained in cultural sensitivity

o   More support was to have been offered for SAFE PASSAGE, women in particular.

o   Recommended to contact Restorative DC

o   OSSE workshops in Mental Health First Aid

o   Bilingual Security Staff: the biggest obstacles has been the 2 years of experience requirement. They are looking into how to have that possibly waived for bilingual applicants and substituted with an intense initial training program. 

Follow up on XQ:

·         Funding – this is administered through two foundations XQ and Ed Forward. 

o   Some of the programs coming to schools are funded by other organizations like Junior Achievement at Anacostia.  There are others like NuTech Network that have an annual contract fee.  The Design Lab of DCPS works with OSSE resources and the grants to meet the needs across schools in a fair manner. 

o   Schools develop proposals with guidelines focused on capacity building, Professional development, stakeholder engagement and model implementation. They are then reviewed by the DCPS and XQ reviewers.

·         The announcement of which schools will move forward in Cohort 2 of XQ initiative will e made before the end of the school year.  There will be a recommendation to the Chancellor from the external cohort group and he will make the final decision.

·         There will be no Cohort 3 for the 2023-2024 school year.  DCPS and XQ will take the time to work out some of the challenges like the timing not aligning with scheduling and other demands on schools. 

We will continue to follow up and review this latest high school reform initiative. 

Budget – The DC Council will take the second vote on the budget next Tuesday May 30th.  We will alert schools as to what the effect will be on their program and budget. 

Next Meeting on Zoom on June 27th

SHAPPE notes 4-25-23

Attending:

Budget: First vote on May 16th

Concern with the lack of negotiation between the Council and DCPS and what the final product will look like.  Right now the Council is requiring a cut to central to fund 23.9 in additional funding to schools.  While there are specific cuts recommended the Council chair has indicated that DCPS can make adjustments.  I will post the proposal on the SHAPPE website.  Because DCPS did not follow the requirements in the Schools First Act, the Chairman can go into the budget and make those changes himself.  While the intention is good, and funds to schools are needed, I feel concern about the cuts to affect of the recommended cuts to central and the potential impact on schools ability to hire and process.  We will know after the first vote on May 16th. 

Capital Budget

Continued concern with the schools first modernized and the wear and tear with increased enrollments and time.  Stairwells, carpets, toilets, the air flow and quality, furniture.  For schools now modernized 15 years ago, there should be an automatic replacement line in the budget yearly.  This should not be a fight. Schools are spending their NPS funding on desks.

Note: when swing space location ends, all of a school’s furniture is often left there.  A school moving in brings their furniture. How is this handled with net zero?

XQ: What is the funding and how is it distributed?  Are there restrictions on it?

·         Schools that entered first cohort and did not move into the next phase have presented 4 times.  Would be very helpful to know if they were going to move schools up, how many. 

·         What is the reasoning behind not having principal as contact?

·         DCPS has indicted they do not have the bandwidth to support another full cohort coming in

Green School Award to Cardozo – nationally recognized, only one in DC this year.  They emphasized energy efficiency, garden club, recycling program, curriculum – DGS helped.  The potential to get this award is not necessarily aligned with modernization – Whittier got it a few years ago

School Security

·         Locks and doors are the number 1 issue- the largest number of work orders coming into DGS.  Since this does not interrupt instruction, it is not classified as an emergency

·         CM Janeese Lewis George and Robert White have put forward a bill that will require DGS to conduct a yearly inspection.  With this completed accurate assessment, it will allow for follow up.  These inspections will be staggered and scheduled throughout the year. 

·         The current amendment before the Council on the SRO’s would not add funds but would stop the attrition and would maintain the MPD division of school security.

Public Safety and Justice will now do the contracting for the SAFE PASSAGE program.  The DME will continue to have oversight.

Boundary and Feeder Patterns

MacArthur HS will open with 200 9th graders and a smaller cohort of 10th graders in the fall.  They have a wait list of over 200.  It appears that the majority of those that applied are from Deal and Hardy. In order to relieve the potential crowding at Jackson Reed, Deal students will get a preference.

The Office of the Deputy Mayor for Education (DME) is overseeing two major community processes to inform the DC Public Education Master Facilities Plan (MFP) and the Boundary and Student Assignment Study (Boundary Study).

Your participation will be vital to ensure we collectively and collaboratively develop robust plans for the brightest future possible for students, families, our school system, and city.

DME will host two virtual town halls about facilities (MFP) and another two virtual town halls about student assignment (Boundary Study) in May to learn more about these processes and provide your feedback. To participate, please click the unique hyperlinks below to register. (Spanish interpretation will be provided at all meetings.)

Master Facilities Plan meetings:

·         Tuesday, May 9 at 6 p.m. – 7:30 p.m. (click here)

·         Wednesday, May 10 at 6 p.m. – 7:30 p.m. (click here)

Both MFP town halls will cover the same content.

Boundary Study meetings:

·         Tuesday, May 16 at 6 p.m. – 7:30 p.m. (click here)

·         Wednesday, May 17 at 6 p.m. – 7:30 p.m. (click here)

Both Boundary Study town halls will cover the same content.

Visit the DME Virtual Town Hall Series website to learn more about what to expect at the meetings. Recordings of the town halls will also be available on the site. The DME will hold more town halls in the summer and fall as well!

In the meantime, we invite you share your thoughts on the boundary process, view some Frequently Asked Questions about both the MFP 2023 and Boundary Study, or contact us by emailing DME.planning@dc.gov.

Literacy Task Force website here-https://osse.dc.gov/page/literacy-dc  money has been set aside.

Social Studies Standards have not been updated since 2006, so the vote and process of the SBOE is important.

Enrollment – wait lists, the calculation for the admission schools in how many to admit initially is difficult. There is pressure for them to admit more ie. To get a class of 150 to admit 190, thinking that 40 may not enroll.  This means the school would take fewer off of the waiting list and cause less disruption. However, it has meant if too many accept they are over enrolled and do not have the funds.  The application schools would like this to be more examined and to not take the risk of the over enrollment.   AS it is it puts the quality of the school at jeopardy.

Ellington – School is concerned with control and with funding. There has been movement but there are still issues that are not resolved.

PARCC testing and AP testing – it is a month-long endeavor, This remains a big challenge for students, families and teachers.  There area no more breaks, and the concerns about socio emotional costs do not seem adequately considered.  Hope to follow up on this. 

LSAT Collaborative: the Collaborative is working with DCPS CAT on the timing of the way the school comprehensive plans are developed and reviewed so that they are the foundation for the budget, also most importantly so that they are written with robust staff and community engagement and input. 

Next Meeting May 23

Follow up on

·         XQ

·         Capital budget items

·         Enrollment Acceptance Practices

·         Final Budget proposals

From  Scott Goldstein  to  Everyone:

         Dunbar and Cardozo are the two initial ones

18:25:11 From  WPerkins’ iPhone  to  Everyone:

         Is that money central? Can it be cut with chairman cuts?

18:27:02 From  Scott Goldstein  to  Everyone:

         May have to go in a minute but Dunbar is getting a flexible schedule through XQ.

18:27:36 From  Scott Goldstein  to  Everyone:

         And Sarah Navarro’s team at DCPS is leading the effort on what flexible models they will allow for all other schools which, last we talked, they would release to schools sometime this spring I believe

18:31:39 From  Crystal Sylvia, she/her  to  Everyone:

         Who is requiring schools rewrite proposals? DCPS or XQ

18:35:20 From  Steve’s iPhone  to  Everyone:

         So far all we’ve seen at Cardozo from XQ is money for “inspirational” visits and some new “coordinator” staff

18:42:48 From  WPerkins’ iPhone  to  Everyone:

         Anacostia won before, I think

18:45:21 From  Principal Wilkerson Roose  to  Everyone:

         Hey everyone! Sorry— It’s interview season!

19:02:17 From  WPerkins’ iPhone  to  Everyone:

         There’s no money for interior painting either

19:14:27 From  WPerkins’ iPhone  to  Everyone:

         I gotta go. Have a good night everybody!

SHAPPE Meeting of 3-28-2023

Guest: Ricky Brown- DCPS Executive Director of School Security

Attending – 25 members of school leadership, teachers, parents, SBOE, Council,

Discussion: School Safety and Security: Our goal is to first look at what currently exists and then look at what is working and what is not in order to evaluate current policy suggestions and chart a path forward. 

Currently:

DCPS Special Police Officers – 19 currently on staff, they work in three shifts in order to cover 24 hours. DCPS officers are licensed to carry guns. They respond to roving requests and are similar to those at UDC. They are trained in restorative practices and have the right to carry a weapon, work a 40 hour week. 

Security Guards: DCPS is in the first option of a three year optioned contract with SAMS- the same contractor as previously engaged.  There are 357 officers currently employed and they are at the 118 different DCPS schools. The security guards are represented by a union and commissioned through Security Officers Management Branch (SOMB) Effective January 2, 2014, the processing of all license applications, including license renewals, for private detectives, private investigators, special police officers, and security officers will be handled by the Department of Consumer and Regulatory Affairs (DCRA), although final signoff of each application will still be done by the Metropolitan Police Department, Security Officers Management Branch (SOMB).

The School resource officers – MPD SRO’s – DC Council signed a law last year that will zero out the MPD School Safety Division and all of the SRO officers.  SRO’s will check into a school when they go on duty. In general they are assigned to a number of schools and would not be inside the school full time. There are principals who have an officer assigned and in some cases they may be in the school when invited.  For the most part they are trained to respond to young people and would come when called.  With the announced end of this division the reduction of officers in the School Safety Division is happening faster than the timeline of 2025. 

Recent Efforts: DCPS has worked to ensure that the security guards and DCPS officers specially trained to respond appropriately to young people and are aware of all that we have learned about the historic trauma in our community as well as the recent trauma to families and young people from COVID.  The effort has been to ensure that all of these members of the team are coordinated and trained well.  It was noted that this training has improved. 

Schools are instructed to call 311 for not critical issues, to use the DCPS  incident reporting system. 

DCPS security’s aim is to work very closely with school leadership in terms of proscribing authority – for example where security guards are stationed. 

Their aim is to be vision setting, monthly contractor meetings are held to track challenges so that systems can be made to be more responsive. 

Questions and Concerns:

·         STAFFING: schools with big bumps in enrollment feel they are understaffed for security.  This is exacerbated when there are absences and no replacements

·         SHAPPE among other organizations requested that schools be able to hire and include in training their own security guards.  This was prior to the renewal of the SAMS contract.  At a minimum having security guards trained to participate in the cultural trainings conducted at the school level is vital. This request was granted to CHEC after a 5 month wait.  Would be great to have this be part of the system.    

·         There continues to be an issue with staff from all of these not being linguistically diverse and able to communicate with students at the schools in wards 1 and 4 in particular. 

·         Security Guards are not permitted to leave the school grounds – thus cannot accompany students to bus stops and metro stations. This has to be done then by school staff. This was an issue highlighted last year and continues to be an issue.  This is something that SRO’s are able to do if they are in the vicinity – be available or present. This is a union issue and partly why safe passage funding and support from communities has been engaged and is needed. 

Safe Passage employees that will now be managed through the Deputy Mayor for Public Safety and Justice’s office cannot always s handle the issues that arise.  They have limited training and limited responsibilities. 

·         While there are differing opinions on the role of MPD inside the buildings – there is a strong preference for MPD to not enter buildings unless there is a full on crisis.  Their presence conveys safety to some but definite threat to others.  The research shows that it does not make it safer and having a gun in the school at all on an armed SRO is potentially dangerous.  DC Special police do not have to be armed….

·         Concern with number of areas that are contracted out and not employed directly by school leadership. This is true in many areas including security, facilities issues with DGS, partnerships and other government agencies.  This can present coordination and communication issues at times for those in schools.

·         Physical building systems pertaining to safety that are not functional or working. These include PA Systems, exterior doors that don’t shut properly or lock, cameras that are old and not working as needed. 

DCPS security staff does not have access to SALESFORCE which is used for work orders.  Security staff red flag issues that arise so that they can work with facilities to fast track.  This is done daily.   Mr. Brown noted these challenges and is continuing to work on better systems and as well as reducing barriers to bi-lingual hires.

Schools cannot handle all of the challenges of our larger community. They have taken on much more in the past decades as was evident during COVID. 

There are three areas for us to consider based on the discussion – please provide feedback. 

Also Review CM Parker’s proposal for Safety Directors and how that can address the issues that came up.  Review the role of SRO’s that is currently being re-considered separate from compassion and training of those currently in this role. 

Prevention-

1.       This involves ensuring that the facilities are safe, doors are alarmed if necessary.  They operate well.  PA systems work in all areas where students and staff may be; Cameras are in working order.  All classroom doors can be secured and locked.  Added exterior lighting is in working order.  This is doable and basic.

2.       Supportive staff inside the building including a good ratio of counselors, social workers, psychologists, restorative justice coordinators, behavior techs. Mental health needs have only grown for students and staff. 

3.       Coordinated and aligned training for a strong safe building culture for everyone in the building including security personnel. 

4.       Strong connections with the surrounding community

5.       Resources for students and engagement of students in these discussions.   Status of mental health ambassadors..

6.       Linguistically diverse staff and strong communication

Security Inside the Building

1.       Personnel that can respond quickly and appropriately to incidents, fights etc. 

2.       A clear agreed upon discipline policy

3.       Clear lines of authority, reporting and communication. 

4.       Understanding of who to call when for help.  Quick response times.

Issues with Safe Passage and Community

1.       Clear coordination and connection to what is happening at other schools in the vicinity as well as in the surrounding community.  This requires communication and a system that ensures that information is appropriately communicated to those that need it.

2.       The lock downs this year at Coolidge, Ida B Wells and Whittier as well as the robberies and killing in front of the school indicate how much is outside the control of the school yet directly impacts the school 

Appreciation for the SAFE PASSAGE SAFE BLOCKs program noted here as well as evaluation and consideration of what else is needed.  DMPSJ’s proposed budget includes a one-time increase of $3,794,000 in the Public Safety program to support the Safe Passage Safe Blocks program, which provides a presence and safe passage for students and families as they travel to and from school.
In Federal Payments, ODMPSJ’s proposed budget includes an increase of $5,221,709 in ARPA - Federal
Municipal funding to support 1.0 FTE and to cover the operational cost of the Safe Passage Safe Blocks
program. This increase in spending is supported by Coronavirus Relief funds from the American Rescue Plan Act.

3.       Safety for all of our young people even when they are not in school

BUDGET

High schools overall fared extremely well in the operating budget.  With the decision by DCPS to fund the at risk concentration whether or not the Mayor did, schools with over 40% or 70% students qualifying, additional funds were awarded.  DCPS high schools in total received about 30million more dollars. Enrollment is substantially up at a number of campuses.  5 schools did receive less funding – SWW, Ellington, Bard, Ron Brown and Anacostia.  While there was some loss of enrollment at these sites, SWW noted the issue of additional students into the year and the need for funding. 

DCPS FY 24 Capital Budget Information and Questions

$77 million to renovate and bring the new MacArthur High School online, creating 800 new high school seats
serving the Ward 3 community;
• $13 million to build a new cafeteria facility at Coolidge High School and renovate the Hardy Middle School
and Plummer Elementary School cafeterias;
• Another historic investment of $43 million between DCPS and DGS for the replacement of aging heating and
cooling systems in schools to ensure comfortable classrooms suitable for learning;
• $22 million in FY 2024 and $44 million over six years to address life safety needs, replace roofs, and make
other major repairs at schools; and
• $8 million to complete the Mayor’s commitment to replace smart boards in every DCPS classroom to support
more dynamic, interactive, and engaging learning.

Questions:

·         Where are funds for Roosevelt STAY at Garnet Patterson

·         Concern about the design for Coolidge Cafeteria and community input on this

·         Field replacement for Eastern is not in the budget – has it been completed?

·         Field replacements are for Brightwood, Hardy, Deal, Dunbar and Barnard

·         Will small capital replace furniture at CHEC and SWW? Deal with repairs at schools that were modernized first?

CHEC and Roosevelt STAY highlighted the following needs. 

CHEC – a school like McKinley and Eastern that was among the very first to be modernized:

             1. Install school marquee – petitioning for 7 years now.

             2. Install safety egress doors for all 1st floor doors – major student/staff safety concern.

             3. Repair all stairwell treads throughout the building as most of them are completely worn out.

             4. Install/establish at least 4 gender neutral bathrooms in compliance with DC Council Law

5. Re-key all door – master key has been compromised over the year and need to implement new key distribution system.

             6. Replace 118 old/obsolete CCTV – major student/staff concern - no working TV's in the school

             7. Removal of all carpets – installed in 2006, major health concern

             8. Install bathroom and water facilities on the field

             9. Replace all remaining old clocks with new ones in all classrooms (over 15 years old)

             10. Installing a new digital PA system with music and WIFI access

             FOLLOW UP TASK

1. There are 191 Heat Pump units that use R22 Refrigerants which are no longer manufactured in the US. As of January 1, 2020, production and import of R22 refrigerant was ille

             Also, they are overenrolled by 200 and need trailers

Roosevelt STAY

Roosevelt STAY has been co-located at Roosevelt high school since 2002.  As both programs grew this was no longer possible and STAY moved to Garnet Patterson which had formerly been used as swing space.   Originally there was a 17m dollar budget to make at least a portion of the building operational by fall of 2022.  That budget is now at 14 million and the scope of work has been scaled back.  It is now quite modest, leaving the following glaring problems. 

DCPS closed Metropolitan which was also an Opportunity Academy and encouraged the students to attend Roosevelt or Ballou STAY or Luke Moore.  There are only three of these schools in DCPS. The projected enrollment for 2024 at Roosevelt STAY is 699.  The health and safety issues noted below are minimum.  This is the budget time and currently there are no additional funds budgeted.  To have a cafeteria and CTE space with no handicap access is outside what we can permit.  This will now take some effort to identify additional funds for this school. 

1.       Science Labs- Our science labs need to be safe. They need eye washing stations, decontamination showers, and proper ventilation. 

2.       HVAC- Currently, our boiler is running. Our window A/C units are also running, and the windows are open. This is because we cannot keep the building at a reasonable temperature. We need a modern HVAC that will allow us to keep our students in a comfortable learning environment and also be good for the environment. 

3.       Asbestos Floors- We have a report stating that there is asbestos under the floors. The floors in the "ready" part of the school are buckling and cracking.  We have requested that DGS do sampling to assess the health threat. 

4.       Asbestos Doors- We have a report stating that there is asbestos in the internal doors. Not only are these unsightly, but they also need to be removed for the safety of our students. 

5.       Elevator to the ground floor- Our ground floor/basement currently is not handicap accessible. This means that any person who has limited mobility will be unable to access our cafeteria or our CTE programs. The CTE programs currently have quite a few older adults who require elevator access to get to the classrooms at Roosevelt. This also means that our staff will be required to carry all food items (supplies, trash, etc.) up and down the stairs. 

6.       Gym- The gym is going to be bare-bones right now. It needs a scoreboard, bleachers, a logo on the floor, and an announcement system. 

7.       Childcare center- RSTAY has approximately 40 students who are young parents, 14 who are currently looking for childcare, and 4 expecting parents. We need onsite childcare to benefit our school community. 

Meeting Chat

18:20:27 From  Scott Goldstein  to  Everyone:

             YES!

18:20:34 From  AP Shari Daniel, RSTAY  to  Everyone:

             YES YES YES

18:23:08 From  WPerkins’ iPhone  to  Everyone:

             Can Mr Brown please explain the role of the DCPS officers (vs the MPD SRO’s and SAM officers)? Are they commissioned or closer to full MPD officers?

18:25:43 From  sandramoscoso  to  Everyone:

             Reacted to "Can Mr Brown please ..." with 👍

18:34:25 From  WPerkins’ iPhone  to  Everyone:

             Thank you! And how many of them are there? The DCPS special officers

18:36:28 From  Karen Kassekert  to  Everyone:

             Can you speak to response times when calling the command center v. response times when calling 911?

18:36:33 From  WPerkins’ iPhone  to  Everyone:

             Thank you!!

18:45:44 From  Scott Goldstein  to  Everyone:

             The number one thing I’ve heard from principals is that collaboration is a big issue

18:50:37 From  Scott Goldstein  to  Everyone:

             yes

18:53:33 From  WPerkins’ iPhone  to  Everyone:

             I’m learning a lot!

18:53:44 From  sandramoscoso  to  Everyone:

             Replying to "I’m learning a lot!"

             Same!

18:56:17 From  Ron Hampton  to  Everyone:

             Thank you and I agree. That may be the foundation of the concerns we have now. Using law enforcement as the answer and it was not the answer and never was the answer. The solutions are in the communities we live in and their residents.

18:59:27 From  sandramoscoso  to  Everyone:

             Thank you!

19:02:57 From  R. A. Brown, Jr.  to  Everyone:

             Absolutely my pleasure!

19:03:04 From  WPerkins’ iPhone  to  Everyone:

             https://lims.dccouncil.gov/downloads/LIMS/52437/Hearing_Notice/B25-0170-Hearing_Notice1.pdf

19:03:47 From  WPerkins’ iPhone  to  Everyone:

             http://janeeseward4.com/testify

19:03:54 From  Scott Goldstein  to  Everyone:

             here

19:03:56 From  WPerkins’ iPhone  to  Everyone:

             Thu, 4/6 DGS budget hearing

19:04:06 From  WPerkins’ iPhone  to  Everyone:

             Thu, 4/13 DGS bill hearing

19:04:17 From  WPerkins’ iPhone  to  Everyone:

             Wperkins@dccouncil.gov

19:04:41 From  sandramoscoso  to  Everyone:

             Exactly, Will. The DGS issues that impact security are those that we don’t want to raise publicly, for fear that they will manifest the very issues we are afraid of. It makes it difficult to hold DGS ++ accountable for resolving these.

19:07:02 From  R. A. Brown, Jr.  to  Everyone:

             Ricky A. Brown, Jr.  Ricky.Brown@k12.dc.gov

19:07:29 From  Karen Kassekert  to  Everyone:

             Thank you, Ricky!!! We appreciate you!

19:08:36 From  R. A. Brown, Jr.  to  Everyone:

             Hi Karen - absolutely my pleasure! :-)

19:12:51 From  Maria Tukeva Principal CHEC  to  Everyone:

             1. Install school marquee – petitioning for 7 years now.

             2. Install safety egress doors for all 1st floor doors – major student/staff safety concern.

             3. Repair all stairwell treads throughout the building as most of them are completely worn out.

             4. Install/establish at least 4 gender neutral bathrooms in compliance with DC Council Law

             5. Re-key all door – master key has been compromised over the year and need to implement new key distribution system.

             6. Replace 118 old/obsolete CCTV – major student/staff concern - no working TV's in the school

             7. Removal of all carpets – installed in 2006, major health concern

             8. Install bathroom and water facilities on the field

             9. Replace all remaining old clocks with new ones in all classrooms (over 15 years old)

             10. Installing a new digital PA system with music and WIFI access

             FOLLOW UP TASK

             1. There are 191 Heat Pump units that use R22 Refrigerants which are no longer manufactured in the US. As of January 1, 2020, production and import of R22 refrigerant was ille

19:13:24 From  Maria Tukeva Principal CHEC  to  Everyone:

             Also, we are overenrolled by 200 and need trailers

19:14:11 From  sandramoscoso  to  Everyone:

             Botox modernization 🔥

19:14:23 From  Amy Weedon  to  Everyone:

             Reacted to "Botox modernization ..." with 😂

19:14:34 From  Maria Tukeva Principal CHEC  to  Everyone:

             Need new furniture for the whole building

19:15:53 From  Amy Weedon  to  Everyone:

             I believe they found $$ for Eastern’s field this year. Contractors have already been out and started the process.

19:16:12 From  Scott Goldstein  to  Everyone:

             Sorry have to go. Thanks all!

19:22:08 From  Beth Perry  to  Everyone:

             14 parents and 4 expectant

19:22:23 From  Beth Perry  to  Everyone:

             who need childcare

19:25:21 From  Karen Kassekert  to  Everyone:

             Beth, what is the total number of parenting students?

19:27:27 From  sandramoscoso  to  Everyone:

             Do you think tactics will be used by central like pushing security guards again  onto school budgets?

19:29:49 From  Karen Kassekert  to  Everyone:

             As always, thank you, Cathy!!!

19:29:51 From  AP Shari Daniel, RSTAY  to  Everyone:

             Thank you, Cathy!

19:29:55 From  Principal Haith  to  Everyone:

             Good luck

19:30:04 From  Dylan Craig, RSTAY  to  Everyone:

             Thank you!

19:30:07 From  Beth Perry  to  Everyone:

             Thank you Cathy

19:30:07 From  Damián Popkin (DCPS)  to  Everyone:

             Thanks Cathy!

19:30:12 From  sandramoscoso  to  Everyone:

             Bye - thank you

19:30:17 From  victor Molina  to  Everyone:

             Thank you Cathy!

SHAPPE February 2023 Meeting: 25th Anniversary

Attending: SBOE, Roosevelt STAY, Jackson Reed, Roosevelt, WTU, SWW, CHEC, EmpowerEd, Woodson

Budget Stability: Is class size an element in deciding on budget, planning periods are not taken into account?

Overall other issues seem to be discussed in budget decisions: Schools strive for stability, and work to keep the current staff that has relationships with the students. Schools east of the river have seen enrollment loss and this is a primary focus.  This year they did have funds to keep valuable staff and to target the class size in the 9th and 10th grade especially where they are seeing more students enroll.

Jackson Reed did okay because they expanded enrollment.  Stable funding cannot depend on always expanding.  The major need is for better student supports.  They have 2 counselors per grade level – with a student body of 2200 this is an unsustainable load.  It means students are being short changed as incoming 9th graders new to high school, and as seniors. Counselors are also in charge of registrations.

STAY: Capital budget to get the school fully operational.  STAY needs a day care center as well as handicap access to the lower level. 

Eastern High School – This budget is allowing for more co-teaching of SPED students, adding teachers, adding a foreign language instructor as well as an expansion of the E-Sports program that has been so successful.  Enrollment can grow as long as the city does not continue to open more and more schools.

SWW lost 1.5 positions between last year and this year.  This loss was in a position they could not fill, funds were there; candidates were not. 

Hiring Pool for DCPS – there is a shortage of clinicians even when the funding is there, this should be addressed. Some schools have Wellness coordinators that are able to connect with the community and with clinicians, social workers. 

Need for social workers has grown - .5 at Ellington 10 years ago now it has 3

CHEC: why still a lower per pupil for CHEC.  Class size is large, mental health supports are insufficient and there should be a weight for being an education campus. 

FF and E needed at CHEC, crowding a SWW means there are 25 to 30 a class, things break with age and this level of intense use.

Social Workers: 5 years ago the licensing requirements changed. An LG is no longer enough, LICSW is a higher paid position and more experience is required.  This may have been necessary to collect reimbursements from Medicaid.  However, the shortage of help and the release of social workers that had the LG certification has made a difference.

DCPS paperwork: There are too many demands on social workers, and counselors.  The increase in tests and reporting, the requirement to enter what you did that day, the number of data systems that the employee has to interact with – all of this Is time away from students.  It means that right now, this is not a very attractive job.  The Department of Behavioral Health clinicians have not been consistent and there is tremendous turnover. This has not been a solution. 

Other Issues:

·         All students should have calculators when they take standardized tests and know how to use them. 

·         Too much time to approve from downtown for trips

·         One to one for computers.

·         ESSSER Funds – We need a list of what funds are still available and how funds have been spent

·         Problem in being able to spend funds: The money on the p cards was released 4 months into the school year.  Schools are then limited to a daily limit. This actually makes it hard to access the services and materials that staff counted on as part of their budget. There should be funds available in August. We need a way to get around the Oct. 1 fiscal year start for schools. 

·         Text book licenses was not all renewed, so it is a mixture of online and paper, hard cover text books

·         Toxic environment: the pressure on learning loss is backfiring and the focus on test taking and test scores is creating pressure and not leading to a strong full education. 

Teacher Wellness: Empower Ed released a report today and recommendations. Flexible spending will require additional staff and dollars.  They are also advocating for higher pay as well as a pipeline for para professional aides. 

Special Education classification – this changed – students who were not re-evaluated are not being counted.  There is a requirement that this be done every 3 years and this is being adhered to.  Tis might explain some of the drops at some schools. Students may still need the service

PLANNING

Laura will help bring together Ana Ballou and Woodson as we get into the master facilities planning – wards are thinking about what they need.  High schools should too.   Cardozo should be part of this as well. 

All high schools should be part of the master planning, the focus on a strong infrastructure of DCPS schools of right and options. 

Meeting Chat:

You 6:04 PM

Scott Goldstein  to  Everyone 6:07 PM

On metro can’t unmute but hi!

sandramoscoso  to  Everyone 6:07 PM

It’s a little noisy here, so will just introduce myself via email. I’m the HSA Rep on the School Without Walls LSAT.

Melody Molinoff - Jackson-Reed  to  You (Direct Message) 6:07 PM

I can only stay for a little bit. I have the Tech Advisory Committee tonight.

Frazier O'Leary  to  Everyone 6:08 PM

Kimberly Springle The Sumner School 2027301420

sandramoscoso  to  Everyone 6:10 PM

Congratulations!

Scott Goldstein  to  Everyone 6:10 PM

Performance hearing tomorrow, budget hearing in April

But obviously people use both to talk budget :)

Melody Molinoff - Jackson-Reed  to  Everyone 6:20 PM

Couldn’t agree more Karen!

Carlton Ackerman  to  Everyone 6:21 PM

Our budget was not “opened” until late November.

Melody Molinoff - Jackson-Reed  to  Everyone 6:22 PM

Cathy, also agree about class sizes. We have a fairly significant percentage of classes well over the 1:25 ratio. We are looking into this now.

Karen Kassekert  to  Everyone 6:23 PM

I think SBOE passed a resolution (??) that every school will have a Coordinator of Restorative Justice this year. Is that going to happen?

Scott Goldstein  to  Everyone 6:25 PM

Report- The Promise of Flexible Scheduling for Schools- https://www.weareempowered.org/flexiblescheduling.html

Melody Molinoff - Jackson-Reed  to  Everyone 6:26 PM

Apologies, I have to drop for another meeting. Have a good evening, all!

Frazier O'Leary  to  Everyone 6:26 PM

I'm in no hurry Cathy.

Scott Goldstein  to  Everyone 6:28 PM

DCPS principals were able to apply for additional ESSR funds from the pot of so far unused money and some got substantial funds that I believe don’t appear in the budgets

These social workers- to work in a school - have to accept case loads exponentially higher than they would have in another practice or job. Not very attractive .

Sorry I have to go- Thanks all!

Sharona Robinson, DCPS  to  Everyone 6:39 PM

Each school has a budget specialist to support them

Karen Kassekert  to  Everyone 6:44 PM

YES, PLEASE (To the facilities budget for RSTAY)

Laura Fuchs  to  Everyone 7:01 PM

Have to go! Thanks all

sandramoscoso  to  Everyone 7:12 PM

Adding to Carlton - enrollment projections drop by 5 students and then the school is made to enroll 15 more students than the projected #s (unfunded, of course).

Sharona Robinson, DCPS  to  Everyone 7:18 PM

I don’t take it personal as I earn my pay EVERY DAY

Carlton Ackerman  to  Everyone 7:22 PM

Our administrators are spending all their time in their office typing data.  I thought that this problem was already addressed and that principals were supposed to be given back some autonomy.

All the chiefs have the projects that demand the data they expect from each of us.

sandramoscoso  to  Everyone 7:29 PM

Bye - thank you!

Regina 7:29 PM

Thanks Cathy!

January SHAPPE Meeting on 1-24-23

Attending:  SBOE, DME SWW, CHEC, Roosevelt, Jackson Reed, Bard, Ellington, Dyslexia, Woodson, Eastern, Anacostia, EmpowerEd

Guest: Emerald Becker DCPS Deputy Chief Enrollment and Attendance DCPS speaking on Enrollment and Andrea Allen- Director Student Attendance on Attendance

Enrollment

Enrollment Projections- drive budget and are based on a formula that looks at trends over years and is also done in consultation with leadership

Growth Goal- this is a goal for schools that have space to support growth with incentives and support.  This is done instead of inflating projections- the enrollment period is basically 6 months- this looks for growth slowly over that time.

Benchmarks: this sets points in time over the 6 months in acknowledgement that growth has to occur steadily – including re-enrollment and new students. 

A major pain point with enrollment in DCPS is actually re-enrollment – our new students are backfilling students that we have lost.  DCPS is looking at panorama surveys and other ways to understand this.

Support for school to reach goals include but are not limited to..

- 1 I Pad to support registration; buy cards, paying for social media ads

Questions:

-          Is there a growth fund for all schools?  No, Growth school assignments are reviewed annually and probably average around 70 per year

-          When is Enrollment tabulated and sent to central – on a daily basis and this information is then given to all schools

-          Budget disincentives: 

o   If schools reach their growth goal, they may not receive increased funding for those students in August or Sept – and it is so difficult to hire then anyway.

o    Also schools do not receive anticipatory funding for the swelling that happens after the October 5th count day.  

o   Middle schools are incentivized to get their students into application schools.  Neighborhood schools outside of Jackson Reed are in fact serving their students well- this is not the message. 

Will connect us to Budget Strategist; 

-          DCPS does a Feeder Booklet and distributes it to all Kindergartners. 

-          They also do a Feeder Spirit Week and support hosting an event for this. 

-          There are also Robo calls – the Chancellor highlights neighborhood schools first ; 

-          The Enrollment office circulates best practice – what is working,

-          as well as yard signs on Feeder Pride that were delivered and posted this year 

-          there are citywide Radio Ads,

-          Washington Nationals and Commanders also do Robo Calls . 

-          There is a Parent Guide in English and Spanish with feeder patterns also booklets on Middle Schools and High Schools.

-          There was great success with a video of parents recording what they love about the school

Comment: with 249 schools and enormous incentives to constantly shop for a new school instead of invest and improve schools we have, this has hurt re-enrollment probably in both sectors.  There can be too much choice and we are saying to families and to students, don’t work to solve problems – leave.  We would like to see this change. 

Vertical Articulation Initiative is being proposed by DCPS– name will change, looking to allow schools some dedicated time during the school day so that staff and students can embrace and get excited about the next school year. 

More Suggestions from those present:

-          Shadow Days support enrolling students from lower grades to middle and high school. 

-          The Registration process on line to re-enroll is time consuming and frustrating, it should be available on cell phones, in different languages and go straight into ASPEN

-----DCPS for registration 2024 should have this – the contractor with ASPEN has finally developed the technology to make this possible.  One stumbling block has been the specific requirements for the signature from the OSSE policy. 

-          Synergy with My School DC –

Attendance

Communication to families on attendance is moderated by grade level – for example for early childhood, the importance of socialization is stressed, 

At Secondary – every day and every period is counted. The protocol has robo calls go to families in the evenings reporting an absence.  Letters go out after 3, then 5, then 7, then 10 days of unexcused absences.   If there are more than 30 period absences in a course – the student will fail FA(failure due to Absence)

There are meetings with parents, student and staff after 4 days of unexcused absences.  After 5 days – which is halfway to being truant there is a meeting at the school to work with what the barriers are and to work on a plan. 

MTSS – Multi Tier supports are also put in place to deal with chronic absence

Suggestions:   right now it is essentially a shadow system that has to be re-entered into Aspen.  There are not enough counselors and staff at many schools to implement this protocol.  Suggestion is to have a simple way for all parents to enter the excuse through their phone so it can be directly entered into ASPEN.  This will have to be verified and the reason for the absence has to be one of the prescribed ones- this would however cut down on the wrong entries and the verification process would be less cumbersome then the double entry process.  

Appreciation that the letters going out are less threatening – great concern with the threat of MPD as not being effective and also being immensely stressful in particular for some families . 

In terms of equity, concern that some families are very facile with entering the excused absences and others are not so facile and their young people might be unexcused at times when they should be excused. 

Truancy task force is looking into what might be the unintended consequences of the Failure due to absence.  In a year- long course, 3 days a month puts you so one more day and you fail.  One student went over the 30 days right at the end of the year and had a B average – this student received a FA. 

There are also the issues of students, especially since COVID who do not take getting to school or getting there on time seriously – this is despite lots of outreach and support from the school. 

There has been a lot of effort to notify families of absence, and of cumulative absences.  Families do not always feel they have control of enforcing a policy with their 16 to 18 year olds. 

There is concern that the punitive approach is not working, there are those that ignore the policy and others who may feel unfairly punished.  How effective are court referrals? 

The Attendance Division works with many partners like Show UP Stand Out,

Everyday Labs shows excused and unexcused absences – a true accounting, also offers supports and tips

Sharing the FA policy and appeal process- pages 8-9 of the Secondary Grading Policy --chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://dcps.dc.gov/sites/default/files/dc/sites/dcps/publication/attachments/Secondary-Grading-and-Reporting-Policy-8621.pdf

Chat from meeting

From Laura Fuchs to Everyone 06:02 PM

They’re telling us to go to school 

From Crystal Sylvia, she/her to Everyone 06:03 PM

IN PERSON

From Laura Fuchs to Everyone 06:05 PM

Yeah that is too much pd. When are we supposed to grade in that schedule

Yeah it seems contrary to the mayor’s whole “we need people in person downtown” message 

From Melody Molinoff to Everyone 06:12 PM

Will every school be given a growth goal?

From Laura Fuchs to Everyone 06:17 PM

When do the growth goals have to be met? We typically see a big charter dump in the second semester

Do you find that east of the river schools have this situation? Because this doesn’t seem applicable to us

Do we get additional staffing for meeting a growth goal?

Is this an iPad per student? I’m so confused here

So a set of iPads? Or 1?

What even is this? A joke???

1-1… something we haven’t seen happen 

From Frazier O'Leary to Everyone 06:29 PM

Cardozo's feeder pattern is Cardozo Middle School.

From Stephen Tremaine (Bard College) to Everyone 06:37 PM

Sorry to say I have to hop off early to put a kiddo to bed. Thanks for convening, Cathy! Very helpful. And thanks, Emerald Becker, for the info

From Crystal Sylvia, she/her to Everyone 06:40 PM

Can you share again what that initiative is called?

From emerald.becker to Everyone 06:42 PM

Here is our https://enrolldcps.dc.gov/sites/dcpsenrollment/files/page_content/attachments/2022.10_12_DCPS%20FEEDER%20ENGLISH%202023_DIGITAL_FINAL%2010.17.22.pdf.

From Veronica Gonzalez to Everyone 07:08 PM

Sorry have to attend another neighborhood meeting. Thanks. I look forward to reading the notes. Great Talk!

From Melody Molinoff to Everyone 07:17 PM

Andrea, could you please share your contact info or the info for your team so we can share with families that are trying to correct their student’s attendance records?

From Andrea Allen, (she, her, hers) to Everyone 07:17 PM

andrea.allen@k12.dc.gov

From Melody Molinoff to Everyone 07:23 PM

Thank you!

Sorry - it said being referred to MPD and would receive a home visit. The way it read was aggressive and intimidating. Thank you for working to change that.

And especially because the attendance data is flawed.

From Crystal Sylvia, she/her to Everyone 07:23 PM

I agree Cathy 100% punitive does not work

From Melody Molinoff to Everyone 07:30 PM

We definitely appreciate your willingness to listen and consider improvements!

From emerald.becker to Everyone 07:31 PM

Thank you all for having us!

From Dawn Person Eastern HS to Everyone 07:31 PM

great

-           

SHAPPE Meeting of November 29, 2022

Attending: Roosevelt, CHEC, SWW, Bard, Eastern, Ellington, Roosevelt STAY, Ida B Wells, Globalize DC. Council staff Lewis George and Nadeau, Mendelson and 21CSF, DCPS CAP

Guest: Chairman Phil Mendelson

Discussion:

Education Facilities Master Plan- While the process has not started we are concerned that there was no vision noted in the request for proposals.  Currently the goals read:

Ensure that the submitted MFP accounts for equitable access to matter-of-right DCPS public school locations in every ward;

2023 DC Education Master Facilities Plan (MFP). The 2023 MFP will describe the current landscape of

Washington, DC’s public schools and will provide recommendations to address the following three goals,

while affirmatively advancing equity and excellence in public schools in Washington, DC.  The three goals

are to:

Ensure that school facilities are efficiently utilized,

Ensure every student is enrolled in a modern state of the art facility, and

Ensure every student’s daily experience is in a well-maintained facility.

The COMP plan says in chapter 12;

Ensure that the submitted MFP accounts for equitable access to matter-of-right DCPS public school locations in every ward;  1203.10 12-12 

This is the concern:

Total of over 302 different grade band options in schools in DC for 94,575 students (2021-22 school year-OSSE audited)

An average school per student ratio of 235 students per school

In both sectors, the expanding number of schools particularly secondary schools is limiting the ability of schools to offer a full and rich education. 

Middle School Grades

There are 16, 815 in grades 6,7th and 8th in 70 schools across the city.  This is an average of 241 students per school

·         DCPS has 24 of these schools with 8,349 students, averaging 348 per school (Alice Deal had 1396)

·         Public Charter schools 47 schools that have 8,466 students averaging 180 students per middle grades school.

High School:

There is a total 41 schools with at least a 9th grade –-totaling 19, 324 students.

·         DCPS high schools 20 with 12,116 students (Jackson Reed had  2062)

·         PCS currently have 21 schools with HS grades offered 7208 (excludes Goodwill despite inclusion of 420 9th graders)

We need the Council to stay attentive to the Master Planning process. 

It’s important that the Master planning process is reflective of a vision, not just a plan to deal with the past.   A vision concerns more than birth rate and plans for what is desired.  We need to have that clear

In response to the falling numbers at some campuses certainly partly due to the expanding number of seats and schools – we see expansion of grades.  For example Paul is expanding to 5th grade and Breakthrough’s expansion to 6th grade will have an impact on the surrounding DCPS schools as well as charters. 

DCPS is working on building programs.  For example, DOE and UDC are working at Anacostia as a river school – engineering options, a hydroponic greenhouse and the NAF academy will have a demonstration in December.  Even with low enrollment at this point in time,  we as a city cannot even contemplate closing Anacostia. 

The Chairman re-iterated that there is no plan to close schools. In response to a question – Do you believe it is important for us to maintain and grow a DCPS infrastructure system – the Chairman agreed. 

Concern with current schools and the impact of expansion on budgets and planning, Ellington was brought up- great concern with the current negotiations between the private Board and DCPS. The reporting is that DCPS wants to end the way the current arts program is designed and run. 

From a SHAPPE Member : what is the plan, how are decisions made , on what basis to open and expand schools, how  much money are we spending on administration across all of these LEA’s .  At what point do we acknowledge that this current model of competition without coordination, and planning is a loss.  We spend over 2 billion on public education.  Where is the big evaluation and plan.

Concern that funds are not going to teaching and learning – there is one half billion of public money in reserves of the charters – (this is a composite, some charters are struggling, others are able to put millions aside). 85% of these funds are public- this is different than the perception that there is a lot of private money in the charters, vast majority is public. 

CM Mendelson guesses the UPSFF will be increased by 3 or 4%. 

Schools First in Budgeting Bill:

CM Mendelson:

Bill is to promote stability – cuts will only be made on an FTE basis, using the average salary amount and only if enrollment drops enough to justify the loss of a whole class. 

Budget will be due around Feb. 1st to schools – close to what it has been, 7 weeks before Mayor submits budget to the Council.  March 23rd is submission date

Model proposed: (and now passed)

·         As of January 1 – schools’ budget becomes the floor for that school

·         (new at risk concentration will be added back in at the end)

·         Schools will be funded on the higher of the UPSFF or the WTU contract

·         Add increases for enrollment increases

·         Add for ELL and SPED

·         Add to correct for any additional costs passed on to schools

·         Reduce if enrollment drops to warrant the loss of a classroom teacher

·         Reduce if ELL or SPED drop

·         Chancellor is free to increase in school budgets

·         Add back in At risk Concentration weight

·         Calculation for each school will be public. 

The bill will re-write the code for funding DCPS. There remains concerns on the At risk funding. 

Stability – is most effected by proliferation of schools and for DCPS schools citywide schools adding grades without regard for existing capacity. 

What about Capital?

Inflation is high in construction, more so then what exists in other sectors.  CM Mendelson notes that the Mayor is good to the schools in general – if the budget increases the amount we can borrow increase – 12% debt cap.

Continued concern about cliff when all ESSER funds go- in a way we can’t afford what we have been given s- what will this mean -  It may have been decreasing but it is still paying for staff positions and other essentials.  The ESSER funds are not part of what will be included in the Schools First in Budgeting bill.  The title one funds are – DCPS will have to hold those constant regardless of whether schools lose those title one eligible students. 

Continued concerns with DGS and repairs and how to expedite. We may need a course correct – from a DCPS teacher.. The DCPS problems particularly with the buildings are all over social media.   Vital to be fixed

Auditor’s report was not a surprise.  From Chair Mendelson- there is not a systems approach.  He is working with CM White on how to proceed

It has been 4 months since the front door was repaired at one of our schools.

Violent Crime and our teenagers and young people

-          Hearing coming up on Attendance – chronically absent students are at risk of being part of the juvenile justice system  - these students should be eligible and receive early Intervention.

Have Council Members asked the students why they are not in school?

Are the City agencies doing enough – asks the Chief Judge of the Superior court, students are absent for as many as 100 or 150 days. 

Chaiarman: Current bill on safe passage has a huge fiscal impact – 140 million over 4 years – we may be able to get it down to 10 or 20 a year- that will also call for reductions in what is proposed. 

There are smaller neighborhood things that could make a difference if we engaged and worked with our young people- Community Basketball for example.  We could make it safe and accessible.  Right now neighbors fight a portable hoop that could go up at Friendship Ideal

Thank you to the Council Member and to all who attended. February 2023 marks 25 years of SHAPPE. 

Next meeting is January 24th. 

CHAT

From Me to Everyone 05:44 PM

The COMP plan says in chapter 12;

COMP Plan : Ensure that the submitted MFP accounts for equitable access to matter-of-right DCPS public school locations in every ward;

From Julie Lawson to Everyone 06:09 PM

Look forward to meeting you, Principal Wilkerson!

From Nikita Easley to Everyone 06:10 PM

Same LeKisha!

From Julie Lawson to Everyone 06:29 PM

It’s disappointing that DGS didn’t respond to the draft they were offered. The observation that some work orders were closed out with stock photos was shocking

From Carlton Ackerman to Everyone 06:31 PM

Why are there so many work orders?  Is the quality of work being done so bad that these jobs have to be done over and over?  We need more than this!

From Valerie Jablow to Everyone 06:32 PM

Reduce “inefficiency” while not even talking about, much less touching, the expansion of existing schools and creation of new ones is the definition of insanity.

From Mary Filardo 21CSF to Everyone 06:35 PM

Of the work orders, I think the report said that only 46% of work orders are for DCPS.  What about moving maintenance back into DCPS like 99% of school districts in U.S.?  There were, of course problems when DCPS had facilities, but they also had little funding at the time.

From Julie Lawson to Everyone 06:39 PM

The PCSB is quasi-independent, but what are the executive’s and council’s levers to control their expansion and decision making?

From Will Perkins to Everyone 06:42 PM

it's striking how different things are from 4 years ago! Things were trending up in 2018, projecting big enrollment gains. Now we're trending down or flat. Much tighter planning environment

From Mary Filardo 21CSF to Everyone 06:43 PM

I have looked at work orders for other urban school systems.  There are typically tens of thousands of them in a big urban system--Philly regularly has about 60,000.  Lots of pieces to school buildings and grounds, the issue is not that there are a lot of work orders, but what they are whether they are resolved well and in a timely way.

From Julie Lawson to Everyone 06:44 PM

@Will, and when we need by-right seats, and then we have these “optional” charter seats, those “optional” seats are harder to ebb and flow

From Valerie Jablow to Everyone 06:50 PM

But memorializing a bad budget for the next year probably will mean a bad budget for another year . . . not to mention that this doesn’t preserve STAFF, it preserves $$, which is not the same thing.

From Mary Filardo 21CSF to Everyone 06:54 PM

What about the capital budget?  How are you addressing the issue of inflation?

From Stephen Tremaine (Bard Early College) to Everyone 07:04 PM

I have to hop off to put a kiddo to bed - thanks for the very helpful info & for convening the discussion, Cathy!

From Mary Filardo 21CSF to Everyone 07:17 PM

thanks Cathy.  need to jump.

From Valerie Jablow to Everyone 07:18 PM

Thanks got to go.

From Julie Lawson to Everyone 07:20 PM

It’s not hard to hear. It’s true

From Karen RSTAY to Everyone 07:25 PM

I would love for the City Council to put together a task force to identify attendance issues. I am happy to support by linking the task force with students and alums who are/were chronically truant.

Will gets ALL of our texts! Thanks, Will!

From Kent Withycombe to Everyone 07:25 PM

Have to jump; thanks all!

From Julie Lawson to Everyone 07:26 PM

We appreciate your time, Chairman!

From Karen RSTAY to Everyone 07:27 PM

When discussing attendance, can we please create paternity leave for our young fathers? They are marked absent anytime they take off for their children.

From iPhone- Alex Ramirez from Roosevelt STAY to Everyone 07:32 PM

Art 1, section 8, clause 17 gives congress authority over DC, get congressional oversight

From Will Perkins to Everyone 07:35 PM

25 more years!

From Karen RSTAY to Everyone 07:36 PM

Thank you all! Happy Holidays!

From Will Perkins to Everyone 07:37 PM

W4 :)

Notes for SHAPPE meeting of October 25, 2022

Attending: 10 high schools, Washington Lawyers Committee, Holocaust Museum studies, SBOE

Guest: Mr. Eric Rogers, chief of staff to the DC Auditor. 

Introduction to the role and work of the Auditor:

The DC Auditor is an independent branch of the legislative branch – supports the City council with performance audits, revenue certifications for example.  It has wide authority to access books and records of the agencies and projects overseen by the Council.

We work to keep the government and residents well informed in how the District is operating and how tax dollars are spent. The Auditor’s office gets requests to conduct audits by Council and there are also statutory obligations which are noted on the website and include revenue certifications, and financial monitoring.

As the Auditor digs into an individual case like the Roosevelt HS project, it sometimes leads to a larger study.  For the DGS- there were a lot of questions and concerns about school construction and the modernization program and then others started to surface.

We are conducting a DGS operations citywide study as well as Roosevelt HS study and will release the results this fall. 

The question is -How well does DGS handle maintenance issues?   How well do they resolve work orders – we have contracted with RSM to do this study. 

The questions include: Is DGS tracking and capturing data effectively including warranty information. Is it being inputted correctly in all applicable systems? What is in place for preventative maintenance?

Are their response times to work orders way outside of their stated levels?  Are there levels realistic?

12 more recommendations will come out of audit. The report is with DGS so they can respond, it will them be issued to the Council and to the public. 

The Auditor Website gives information on how we conduct an audit and on how we protect information

Suggestions from a Director of Strategy and Logistics who has been at 2 high schools:

·         Schools should select their top 5 issues and focus on those – are they the same across many or all schools?

·         There should be a strategic plan for schools modernized 10 years ago and the level of issues  

·         600 days with no way to say it has been addressed or what the problem is has been unacceptable.  There should be a Board of Operations composed of people at the school level, DGS and DCPS. 

·         Records have to be kept, turnover at every level has meant there are not records of warranties or work done; none of this is accessible to the school personnel. 

·         Right now the DSL at the school becomes the face of the problem. There are 5 things we can do better:

o   Annually certain things  are addressed and then others on a regular basis – like the building should be power washed every 3 years

o   Strategic maintenance plan in place for all schools especially those modernized over 10 years ago

o   Schools should be able to sign off on work

o   Custodians are an untapped resource , they could fill in on Level 1 and level 2 issues

o   For some issues we may have workforce development with students able to both learn and work.  DGS could support with equipment needed. 

o   Allocate each school $10,000 fund to get repairs done themselves, whatever is not used would go back and the next year would start with 10,000. 

Auditors information can be used to create narratives – will illuminate individual and systemic issues. The report starts with a background section, followed by a general discussion identifying the steps taken during the auditing process.  This is followed by the analysis and recommendations. 

Questions/ Comments:

The new DGS dashboard is fantastic however there are many tickets missing. DGS worked very hard to get Garnet Patterson ready for STAY. However the school staff has not been able to see or get access to a scope of work.  Great tool but useless if it is not going to be used with integrity. 

Locks are a huge issue particularly at the newer schools.  Contract used was not a good one – this is something that we are going to have to pursue with more urgency. 

Auditor

Once the report gets released, additional input is encouraged.  Write a letter to the Auditor explaining or expanding on the content of the report.  This is also transferred to the Council, Mayor, Congress and the President.   

The Auditor will channel information so that they can make effective policy and budget decisions- we will also push that information to the appropriate decision makers

For parents, the DCPS Community Action Team has often bridged the formal response. It would be great to have a red hotline for things like locks and safety issues.  The CAT does not have access to the information and is dependent on schools to bring it to them. 

Roosevelt community is appreciative of the work done to get to the bottom of the issues there. Thank you.  We continue to work on issues with equipment in the Culinary arts area that affects the students in two high schools as well as many others. 

Are fields and grounds in report?  Yes – they also have to be maintained and are part of the larger look. 

The Auditor uses a specific school to expose broader systemic issues – external and internal – you can draw a direct line.  These are built and not maintained.  There are reports outlining a roadmap, professional and international standards.  The intentions are there at DGS to serve the schools, there are clearly blocks that need to be identified. 

Thank you Mr. Eric Rogers and the Auditor’s office

For SHAPPE – we would like to see and feel it is Important to point out that DCPs should be championing these issues, there are basic fundamental safety problems that are pervasive.  Focusing on LEED certified when built schools are not being maintained seems misplaced.  Health and safety take precedence over test scores. 

Equity within XQ-DC partnership

There are 19 high schools – 5 year program, 25 million dollars.  Anacostia and Ballou had a reimagine process.  For Cardozo who will be moving forward this year, XQ will help provide the funding so that students will be business owners LLC as well as for a staff position. 

How is it working for Anacostia and Ballou who are on the other side?  They wonder if there has been a comparative analysis of what the basic needs are for high school students.  I T programs would be at the top and perhaps health care programs.  For schools in very direct competition with charter schools, what are they offering that is more attractive to students. 

We will get more information on the funding. 

Opportunity with the Holocaust Museum for training as a docent and support to fulfill the 100 hours of community service required for high school graduation.  These are the contacts for the Bring the Lessons Home program at the museum

jrmiller@ushmm.org

jfleming@ushmm.org

From James Fleming to Everyone 07:30 PM

We also offer free transportation for DCPS schools to conduct field trips, professional development for teachers centered around Holocaust Education, free online and hard copy educational resources, community service opportunities for DCPS students, and student opportunities for professional development once they are apart of our program.

My email address is jfleming@ushmm.org

My colleague, Jamil Miller's email address is jrmiller@ushmm.org

We would love to hear from parents, principals, and local organizations to speak more about our program.

Follow is on Instagram @btlhambassadors

Students can earn up to 100 hours of community service in one school year once they join and graduate from our program and continue with us throughout the summer and fall months annually.

The museum also does the curriculum for the 10th grade Cornerstone project and has done it since 2016. 

Roosevelt will go through the principal selection process in the next few weeks.  Mr. Ralston left in August to take a position as a superintendent in Michigan.  

Our November meeting will be on the 5th Tuesday of the month November 29th  - after Thanksgiving.

MEETING CHAT:

From Sharona Robinson, DCPS to Everyone 06:02 PM

Good evening everyone!

From Marion Babcock SWW LSAT to Everyone 06:02 PM

Hey! Sharona!

From william.blake to Everyone 06:02 PM

Good evening everyone…….

From Sharona Robinson, DCPS to Everyone 06:05 PM

Hey Marion 👋🏽

Lose schools do it outside of school at a hotel or location like Martin’s Crosswinds

*Lots

Happy Principals Appreciation Month 🫶🏽

From Fuller to Everyone 06:08 PM

Thx Sharona!

From Laura Fuchs to Everyone 06:08 PM

Multi-tasking with the hearing

From Marion Babcock SWW to Everyone 06:22 PM

Can you please share the search term to find the eliot hine report as an example of the group hired to look at our buildings.

From Eric Rogers to Everyone 06:24 PM

https://dcauditor.org/report/eliot-hine-middle-school-modernization-construction-closeout-report/

From Marion Babcock SWW to Everyone 06:24 PM

thank you for the link

From James Fleming to Everyone 06:25 PM

Wow

From Marion Babcock SWW to Everyone 06:29 PM

Mr. Da Silva highlights an ongoing issues that are stressful school communities. Without communication from DGS our principals and LSAT teams bear the brunt of the frustration.

From Darryl T. Powell to Everyone 06:30 PM

Great Ideas!

From James Fleming to Everyone 06:30 PM

Well said sir!

From Sharona Robinson, DCPS to Everyone 06:31 PM

Here’s my contact info Tiffany.

Sharona N. Robinson

Manager, Community Affairs and Engagement

Engagement and Partnerships Office

Office of the Chief of Staff

District of Columbia Public Schools

1200 First Street, NE

Washington, DC  20002

O 202.671.4550

C 202.423.5091

F 202.535.2703

E sharona.robinson@k12.dc.gov  

W https://bit.ly/dcpscommunity-action-team

Twitter @DCPS_Community

Facebook http://bit.ly/Wards7and8

Schedule a Meeting https://bit.ly/bookwithSharona

From Tiffiany Jones to Everyone 06:33 PM

Thank You very well stated and covered essential information. Also relays the frustrations of our community

From Marion Babcock SWW to Everyone 07:01 PM

I appreciate Mr. Rogers graciously listening to our concerns. Id like to reinforce the idea of a specific contact person at DGS for the alarming developments that occur that require immediate attention.

From Sharona Robinson, DCPS to Everyone 07:02 PM

There were “phased" modernizations done. We have moved from that because of the points raised here.

From James Fleming to Everyone 07:02 PM

I know this is not a meeting for us to speak to challenges, However, I do know this is important to air concerns. My

From Sharona Robinson, DCPS to Everyone 07:03 PM

Thank you, Eric!

From James Fleming to Everyone 07:06 PM

My daughter has a 504 plan and is provided transportation via OSSE

Everyday since 8/29 (1st day of school) she has been picked up late. And arriving an hour late for school. Does anyone know who I can speak to? I have reached out to OSSE directly and no changes have occurred. I know she can be the only DCPS student affected.

*cannot*

From Sharona Robinson, DCPS to Everyone 07:06 PM

@James, unfortuantely this is an ongoing issue because of a  lack of staff  (bus drivers/attendants) - so buses are running multiple routes as  a result.

I can look for an email address  for you to connect with someone

From James Fleming to Everyone 07:08 PM

Thank you so much. My email address is jfleming@ushmm.org

From Sharona Robinson, DCPS to Everyone 07:08 PM

The difference in the Ana/Ballou redesign and the DC+XQ partnership is the redesign was  done in response to the status of both schools  after the release of the first set of STAR ratings.

From Marion Babcock SWW to Everyone 07:09 PM

Mr. Fleming, maybe this will help you: Find helpful information for families with a student who qualifies for transportation to and from school. For immediate assistance Monday-Friday from 5 a.m. to 7 p.m., call the Parent Resource Center at (202) 576-5000. View the Parent Handbook, participate in the Customer Satisfaction Survey, or visit our FAQs.

https://osse.dc.gov/service/student-transportation

From Sharona Robinson, DCPS to Everyone 07:10 PM

Thanks, Marion. I was about to share this same info 🙂.

From James Fleming to Everyone 07:12 PM

Thank you both so much!

From Sharona Robinson, DCPS to Everyone 07:12 PM

No problem and good luck!

From Marion Babcock SWW to Everyone 07:17 PM

I think charter schools do a better job advertising what they do than what DCPS does school by school. It becomes easier to move to another school when a new school opens up all the time and parents can see what the new school is offering.

From Me to Everyone 07:18 PM

Right to Read - What's At Stake: October 26th 2:30pm https://us02web.zoom.us/webinar/register/WN_HUuwGHwISEul6dWYRQ03XA 2:30pmWhat Do

Educators Need to Know About Reading - October 26th 6:30pm https://us02web.zoom.us/webinar/register/WN_0NMlh1WhSeeaky-hB696KQ

What Do Parents Need to Know About Reading? https://us02web.zoom.us/webinar/register/WN_R3oPKabiR6-8WV-51vP38Q

From william.blake to Everyone 07:19 PM

It was great engaging tonight Cathy. I have to sign off. Thank you for invitation

From Me to Everyone 07:19 PM

thank you Mr. Blake!

From Marion Babcock SWW to Everyone 07:21 PM

https://features.apmreports.org/sold-a-story/ For anyone interested in students learning how to read, this podcast is very interesting.

From Jamil Miller to Everyone 07:23 PM

jrmiller@ushmm.org

jfleming@ushmm.org

From James Fleming to Everyone 07:30 PM

We also offer free transportation for DCPS schools to conduct field trips, professional development for teachers centered around Holocaust Education, free online and hard copy educational resources, community service opportunities for DCPS students, and student opportunities for professional development once they are apart of our program.

My email address is jfleming@ushmm.org

My colleague, Jamil Miller's email address is jrmiller@ushmm.org

We would love to hear from parents, principals, and local organizations to speak more about our program.

please follow is on Instagram @btlhambassadors

Students can earn up to 100 hours of community service in one school year once they join and graduate from our program and continue with us throughout the summer and fall months annually.

From Sharona Robinson, DCPS to Everyone 07:31 PM

As the people who are the messengers and don't own this work, WE COMPLETELY UNDERSTAND and echo your sentiments

We will circle back on sub coverage, Tiffany

From Da Silva to Me (Direct Message) 07:32 PM

Hey I’m sure I said more than enough. I have to sign off. Family time and we can connect more via email or zoom if you like. Thank you for the platform and advocacy.

From Damián Popkin (DCPS) to Everyone 07:33 PM

Ms Jones, I’d appreciate connecting further if you are willing—202-615-9153. Joel.popkin@k12.dc.gov

From James Fleming to Everyone 07:33 PM

Our application should go live by 11/15/22. https://www.ushmm.org/outreach-programs/students/bringing-the-lessons-home

From Darryl T. Powell to Everyone 07:33 PM

Ms. Reilly, I have to jump off but thanks so much for your continued support to our community.

From James Fleming to Everyone 07:33 PM

Here is the link

From Crystal Sylvia to Everyone 07:33 PM

thank you

From Dylan Craig RSTAY to Everyone 07:33 PM

Thank you!

Woodson Power Point for September 22nd Meeting on its XQ Submission

SHAPPE Meeting Notes: August 23, 2022

Attending: 7 High schools, SBOE, EmpowerEd, Council staff

Take a look at C4DC newsletter. 

New Principals: Congratulations to Sah Brown as he takes the helm at Jackson Reed, Steve Miller at Eastern, Cara Fuller at Phelps, Kortni Stafford at McKinley and Brandon Eatman who is taking over Roosevelt for this fall with Principal Ralston having left to assume be a superintendent in Michigan.

Guest: Paige Hoffman - Deputy Chief, School Improvement at District of Columbia Public Schools

Announcements:

·         Chairman Mendelson will be our guest at the September 27th SHAPPE meeting.  He has proposed a bill:  https://legiscan.com/DC/text/B24-0570/2021  the basic text can be viewed here.  SHAPPE will testify on this at the September 16th hearing.  There are some concerns with how it will affect the secondary schools and what will be defined as the base amount.  We agree with the desire to do more to ensure stability.  This is difficult in a landscape where schools continue to open without regard to excess seats available in neighborhood schools.

·         Master Facilities Plan: The engagement on this will begin this fall.  Here is what is in code - https://code.dccouncil.us/us/dc/council/code/sections/38-2803  the definition of capacity will have a large impact.  The figure for program capacity should be more limited than a figure for total capacity which may include the use of all spaces at the same time.  We do not have staff to do this – planning periods alone make this impossible.  Programs and thus capacity can change – for example if more special education or ELL classes are introduced with fewer students per room.  The class size also impacts the capacity.  Please review the current record of your school’s capacity here or here

·         The meeting of the Ward 3 working group will take place on September 8th.  This group is planning the high school on MacArthur Blvd.  This meeting will discuss the enrollment projection.  DCPS has currently said they are planning for 1000 students. This has been contested by communities across the city concerned with this much space being created in a neighborhood high school when other schools have excess space.  SHAPPE will write a letter to be submitted.  Cathy has a conflict that evening.  It would be great if someone else could attend and weigh in. 

The testimony from SHAPPE to the Research Collaborative will be posted. 

Paige Hoffman- XQ and DCPS

DCPS in partnership with XQ is providing the high schools the opportunity to bring students, staff, community and parents together to plan a new approach to how they are educating.  All schools will have the chance to participate over the next 5 years.  This year 10 schools raised their hand to do an initial introduction to the process: Banneker, Bard, Cardozo, CHEC, Coolidge, Dunbar, HD Woodson, Jackson Reed, McKinley Tech and Ron Brown. Of these those underlined and in italics decided to continue and submit an official application which will be reviewed this fall with some of them (not committed on how many) will move forward to the next phase. All  6 will have additional staff this year- a Design director. 

The difference between what we were able to do with Anacostia and Ballou is the larger network of connections and resources that we have available. 

The task is to come up with a bold idea that will better engage the young people.  Initial proposals were submitted in June, extensive comments were given and then schools had a retreat to work on a revision.

The opportunity for the second cohort will be introduced in late November, early December of this year.  Central staff is committed to working with young people –

One proposal is Student Development Days on staff development days – working with MIKVA expanding community engagement. 

Questions:

-          Funding – The school plans will be funded for 4 to 5 years to allow for building capacity and knowledge building.

-          Constraints: plans will propose different schedules, etc.  Central office is also reviewing the plans to see where they can provide flexibility.  There will also be an advocacy plan for other policy makers to advocate for changes necessary to implement the school’s plan

-          Suggestion to consult and use the SBOE Student Advisory Committee- students have been valuable partners , are informed and knowledgeable

-          Why didn’t 4 schools submit an application after beginning the process – Leadership shifts, they were not ready to take on the project

-          Were the schools visited public schools or charter, were they neighborhood with rights of attendance?  Most were regular public, one charter – Washington Leadership Academy, some were specialty

-          Concern with Literacy Rates – underpins all of this about bold ideas – this is our largest issue and it does not start or end with high schools.  Answer is Academic rigor is a critical part of any plan submitted or approved

-          Is DCPS paying XQ?  No XQ has a memorandum and is providing funding and resources to this initiative. 

-          Students weighed in with wanting more real life experiences.  They want the core standards to be covered in projects – like learning geometry and fractions by building a house.  At Purdue Polytech, one of the schools visited – teachers design curriculum to get to core standards

-          SHAPPE members fear of toxic positivity – fear of failure and fear of saying what is not working because of political blowback.  Is DCPS really prepared to also look at elementary and middle so that some students do not arrive at high school so far below grade level. 

o   Shade but not investment –

o   AP or Dual enrollment participation as narrative without investigation – are we in fact meeting students where they are and advancing

o   Mayoral control can be a factor in toxic positivity

-          Obstacles – the push for testing

-          Should there be an audit of central office like you did for the high schools?

-          Ballou had the highest number of students receiving certificates – CTE certifications

-          Wellness – important that all three levels – individual, relationships and systemic are addressed

-          Concern about what the explicit goals of this project are – if students or community does not see follow through there is disempowerment and we start the cycle all over of mistrust.  Has the project promised more than it can deliver and is it risking the trust it is working to build…

Thank you to Paige Hoffman and promise to follow up

Discussion on:

-          Enrollment – SWW has already been notified that they have 10 or 8 students beyond those expected and accepted- this is in a building already crowded and there will be no additional staff

-          Roosevelt and the MacArthur school will both be seeking a principal this fall – fear that this will be quite difficult in the fall

-          Central office will be filling school staff positions not yet covered – 50? 150?  Some are already in the schools.  There may be as many as 40 social work positions not filled – also acute shortage in special education positions

-          Parking – for staff severe problem at Garnet Patterson – new site for Roosevelt STAY with some remaining at Roosevelt.  Cleveland staff used to park here, so now there is no place for them.  There is not enough space for Roosevelt STAY.  Getting parking tickets while at work can be a deal breaker and adds to the stress.  Cardozo has been able to go through the process that DDOT has set up to get neighborhood parking – it is not enough but helps some. The process is long though.  Ideas would be helpful on this. 

Next Meeting is September 27th Chairman Phil Mendelson will be the guest

Cathy will send out the current capacity numbers for schools – these numbers are important for both overcrowded and under capacity schools.  We are reviewing the formula – concerned with the way it is calculated – ie Banneker is 1148 – ed spec was for 800 but if all spaces are occupied at 25 regardless of planning periods and staffing – the 800 grows.  What is a fair way to calculate.. Look at C4DC and SHAPPE websites to stay informed

July 2022 Meeting Notes

SHAPPE July 26th Meeting –notes

Feedback on how XQ is going for schools participating

Maria – others present:

All high schools invited to participate, XQ conducted student focus groups at each high school and had schools review SAT and GPA data.  The student focus groups gave school administrators a sense of the perceptions of students about their school experience.  Each school was given the option to apply this first round.  Six schools have started the application process; probably 3 will be chosen to start implementing this coming year.  The 6 are: Coolidge, Ron Brown, Cardozo, Dunbar, Woodson and CHEC.

The goal is to disrupt and innovate.  The 6 schools convened for a one week retreat where they worked on their concepts for the first year of their plan.  They are getting feedback and will submit a final report or application by August 12th with announcements by Sept on which schools will proceed in the first cohort.  All 6 will get a Redesign Director.  Two of the main components of each plan must be student voice and community partnerships. Funding will be part of this but no amounts have been mentioned.

Questions: Are alumni and future families involved – Yes they are at CHEC

Ideas so far: Flexible schedule with students able to start earlier or later; Youth run community development corporation, allow every student to have an international exchange, involve students in design of cafeteria and what is served. Student priorities in courses could be reflected for example in a study of the effects of gentrification in a math class looking at numbers.  Teachers would work on project based learning activities.  They would still use the content standards.  This plan will be co-designed by students.  Plans will require waivers. Schools have been told that the union is on board and working with DCPS on this.  The XQ principles and ladder of youth participation are attached. 

All DCPS high schools will participate over the next 5 years. Ballou and Ana will continue with Redesign, They have same positions as well Don't forget every high school will have some sort of redesign experience over these next 5 years SY22-23 will serve as a planning year Idea is to create sustainable systems after the partnership There will definitely have to be some waivers in place

Dual Enrollment- DME is working on recommendations to address issues of equity of access.  The concerns that have been raised are that those taking advantage of the program do not reflect the larger DC student population.  The issues that have come up are:

n  Access is difficult

n  Is the program to allow students to reduce the big price tag of post- secondary and get a head start

n  Is it to supplement what the high schools offer – like advanced language or science or math not offered in high school

n  Is it to expose students to a college experience so they will be more familiar and more confident- data suggests it supports completion of college

n  SWW, Coolidge and Bard have it embedded – OSSE has additional programs

n  How much does it cost and what is the effect on the landscape of secondary education. 

n  Current Vision statement draft:

At scale, dual enrollment in DC will be an option for all eligible DC public and public charter school students who are interested in participating, regardless of background or Zip code, with a priority on enrolling and supporting students who face the greatest barriers to accessing higher education, including students designated as “at risk,” first generation college students, and Black and Hispanic students. Dual enrollment in DC seeks to complement and enrich the secondary school experience and allow students to graduate with enhanced options and preparation for their future postsecondary pursuits.  

Dual enrollment in DC seeks to enroll students in a variety of program options that meet their interests and needs, with the academic support and guidance necessary to enable students to perform to the best of their abilities.

Discussion: There needs to be a deliberate decision on what the program’s purpose and goal is. A student from Roosevelt participated this year; her experience helps others see it is possible.  It is exciting for high achievers and a help to parents. Her counselor helped her access the program. UDC has a 6 week program:  Reaching Excellence in Academics and Leadership (REAL) Deal. This program enables students to achieve 6 credits, they get paid for going. They have to have a 3.0 GPA.  The communication on the program was not good – so many more could have taken advantage of it. 

Challenges for Dual Enrollment besides accessing the information- transportation and safety…

DCPS has a text messaging program on dual enrollment and its deadlines. 

https://osse.dc.gov/page/osse-scholars-summer-college-programs

https://dcps.dc.gov/service/participate-dual-enrollment

https://osse.dc.gov/page/osse-dual-enrollment-opportunities

CTE and program landscape – please add programs offered to DCPS students- thank you

n  Graduation Requirements

n  NAF Academies

n  AP courses

n  IB courses

n  Career Academies – not NAF

n  Connected Schools

n  International Academy

n  Dual Enrollment at Coolidge, Bard and SWW        

n  Community Schools partnerships

n  DC Dual Enrollment private universities https://dcps.dc.gov/node/1355411

n  OSSE Summer Scholars Program

n  UDC Care Program – UDC Community College

n  IT Dual Enrollment at Bowie State University

n  Redesign – XQ

n  Athletics

n  Citywide

§  Safe Passage Work

§  Infrastructure Academy

§  Advanced Technical Center – Trinity then to Penn Center

§  OSSE DC Dual Enrollment Consortium Program

§  DCIAA,

Report on Athletic Meeting this week

n  Facilities – Quantity, Access and Quality

n  Programming- Leagues, Competition, Access

n  Coaching Development: Hiring ○ Compensation ○ Professional Development

https://dme.dc.gov/sites/default/files/dc/sites/dme/page_content/attachments/DC%20Sports%20Review%20Community%20Meeting%20Presentation%20July%202022%20FINAL.pdf

Discussion: Important to give feedback on this.  Folks are glad to see a focus on facilities like an indoor track. With the expansion of building in the city green space is disappearing. So far this proposal does not go into those opportunities.  Programming should include a wider spectrum so that students have many choices to get involved and we are not limited to the most popular.  There is strong support for higher pay for coaches and more possibility to supplement and allow others outside the school to coach. There is also concern with the definition of what a quality coach is.

Hope for more coordination between DCPS and the DME as well as DPR. 

From chat: Activities Directors are conducting surveys to gauge interest.  And if there is something not offered at your school and you have 3 other students and a sponsor you can become “official”

Members support the effort to get more girls into sports and would like to see multiple pathways.

Update from SBOE votes on Attendance and Framework

·  DCSBOE approves OSSEDC school accountability framework:

n  Shifts some metrics to growth

n  Allows DC to move away from PARCC

n  No more START

n  However it still uses a numerical score

n  It still relies heavily on test scores for that score

n  We do not yet have a school climate or well- rounded education metric in the framework

Follow up from Security Meeting last month

from Ricky Brown – DCPS Security and Safety

·        DCPS re-awarded the contract to Security Assurance Management, Inc. (SAM). We’re currently in the base year of the contract. With an addition of four (4) Option Years however, based on the type of contract we have, DCPS has flexibility to reduce the number of officers and hours of service. Again, this is only if the data reflects a downward trend of incidents directly correlated to student behaviors/infractions (on the high-end of the tiered system), violence, neighborhood activity, etc.

·        Based on the written language in the contract, Officers will continue to perform the core functions of their role in addition to working in partnership with our Student Behaviors and Supports POC’s in school buildings.

·        MPD SRO’s will provided limited support to Elementary and Middle Schools as High Schools (DCPS and Public Charter) will be the primary area of focus for the School & Safety Division. Again, Capt. Jones has reiterated that if ES and MS’ put in a call for service (311 or 911), they will respond. With that said, as MPD scales back, DCPS will begin to scale up their DCPS Special Police Officers. All three (3) entities – Contract Security, DCPS Special Police and MPD School Resource Officers, will work partner together on all things related to safety and security.

This school year will be somewhat of a reset for all, so DCPS is careful to make any drastic changes that may further exacerbate the challenges we experienced this year. Let me know if you have any additional questions.

Discussion:  We need bi-lingual security guards and safe passage workers. There is concern that there is not enough outreach. Could we get college students since the hours for safe passage are limited?  Will DCPS be at the hiring fair just announced by the Mayor?  Can Community Based Organizations help out more?  This is critical. 

There are other elements to transportation and safe passage that could support safety: for example from chat: I know safe passage is more about protecting students' movements, but I think the city needs to think about structural safety improvements too - like protected bike lanes on the routes kids take. With respect to the JR/Deal area - we have roughly 4,000 students that descend upon the area on school days - we should have bike lanes more than a block around the school!

Council mandates on Planning.  - capacity numbers, timeline

n  MacArthur High School – will keep folks updated on meetings, concerns remain on 1000 student program capacity

n  Boundaries – Master plan and boundary review will be taking place this fall and into next year.  – We would like to see a policy – legal that prioritizes the DCPS neighborhood infrastructure. – Woodson needs its own feeder middle school, co-locations are not a good solution- the end game is often fraught.  Elba Garcia – long time head of Language Acquisition is heading to Montgomery County.  The Welcome Center office now located at MacFarland could possibly offer expanded services if it had full use of a building – MacFarland is a good partner but as they grow, this could also be something to be dealt with in the master planning process.

Move of Roosevelt STAY to Garnet Patterson – STAY – renovation will begin on October 1. Garnet Patterson was the swing school for Ellington and while renovation is definitely needed, - STAY will occupy part of building while this proceeds.  CTE programming and perhaps EDP will stay at Roosevelt until the facilities are there for students at the new location. 

June 2022 Meeting notes

SHAPPE Meeting: June 22, 2021

Attending:   Cardozo, Roosevelt, SBOE, McKinley, Ballou, DCPS, and Ellington

Discussion on Safe and Positive Schools:

There is concern with transition to a new system after being out of the buildings for 15 months; most 9th and 10th graders will never have been in the building. 

Police out of school buildings: This is a difficult time to make a transition to a new system with so much unknown.  The concern is with an adequate plan to be in place and people there to replace.  MDP SRO’s presence can serve as a deterrent in some cases; they do provide immediate crisis response.  Many have in fact built relationships.  Is there data on how effective their presence has actually been? Most of what we have seen is about how people feel.  It has been difficult to fully gauge student response to new proposals during the pandemic. 

Those present noted that when restorative practice is integrated into the day, it is calming and effective. Circles can be used to begin the day; they do not need to be responding to an altercation alone…

What will take MPD’s place?  Some schools have wanted to use Collaborative Solutions in Communities but many of their members cannot pass the DCPS volunteer requirements because of a checkered past that does not include serious or crimes related to young people. 

Peace keepers from the different groups like CSC or violence interrupters are not armed, have relationships and can be symbols of safety in a building.  If the Mayor’s proposal on the additional community people that would be trained and available in priority areas passes this would help. 

Can the Volunteer Requirements be amended to have tiers or categories? Currently they are preventing schools with working with people they trust and want in their buildings.

The second issue is that with all the needs for responding to trauma and providing mental health supports there is no time currently able to be planned in the schedules for this to take place.

·         DCPS is wrestling with putting together an option for on line learning that would offer some courses across schools, and also have some hybrid teaching at individual schools.  This will necessitate a rigid bell schedule for all schools.  The bell schedule has been designed to ensure that the Carnegie Unit requirement for hours is fulfilled. The standard Carnegie unit is defined as 120 hours of contact time with an instructor—i.e., one hour of instruction a day, five days a week, for 24 weeks, or 7,200 minutes of instructional time over the course of an academic year.

All schools are supposed to then be on a 4 by 4 schedule in order to facilitate the virtual school and cross scheduling. Each class is 83 minutes long. This past year IB and Application schools were not required to follow the 4 by 4. (I am not sure what the requirement will be for those schools for next year.)

Ramifications: Schools like McKinley that have issues at the Metro between KIPP, McKinley and Dunbar students can no longer stagger arrival and departure times

Advisories or homerooms that could formerly be worked in at a school on a regular basis will not be possible. One off pep rallies etc. will still be possible.  This is a huge issue in terms of re-envisioning security and supporting schools in being more responsive to the socio emotional needs of students and staff. 

What has changed to make the schedule so tight on seat hours that there is so little flexibility?  Are there any other adjustments that would make some flexibility possible? Those present understood the complexity and continue to work with DCPS to see if there are modifications possible. 

There will have to be time at the beginning of the year to recalibrate. Poverty, stress, will all still be there when students return. Many students failed this past year; they need a break this summer.  This has not been a year that built confidence despite the resilience of our young people.

High School Planning

The recommendation from the Ward 3 advisory group is to open a new high school at the recently purchased MacArthur Blvd. Georgetown Day building.  This will have ramifications for high schools across the city probably primarily in wards 1, 4 and 5. 

Families have right of access to secondary schools or feeder rights based on their elementary school.

The number of secondary age students has not gone up in the city.  But the city has opened new or expanded middle and high schools. In the last 5 years DCPS has expanded application school offerings. They have opened Ron Brown and Bard and expanded Banneker eventually to 800.  Ellington has added 100 students. Hardy MS would feed into the new high school recommended by the Ward 3 working group. 

Concerns: - How did this building purchase take place outside of the priority system of modernizations, especially schools that have not had any repairs? 

Cardozo in particular is under-enrolled and would have the capacity to accommodate the overcrowding at Wilson.  The DME June 2017 letter identified the excess capacity DC has in its public school system.    Our fear is that more schools will eventually close with the constant opening and expansion of schools when we have capacity in existing schools for thousands more students.

With the gentrification and rise in housing prices in many neighborhoods, many of the former residents who attended Cardozo in particular are not there. Apartments have been converted to condominiums, buildings have been condemned and renters evicted.  The avenue to viable enrollment is tough and will require current residents to value this as their neighborhood school as well as for the District to claim this as a priority. Families have not seen the middle school housed in Cardozo as a separate school as an option.  Cardozo was not designed the way McKinley, CHEC and Coolidge were who also house a middle and high school. 

While the opening of a second high school alone is not the cause, it will contribute significantly  to the closing of another DCPS high school unless policy and practice change.  With no increase in the high school age population and the expansion of DCPS application high school options along with the opening of new charter schools and the rising cost of housing in the inner city, we need a different approach to support our DCPS high schools. We have a system that incentivizes travel and change in a time when we are trying to provide stability and constant relationships.

Suggestions:

-          High school age youth can travel more easily.  Use the Ward 3 additional sites to accommodate younger children and utilize the existing space DCPS has in its current high schools.

-          Re-evaluate boundary and feeder patterns to bring students to schools where there is capacity

-          Partner programs and schools to incentivize families to look at their neighborhood school. 

Cathy will write a letter detailing these concerns. 

Thank you to those who were able to come.  Congratulations to all of the graduates and to the community of staff and teachers that supported them to this point. 

SHAPPE Meeting Notes- May 24, 2022

7 High Schools Attended and EmpowerEd and the DCPS CAP

Safety: Shooting at 4:15 today in front of Powell ES, 19 year old who died, seems to be a young person who had dropped out of school

Schools were quickly notified of incident – this is an improvement.  Text went out to Powell parents – would be helpful if text could indicate incident did not take place inside the building if possible.  This is also true for all staff that was on alert at Roosevelt, STAY and MacFarland.  The news picks up things so quickly. 

While we focus on the best way to immediately respond, between this and the 19 victims in the Texas Elementary school – it is a crisis and the underlying root causes have to be addressed

·         Guns so easily obtained

·         Safe affordable housing with adequate space – enough bedrooms

·         Support wrap around services for families

Anger is a secondary emotion, we have to go deeper- those in the schools speak of the deep sadness and feelings of being broken.  This was traumatic for a much larger group than the victim and perpetrator. 

We need our communities – they often know our young people, the custodians, security guards, counselors, everyone working in the school and even the neighbors. They need to be stable.  (Currently those assigned from OCTO are very temporary)

Contract: will current guards be re-hired in new contract?  Some have become important members of these communities.   What is the process for selecting the contract?  It is noted that applicants will have to be pre-approved to submit a contract.  Does it go to the lowest bid or is there a scoring?  - Cathy will check and let the group know. 

Attendance:

The definition of attendance – the  proposal from OSSE is to change the definition of attendance for the purposes of referral for truancy and the school metrics for evaluation from students must be present 80% of the day to 60% - from 80-20 to 60-40. This is largely being recommended because many students classified as absent and then truant were actually tardy.  It also reduced any incentive to attend school if you missed first period.   – Everyone in favor of this change , a number would put it at 50/50.

Suggestion – would be nice to be able to note even with 60- 40 – student absent 85 days – absent 20 full days unexcused and 65 partially present..

Failure due to absence- this has not been an issue in one semester courses. Those present noted that the longer the course – year long the more of an issue if students have failed half way through, they are in school to attend their other courses but have no motivation to attend a class they will definitely fail. SHAPPE will pursue this with a guest in the early part of next year.  This is a DCPS policy.

-          Are there some students failing who actually know material – how many in this category, are there students attending and getting a D – who do not know the material in the current system.

What falls in the category of excused absences: We would like this examined

-          Need to examine if there is an equity issue – students able to get notes and those not able to get them

-          Mental  health should be able to be excused and is not the same as just sick

-          Students who are parents should be able to have excused parental leave to take children to doctor’s appointments etc.

-          Paternity leave, work leave

Testing:

-          Disruption to learning has only grown.  PARCC  window was just extended into til June 3 , this means an adult will be pulled from their current duties to proctor including counselors, psychologists and social workers.

-          Pulling these individuals or admin away from their duties affects the school culture and the ability to serve students

-          Students are not learning when they are being tested and the testing is now over weeks at an important time toward the end of the year. 

-          Because it is high stakes for the school, it affects the whole school

-          Schools who are crowded have an additional challenge to accommodate testing beyond the smallest window

There should be a re-examination of the number of tests given, of the PARCC and of the time it is taking from instruction. How much money is the District spending on the testing?  To College Board? To PARCC?

Budget:  This year, with COVID federal funds and other benefits, many schools did okay. The concern is next year and the feeling that the other shoe will drop.  With student based budgeting and enrollment driving the bulk, without huge supplements smaller schools will be really hurt. 

We will be following up on Council Chair  Mendelson’s proposed bills particularly the one that is looking at stability year over year.  It needs some modifications to take into account high schools as opposed to elementary schools. 

Calendar: June 24th is too late, the PD days and other breaks during the year need to be re-examined. The last weeks of school in June are poorly attended and after the testing. 

Roosevelt STAY will move into Garnet Patterson in the fall.  What do they need?  Initial questions – access to childcare center which they have at Roosevelt, Health Center as well

Meeting adjourned – this gives us an outline of some of the agenda items we will pursue in the next year in more depth. 

SHAPPE Meeting – April 26, 2022

Attending: Representatives from 7 DCPS high schools; Globalize DC, Ward 5 Equity Group, SBOE, DCPS

Update on Social Studies Standards Revisions Presentation by Scott Abbott and Lindsay McCrea, the power point can be viewed here.  Scott and Lindsay presented the levels of decision making that effect social studies courses in the DCPS schools.  The Standards and the Grad Requirements are made for the whole city by the SBOE, OSSE or the DC Council.  The curriculum and how the courses are sequenced are made by each LEA – or for us within DCPS. 

Currently Social studies standards are undergoing a full revision which is the first one since 2007.  One of the roadblocks has been that OSSE does not have a full time social studies specialist on their staff.  The State Board of Education has convened a task force and hearings to inform the process. They developed Guiding Principles.  There is a technical working group that is now writing up proposed standards.  There have been a lot of delays including the pandemic and a change in consultants.  Unfortunately, there is not a draft available for comment. It was assumed that by the time of this April meeting we would have that draft.  Lindsey and Scott were able to give us a lot of background and promise to come back when that draft is available. 

For now, there will be no changes in the social studies sequencing of courses or standards for the 2022-23 school year.  Also any changes to sequencing will be done with a lot of consultation on the timing. What is being proposed for secondary course sequencing after the standards are approved and that work is completed is 6th grade World Geography; 7th Grade US History (indigenous communities to reconstruction); 8th Grade Action Civics; HS:  US History 2;  World History 1; World History 2; Government and Civics: DC History.

Contacts for more information:

Scott.Abbott@k12.dc.gov  DCPS Social Studies Director Content and Curriculum

Lindsay.McCrea@k12.dc.gov Social Studies Manager (Cluster 7)

Jessica. Sutter@k12.dc.gov  DC SBOE President, Ward 6 Representative

Shavonne.Gibson@dc.gov- OSSE Asst. Supt. Of Teaching and Learning

Principal Selection: High Schools in the process of getting a new principal: Jackson Reed, McKinley and Phelps. 

Schools have met or will meet soon. Here is a generic power point based on one that was given to one of the schools. 

McKinley: Largest issue for McKinley currently is their expressed desire to have two principals based more on the model present at School Without Walls and Coolidge and Ida B Wells.  Currently DCPS has said they will continue with the CHEC model of one principal for McKinley. 

McKinley noted that McKinley was not started with that vision and that in the view of those present and of the former principal, it has not worked out. Their point is that as two STEM schools, neither is properly resourced and that in fact the middle school can feel like a step child because of the way things are set up.  While they are going forward choosing one principal, this issue is still front and center for them.  

 Those present – SWW – while it made an impact on the budget – it was a primary concern to have two principals when Mr. Trogish left.  That was honored and they now have 2 principals. 

CHEC is envisioned as one campus. The middle school students are encouraged to think of themselves as going to the high school and they have a guaranteed entry.  The school is organized with grade level principals so that each age group has an advocate and leader to give voice to what they need.

Roosevelt and STAY: 2 schools with 2 principals works well where the two principals work very closely with one another coordinating space and especially health and safety issues.  It requires a lot of collaboration.  When it works it is fine, when it does not, it is a lot of stress. 

Also, it is ESSENTIAL that they do emergency planning together. It is SUPER awful if one school goes on lockdown and the other doesn’t. Also, things like drop off and pick up times need to be negotiated so not everyone is coming and going at the same time.  From chat

Note: MOU’s for co-location should be made available and negotiated on a regular basis – SHAPPE will get samples

Jackson Reed: Main concern is stability and far more support with name change which is turning out to be both expensive and complicated.  

Advice from those present:

Questions that will help panel distinguish between the applicants

-          Ask about ability to separate that they work for the school community not for central office

-          Ask about their reflection on a mistake they made, what was it, what happened and how did they handle things going forward?

-          Ask about a time they had to apologize to a student

-          Ask about what training they have had

-          Ask whether they have an attitude that what’s best for students and staff is different and in competition or understand that staff working conditions are student learning conditions and prioritizing wellbeing of staff is in the best interest of students.  Because principals approach that very differently- and it’s often the way they’ve learned it philosophically. And the wrong approach to that changes everything about their interactions with staff, retention etc.

-          Use one question to understand their ability to collaborate both with staff and families and with the other school if potentially there are two principals.

Make sure that if there are no candidates that you as a panel feel are good matches for your school that you ask for additional candidates. 

Currently at the high school level there does not seem to be a role for students.  Why is that?

Sharona Robinson is working with McKinley: They have received sample questions from DCPS as well as questions from Johnson, Kramer, Ballou, and Anacostia. She has supported all of them with their transitions.

For all three schools – please keep SHAPPE in the loop and we will continue to connect you with others  that have gone through the process as well as additional resources. 

STAR Rating  OSSE is in the process of collecting information on a revision that they will put to the State Board of Education in July and then submit to the DC Dept. of Education.  Here is the power point that they presented and here is the link to offer feedback.  Comments at the SHAPPE meeting noted that a school can be fairly held accountable for what is in their control.  Secondly, it should not create a perverse incentive.  Because there is still no longitudinal data on individual students, we are not looking in fact at what the academic growth of any individual student.  We are still measuring groups of students from the previous year to groups of students in the current year. 

Another concern as students take the test right now is that we are working to create some sense of normalcy but we are not there yet.  This means that the data that is gained will have to be qualified. 

It was noted that charter schools are required to follow students for 6 months after they graduate from high school.  Is this something that DCPS should consider – should the results of this outreach be on the school report card?  This was not discussed further at this meeting – could be addressed at a future meeting. 

SHAPPE will submit feedback:

-          We fully support the recommendations of the SBOE and would l like to see them included in this summer submission.  

o   This includes taking the STARS and the summative rating off of the first page of the report card as soon as possible

o   It also means moving quickly away from the summative rating as OSSE indicated it is open to and then movement toward a dashboard which will display a wide range of data on a school community. 

-          School communities would like to see a school climate measure that shows the level of satisfaction. Both sectors use a survey.  There has been a lot of time to develop or something that will not duplicate but will able to be used on the Report Card. 

-          This is a limited tool that only looks at what can be measured and through doing that incentivizes certain priorities. Some of these are federally required however they can be shown in a wider context with more explanation.  In addition of the main purpose is to identify the bottom 5% of schools that would then be eligible for further help, this does not need to be on the first page.

o   This has been an issue with the focus on the test and test scores;

o   with attendance that penalizes even being sick; excused absences count against a school

o   and on the 4 or 5 year graduation rate metric that has sometimes pushed students especially ELL and SPED out sooner than was in their best interest.    Focus is on walking across the stage instead of on level of exposure to opportunity and preparation. 

-          Overall those present are in favor of the suggestion to drop the in seat attendance measure.  This  has to be further examined for the ramifications.  They would like the chronic attendance measure being used to be re-evaluated given what we have learned about the cost of attending school if you are sick and other factors.  The 80/20 rule has had huge ramifications – if a student misses 1st period in a 4 by 4 schedule they are marked absent for the day.

-          They are also in favor of an examination of the cut scores to ensure equity. 

-          We will continue to speak about the growth measure for high schools.  We have submitted some follow up questions to OSSE especially regarding math, given the range of courses that students take  - a student could do well on Algebra but struggle some on Geometry – this would not be indicative of anything more than that. It is not a measure of growth.   

The report card aims to make this comparison one of “apples to apples”, that is really not possible.  There are some schools where students apply and are only admitted with certain criteria for example. 

Also suggested and endorsed in the past: Well Rounded Education Index to School Report Cards to track elementary instructional time in subjects like science, social studies, the arts, and PE/Health.

Discipline Issues:

DCPS is considering policy revisions to the DCMR that would address the Safe and Positive Schools Initiative.  The changes would primarily address requirements for staff training and detailed regulations on when it is permissible to call MPD, what the steps are prior to taking that step. 

Discussion:

-          It has been an extraordinary year understandably given the cost of COVID in our students’ lives.  This has led to a rise in serious infractions, more fights and the involvement of adult family and community members in the altercations.  For many present this is unprecedented. 

-          Poor attendance alone can lead to a course failure.  With the 80/20 rule this means that students may have a course failure inevitable in a 4 by 4 schedule by the end of the first quarter.   The 80/20 rule means you are absent unless you are present for 80% of the day.  So if you have missed one period you might as well have not come.  This means there is no incentive for them to go to class.  This has contributed to the difficulties with discipline. 

-          At McKinley going back to no cell phones during the school day has helped to reduce the altercations.

-          Caution on referring to students and to violence.  It has led to over policing – it is crucial that we be careful with our language.  Things we can do are to give much wider and easier access to the de-escalation training that OSSE offered.  It has been a very effective tool in defusing situations. 

-          Stability – the high turnover we had before the pandemic promises to be far greater this year.  This makes building the relationships that are key, more difficult. 

-          Working Conditions: Language on self-care for staff feels performative instead of real. DCPS can do a better job acknowledging the difficulties and listening.  Many employees do not have or take a 45 minute lunch or even a 30 minute one. 

-          The statistics on student mental health challenges are daunting.  At Children’s Hospital they do not have enough psychologists to handle the crisis

-          Concern about the emphasis of XQ on test scores and course passage – it is an opportunity to look at the whole person.

-          Safe Passage - passage to and from school is not safe for too many

We spoke about the need to elevate the perfect storm we have with policy and practice not aligned with the current conditions.  Most importantly schools cannot address the needs they are seeing alone.  We spoke of a Summit but understand that first we have to reach out to other agencies and partners. The urgency is not to start next school year without having learned from this year.

Next meeting May 24, 2022 6pm

SHAPPE Meeting of March 22, 2022

YWP, DCPS, SBOE, Wilson. Mckinley, Globalize DC, Coolidge, Roosevelt, Empower Ed, SWW, Council, CHEC, Ballou, Eastern, Anacostia –

Thank you to Dr. Jones.

Dr. Jones you have been a constant participant in SHAPPE, sharing your wisdom from years of experience here and in other systems.  You have been curious, honest and forthright and always dedicated to the McKinley community and the larger DCPS community.  You will be sorely missed and leave big shoes to fill. 

DC- XQ Partnership for DCPS high schools

Paige Hoffman- Deputy Chief, School Improvement at District of Columbia Public Schools

See attached power point that was at the meeting

DCPS is making a commitment to listen to young people, provide more space to connect to community, assets they want to bring in- make high school a more engaging place. Process can be supported by partners- DC is a rich place

No normal – it was not working anyway

2018 Design lab launched to work with elementary, middle and high – tackle a problem come up with an idea and pilot it across the whole school. People closest to the students and school have the best ideas. Anacostia and Ballou

Most high schools wanted this opportunity – constrained by how to do it – connect with other schools and districts – creating space and resources

What are Design principles?

There is no specific model, the beginning is engaging communities.  There will be an Ed Opportunity Audit review.  It started with transcripts of data for class of 2021

March 18th letters of interest were due. They will be looking for bold ideas, design thinking, coaches, visits- who is not on the team that should be…. They will be building toward an application due the first week of June

They anticipate a full re-design for 3 or 4 schools

Schools will continue to be supported in this year and there will be schools entering full design each year – all schools will have this opportunity.

Questions:

We have learned that the Social Studies course order will change – a major reconstruct, how does that affect this initiative

Central office is rethinking how they support schools and working to makes sure we are better coordinated

Anacostia and Ballou implemented their model virtually– the panorama survey showed an 11% increase that they feel valued, a sense of community due to the new model

Anacostia: They highlighted mentoring pairing a mentor with students. New curriculum project design – thematic project inter-disciplinary they now have an Academy of civil engineering, and one other. They are working on the Kingman Island project.

What does the budget look like for the Design Lab? Is there seed money grants?  11 schools received up to $50,000 into each school for PD.  DCPS is not taking on any additional schools, they have no capacity. XQ gives us space to bring it back in a different way. 

What are the systemic barriers that have come up?

 Student noted: MOA with each central office

 --scheduling, schools do not have pressure to just choose one option this year - ,

----DCPS is open to 9 thru 12 looking different – more opportunities for internships role of partners in world languages

---Prioritizing relationships between staff and students

---Planning differently time and space for planning connected to planning – liked the Wednesdays

---We are thinking about data differently – how will we look at metrics differently

How will DCPS actually share in actual decision making – concern that a decision will be overridden by central office

How do we listen differently, how are you going to make sure that all adult listen to students? Ms. Hoffman stated that everyone is listening not going to go back

There is expertise in central office – thinking about how to have more collaborative structures.

Goal to be college and career ready

---- Could this be broadened to Global citizens – too narrow in goal to be college and career ready

-----We are a system not just individual schools and in DC we are in a competitive system

-----Question on SAT score focus as an indicator if students are ready – SAT itself is racist

-----Nowhere in it did it say maybe we need to get rid of the PARCC

Ms. Hoffman: Appreciate feedback – data was not presented as the metric of success- they are predictors.

Grant from XQ – no money will be coming from DCPS. There will be opportunities to travel to other schools – investment in educators and leaders – they can travel and work in collaboration with central.

Facilities- DCPS is thinking about what facility shifts might need to take place – for example working with UDC to add a greenhouse to Anacostia to support their environmental work

Technology additions are also being considered

If there is going to be an evaluation process – criteria to keep grant?  Thinking of what happened with Headstart will be possibly lose these funds? – XQ has a subset of foundational knowledge – not an added assessment –

Could schools or DCPS lose their funding if certain criteria are not met? Ms. Hoffman stated that we have not talked about off ramp work -- question

Paige Hoffman left her email for any follow up questions and we will invite her back to SHAPPE to be briefed and keep informed:

________________________________________________________________________________

Globalize DC – Sally Schwartz: language opportunities are inequitable – global opportunities

Sally is opening up again and looking forward to working with everyone

Piloting solutions – out of school time is a chance to ere-engage

We are looking at competency- based credit for world languages and also different ways of licensing language teachers that do not come to teaching the standard way to schools.

Globalize DC only deals with free stuff, free travel –

________________________________________________________________________________

Budget thoughts: Concern with ramifications of this budget for future budgets. One school has been warned they will probably lose 3 to 5 positions next year.  Fear of a Reduction In Force in the next two years after federal funds are gone. 

There has been no definition of specialty funds- not of who receives them or of how the amount is determined. This was flagged prior to the new budget model rolling out but not addressed.

There is a large bubble in 9th grade which will travel through for English Language learners.  Also the exit number is being changed from 5 to 4.5.  This will initially mean that fewer students will be eligible for these funds. 

Young Women's Project Virtual Wellness Center Project: Details and Links to Samples (3.22.22) 

Overview: As one peer-to-peer response to the mental health crisis, YWP’s Mental Health Campaign Team is putting together Virtual Wellness Centers (VWC) in 16 DCPS and DCPCS high schools. These interactive on-line resources will connect youth to counselors and other mental health supports and activities – and -- educate youth on a range of stress and resilience building issues.  VWCs use a Google slides and Bitmoji application and will be shared by YWP youth leaders via their Linktrees, social media posts, email, text message, and in classroom presentations.   

VWC Content: Rooms include information, interactive tools, and resources on a range of issues including: stress, toxic stress, brain science, trauma, emotional physical and social health, Purpose, and Urgent Issues. Schooll-specific rooms will provide information on mental health providers, clubs, activities and other resources. Click here to see sample rooms on stress, toxic stress, trauma, brain science, and resilience building and a draft of the Bard High School VWC. Our target date for launch is March 31st.  

Partnerships: VWC sites will include DC Public and Charter High Schools. Slated sites include: Bard, Banneker, BASIS, Cardozo, CHEC, Coolidge, Duke Ellington, Dunbar, Eastern. McKinley, Ron Brown, Roosevelt, School Without Walls, Thurgood Marshal Academy Wilson, and Woodson. VWC rooms were developed in close alignment with the 2016 DC Health Education Standards and reviewed by an Advisory Board of mental health professionals.  The VWC work is not officially endorsed by DC Public Schools (we met with Carla Hall and Kenya Coleman several times) or Department of Behavioral Health but they are working with us to participate in the project to ensure their services are included.  We are also working with the DBH Community of Practice, run by CHHCS, we launch a Youth Adult Partnership Working Group that has been an invaluable resource to provide feedback and guidance for the VWC work.  

Outreach to DCPS High Schools: We are trying hard to work with counselors and DBH clinicians to collect accurate, detailed information about the mental health services they provide. Starting in late January, YWP reached out to about 100s of DBH clinicians and DCPS mental health staff and received three responses. As part of our VWC outreach, YWP sent multiple emails to high school counselors and clinicians but have received few responses. I welcome questions and concerns but also advice about how to connect with school-based MH staff to get this information.   

Options to Post Information:   There are three options for doing this. 1) We can develop your room for youth. In this case, you just need to  fill out this google form (takes 5 minutes) and we will create your VWC page for you.  2) You can create your VWC page and your personalized Bitmoji using these how to resources. Once your room is developed – you can link it in your website and we can include it as part of our Wilson VWC. Here are materials that will aid your creation of the room.  The third option is to work with our staff to create the room. 

YWP-MHC Background:  Driven by the Covid-19 emergency and rising rates of already high depression and suicide among DC youth, YWP youth staff launched the Mental Health Campaign (MHC) in 2019 to strengthen school-based mental health programming, connect youth to services, and expand access to mental health education. YWP has 50 youth leaders on the ground in in 16 schools working to educate their peers on mental health – and – connect them to counselors and clinicians.  YWP’s mental health-wellness curriculum includes a deep examination of the causes and effects of stress, toxic stress, trauma, resilience-building, and the brain science behind it. Each youth educator will specialize in a range of wellness skills and strategies that will be shared through Virtual Wellness Centers and as part of school-based health education. Since Spring 2020, MHC youth leaders presented 23 testimonies,completed a High School Website Assessment, created and distributed a 3.21 Youth Mental Health Survey:  (2022 survey coming soon). YWP builds the leadership and power of young people so that they can transform DC institutions to expand rights and opportunities for DC youth.

https://docs.google.com/presentation/d/11r1aU8nCxoZMeani1KBl_Lnvxcy7xLSvLsv0h-Xmgks/edit#slide=id.g108d11e22d3_0_341

https://docs.google.com/presentation/d/1RUgljwkupr36TfTywmWffxhcKAvXuwMq9DfFaUxtwzA/edit#slide=id.g108d11e22d3_0_547

https://docs.google.com/presentation/d/1KQLhh60rV8u2znPoWYNmQxUJsq8ZkyMZSXQdtngLu8o/edit#slide=id.g108d11e22d3_0_512

https://docs.google.com/presentation/d/1fSi4rCLaktaD1hu7lK9xUjcm8cxX6-Uy5UbxyEo77R8/edit#slide=id.g108d11e22d3_0_341

https://docs.google.com/presentation/d/1RJqWO7bwq7mc-vxXsKM79xhIGRGdlfWaTh0Fyw9Ek9c/edit#slide=id.g108d11e22d3_0_616

https://docs.google.com/presentation/d/1uUclwEIdVNnd7P2SlbFcn3h-HDaafCNu0Gx5L5861m8/edit#slide=id.g11dfb7befc8_1_466

https://docs.google.com/presentation/d/1DWTUgs9YkTnYmV4P9ze8kGo9ktalLzEL8Y6-brP9lBM/edit#slide=id.g1039bb04c86_0_252

https://drive.google.com/drive/folders/149syqs1lqUP8SLs-zMK3P6wwEwIX__L3

SHAPPE Meeting of January 25, 2022

Attendance from 7 DCPS high schools, SBOE, YWP, Council, DCPS CAT, Digital Equity, WTU

COVID School challenges: Focus for SHAPPE follow up

Question from the Open Government Coalition as to whether to explore what happened with transparency in the DC schools particularly in December of 2021 when there was a lack of reporting on COVID, (887 cases on the last day) extreme number of absences of both student and staff and confusion on the decisions of when to go to virtual instruction.  Answer Yes – not as a gottcha but as a way of learning to inform going forward. 

• ·         DCPS along with many others was not prepared for the surge of COVID Omicron. 

• ·         Burden on school leadership in particular increased exponentially with so many cases.

• ·         Case information had to be reported by the school to DCPS/DOH before being released- number of cases reported was not controlled by the school. The reported numbers did not match the experience of parents or teachers.

• ·         Spiral of students sent home with COVID or exposure, exposed family members who often then contracted COVID throughout December and some into January

• ·         No clear transparent communicated protocol for when a school should go virtual –

• ·         Substitute Teachers –challenges to being hired: , article in Post https://www.washingtonpost.com/dc-md-va/2022/01/22/substitute-teacher-shortage-dc/

What was needed?  Some of this is coming now, what could have prevented December breakdown as well as continual challenges?

• ·         OSSE does have a protocol – SBOE will work on understanding and communicating

• ·         Contingency planning – this should not have been a surprise given the last 2 years

• ·         Staff shortages – promise of substitute teacher and Contact Tracing Coordinator for each school – unfortunately not aligned with school size.  As we near the end of January- this staff has not appeared.

• ·         COVID leave was ended and has now been re-instated after pressure

• ·         N95 Masks for all having to be in person inside for extended periods

• ·         Weekly testing as is now being done for Pre K 3 and 4

• ·         Timely contact tracing and notification

• ·         Clear metric for schools on when virtual pivot should be required

• ·         Ease with technology with pivot

SHAPPE will issue a statement which could be addressed to the Mayor.  We are starting the second half of the year- time to adjust course and address these issues.   

Additional Concerns:

The requirements from central office have not been reduced enough to make a difference.  For example, access to teachers by students can be in competition with professional development like required LEAP sessions. 

When administrators are sick or in quarantine, there are no subs.

The rule that 30 unexcused absences means an automatic failure has meant that students in that position in yearlong courses have no reason to attend the remainder of the course.  This compounds the issue and does not give them a way back.  Some of these absences have been due to the metro and bus shortages which has affected students travelling distances.  We would like to see this reconsidered with options short of remaining in a course they have no chance to pass so that these students remain engaged. 

BUDGET

Mendelson bills-

• ·         Baseline last year’s budget – adequate??  We will not know this until we see the budgets

• ·         Average versus Actual Pay- Average pay is important in budgeting and in retaining experienced staff.  However DCPS should be required to remove all the central expenses now embedded in the actual pay figure – fingerprinting, substitute teachers, etc.   LSAT members have to make nickel and dime decisions to make the budget work. This will definitely hurt teacher retention of experienced teachers. 

• ·         We need more information and input on what provision should be in a bill of this kind to provide for and guarantee additional staff at the different levels when enrollment increases.  While projected enrollment can be the same or higher, it sometimes misses.  In addition DCPS schools see students arrive throughout the year. 

SECURITY CONTRACT

DCPS will reissue RFP for security guards. This is the current contract DCPS SCHOOL SECURITY CONTRACT_RDCTD.pdf

Security Contract Concerns:

·         Evaluate the pay. Low pay limits people who can apply, it also requires people to take on second jobs. 

·         Talk  to some of the valued current security guards to find out what they might have liked to see covered.

·         In a new contract the relationship of a security guard to a school community has to be strengthened. This means more clarity on the role of the school principal to the security guard but also time and training to ensure that they are part of that community. Relationships have been cited as the primary proactive way to support and protect our students. 

•  DCPS has to have a fair way of allocating the staffing on this to each school. MPD had a method for security guards, how will DCPS determine the number of people needed?

• What is the ideal staffing so that everyone coming into the building is welcomed and treated respectfully and further that the school has the additional staff to support other functions.  We might have learned this from the pilots, what has worked and what has not? Some schools used the pilot opportunity to deal with budget cuts that risked losing valued staff.  Thus they may not have had the needed additional personnel. 

• If the school and the security guard under contract or DCPS agree, this person will not be removed from the school to go to another school etc. This has been an issue with the current contract.  

• Security guards or those holding this position have to be able to accompany students outside of the building as they make their way to the metro or bus stops.  Current security guards do not have this in their portfolio.

• Security guards or personnel in this position have to be able to pivot, be able to be in the cafeteria at lunch or where ever as part of a team dedicated to physical and emotional safety. 

• The pay for in the contract or for DCPS personnel has to include pay for school meetings concerning climate issues as well as additional trainings and tune ups. They should feel included and an integral part of the school community, able to contribute.  

·         Schools with a percentage of Spanish speaking students absolutely have to have people in these positions that speak and understand Spanish. This is the language that has been cited the most.  In the current contract section C3.15 states that the position of Guard 1 requires 2 years of experience.  This could be worded:  “Preferably 2 years of experience with the exception for bilingual applicants who will be offered supplemental training. “ This was a huge stumbling block in getting bilingual security guards.

·         The skills of de-escalation, passive restraint and appropriate intervention when necessary has to be part of the training of all including substitutes. The 3 hours in the current contract are not adequate. 

·         This section of the current contract C.5.15.1 deals diplomatically and compassionately with the public – makes no mention of abilities with young people.  This should be changed to be explicit on the needs for a person skilled in dealing with young people. A course in child development is not adequate to cover this. 

·         Only 2 hours of Site orientation is woefully inadequate

·         Will security guards still have power to arrest when the contract is not with MPD? Are there differences with the change from MPD to DCPS?

TECHNOLOGY:

Questions on Technology:

Network Accessibility at home?  This has not been adequately addressed across the city,

Are students able to take devices back and forth each day- home for homework, back to school? Students at Wilson and McKinley yes, students at a number of other schools are not permitted to take them home.  

Is there a one to one ratio for student devices?  DCPS did provide enough devices for every student.  At some schools there was a poor return rate in the spring.   This is an issue that Digital Equity is working to better understand.  The high replacement rate is an expensive challenge.  There is a wide divide in the number of families that have computers in the home and comfort with using them.  However, having continual access to a device and comfort with using computers has become a necessity.  There are currently a lot of federal funds that could help move the city closer to more equitable access. 

All devices for DCPS are the same size. Have the child size devices with smaller keyboards presented challenges for the high school students?  (DCPS has had a one size approach to make support easier and it has been more cost effective given the number of device))

There is a CANVAS survey on this. DCPS is considering offering larger devices to juniors and seniors (calculated by original year of graduation) assuming this will align with student size.  Potential issues at the school level:  In one school – two models and sizes will make support more difficult.  This may not align with size of students, and you will then have different sizes of devices within the same classroom since year of original graduation does not align with what classes students are taking.  DCPS is considering this to deal with increased cost of larger devices.  Digital Equity is working with DCPS to outline the challenges with this approach while acknowledging the issue needs a solution. 

PARKING:

A school with staff parking challenges can make a request for special permits. If this is made through the ANC it will trigger a tighter timeline.  Schools need a Sustainable Transportation Plan- support for this is at - https://godcgo.com/school/  Schools also need a school transportation coordinator.  Number of permits is limited and aligns with need taking into account parking available and proximity to metro and bus lines.  The number will decline every year in line with DC’s plan to reduce dependence on the automobile. 

Next Meeting: February 22nd.

SHAPPE Meeting of November 30, 2021

Attending: Wilson, SWW, DC Community Action Team, Woodson, McKinley, Roosevelt, Cardozo, SBOE, Georgetown, Roving Leaders, other schools and groups contributed through other avenues.

There is a very high level of trauma.  While glad to be reunited with their peer group, students are unaccustomed to the culture of school where there are different expectations and requirements.  There have been far more fights particularly among younger secondary students.  Students arriving from the Northern Triangle and from South American countries are coming after a traumatic passage to some of our high schools.  More students are in the halls avoiding being in the classroom for a variety of reasons including anxiety or the absence of the regular teacher. There is far more demand for mental health services, significantly more than schools have the capacity to meet. 

Outside of school, increased gang and drug activity has added to the challenges of safe passage and school safety. 

Despite the announcement of additional COVID support personnel for each school and one substitute teacher for each school; those people will not be in schools until at least January.  Principals continue to be responsible for contact tracing and random testing identification. 

Schools have fewer people on site to teach and to supervise due to illness, acute shortage of substitutes, quarantining, lengthy delays in on boarding of personnel and even abrupt resignations.  Students are being taught by people they do not have a relationship with and some who do not have the content knowledge.  People who can choose whether it is substitute teachers or even substitute security guards are not choosing secondary. Thus, untrained and inappropriate personnel matches in this time of a shortage are adding to the stress.  All of this and the following document a crisis.  This crisis is occurring in varying ways across the DCPS secondary schools. 

Discussion: Security Guard Contract

DCPS offered a pilot program to substitute other positons for security guards this school year to schools in anticipation that with a return to in person learning, there would be a restoration of normalcy.  Many secondary schools welcomed the opportunity to participate in the pilot. The pilot allowed schools to maintain a minimum of guards and choose behavior tech, deans, restorative justice coordinators or other positions instead of security guards. Some principals used the positions freed up by the pilot to restore people lost in a reduced budget. This year has not been a return to normalcy thus any calculations on what might work under pre-pandemic circumstances don’t apply.

School communities work to be almost like a family, it matters if security guards or those filling that function are a full part of the school community.  This means there has been some mutual choice, the guard has chosen to be there and the school has chosen and welcomes them.  From this position, these individuals should be paid like everyone else, and be able to stay late when necessary for meetings and be evaluated by the local school leadership.  These individuals should have the possibility of stability and recognition.  The job does not have to be named security guard. 

-          If it would be possible to have a job description and the funding to bring adequate numbers of people for this position in house that would be preferable. 

-          In the absence of that a contract should:

o   Be clear on a best practice Service Level of Agreement (SLA) for public high schools like ours

o   Be clear that guards like school personnel can accompany students to the metro and be able to be outside as needed.

o   School administrators need people in this position that can pivot and be where they are needed – for example, cafeteria duty if school is short on personnel that day. 

o   The pay or hours for guards should include school specific training when requested by the principal

o   The pay and hours for people in this position should include school meetings pertaining to school culture and additional trainings and tune ups throughout the year.

o   When a guard is a good match for a school and both agree, contract should specify that they cannot be moved.

o   Schools with a high percentage of Spanish speaking students absolutely have to have people in these positions who speak and understand Spanish

o   The skill of passive restraint and appropriate intervention when necessary has to be part of the training of all security guards including substitutes.

-          Security Equipment: There seems to be a contract to upgrade some hardware and technology.  It is not clear which schools are affected and what the timing is. Is there a public inventory of this so that it can be reviewed? 

o   Security cameras on the outside of the building.

o   Broken doors.

o   Weapons abatement

o   Alarm systems

Short Term Strategies to address this crisis

Ø  Need to see the SBT incidents reported. While there is under reporting it will give some idea.  Dr. Bren Elliot noted at the Council hearing that there was a significant increase in the most serious infractions, level 4 and 5.  School leaders should have access to this data. 

Ø  Increase the personnel in secondary schools where requested. Use central office staff and expedite clearance. 

Ø  In order to increase the time and attention on the students and their needs, and the ability for school staff to be able to pivot and attend to the increased socio-emotional needs reduce the requirements from downtown including :

o   Drastically reduce requirements for RCP data – students are not learning when being assessed this often and teachers are distracted and stressed by this

o   Change IMPACT for this year, reduce high stakes of it and reduce number of observations etc. 

o   Evaluate and recalibrate MTSS accountability practices.  

o   No new requirements can be added to a school team from central office

Ø  No school staff can be offered central jobs and taken from local schools for the remainder of this school year.  

Ø  Expedite the on boarding process so vacancies are filled immediately, it is now taking an average of 7 weeks.

Ø  High School Principals could be convened as a group regularly to have the safe space to discuss the issues and strategize on what is working and what has not. 

Longer Term

Ø  Students need skill sets for conflict resolution, this should be taught across all grade levels in the same way as sex education is embedded in the curriculum

Ø  Review current policies, what is working and what is needed to better respond.  Currently school personnel feel they do not have adequate personnel or policy to support them.  Policies have to address:

o   Where separation for the safety of the student and their classmates is necessary, In school suspension has been inconsistent and not always effective

o   Responding appropriately to the students requires time, people and space.  The schools are short in all three areas.  This also extends beyond the school day. 

o   School personnel have barely had time to build the relationships necessary to support students. 

Ø  Focus groups and advisory groups have a very limited use in terms of real feedback to central office. Going forward a much fuller loop of communication and engagement should be implemented.  This will only work if the solutions and strategies are shared and people see results.  We can only get to solutions that are viable if we have the right problem definition. This discussion has to precede the one on solutions. 

In closing we all need to have a better idea of how the federal dollars are being spent.  This is not a time of reduced resources.  Some of those dollars should be allocated to addressing the crisis the students, families, teachers and school staff are experiencing.

SHAPPE will follow up with a draft letter this week

Next meeting will be in early January due to the winter break and so as not to wait until the end of January.  January 11th is the proposed date. 

SHAPPE Meeting Notes: October 26, 2021

Mandatory Vaccinations for students eligible:

Attending: SWW, Eastern, Woodson, Roosevelt, SBOE, Ballou and CAP

Vaccine Mandate

Athletes have suffered through quarantining; many of them with support from their peers have gotten vaccinated. 

For students under 18, a consent form is still required.  Those present were in full agreement with a mandate, even with its challenges.  SHAPPE will write a letter in support noting the importance and that this is adding a vaccine to those already required.  I will send out a draft. This will be entered into the Council record and also copied to Chancellor Ferebee and DME Kihn. 

Eastern PTA spoke of a visit from Howard University students to the school talking to Eastern students at lunchtime about the vaccine. They also did experiments to show how easily germs spread to stress the importance of handwashing and masks.  Howard also visited Johnson, CHEC and Sousa. 

A mass vaccination at the high school level would mean there were fewer teachers out for quarantine and fewer students too.  People in the schools are bone tired; feeling like it is already April. 

The staff vacancy issues are from a combination of sources.  Over 1200 staff did not return to DCPS this year. All of those vacancies have not been filled.  Some may have been from licensure but the sense if that most were from fatigue and frustration.  Many of those who did not return were para professionals working with Special Education students.  There is concern on meeting the IEP hour requirements.  It was reported there are currently about 106 staff vacancies in DCPS.

There is fear as to what the consequences will be for teachers who do not prove they have been vaccinated by November 1st, Monday.  The WTU is negotiating what the consequences will be, as far as we know there has not yet been written guidance on this. 

Recap of Governance discussion at the Council. There was broad support from school level parents and teachers for independence for OSSE and for DCPS employees being able to run for elected office in non-partisan races.  There was a strong message from charter operators, charter support groups, Ed Forward, Federal City, Georgetown and others to not make any change.  I am attaching the SHAPPE testimony signed by me.  

STAR Rating:

There are specific challenges with the Graduation Rate metric for the high schools. 

For ELL: the digital assessment changed so now there is no comparable baseline data to indicate growth.  Growth is still not with an individual student.  There is no narrative that explains that students arrive in the by right high schools at all levels, many having had disrupted education so they are overage and under-credited.  Schools work with these students from where they are and move them forward. Many of not most will require 5 years and should be given that with support. 

There is a similar issue with students with special needs who are not on a diploma track. Even with their certificate and that accomplishment, for the school these students are non- graduates.  Other students require the 5 years to get the full education they have a right too. 

The method of computing the graduation rate is from the federal government.  However the State or DC could provide context and narrative.  Further it would be helpful to be able to parse out on the report. It has been damaging to put the incentive on pushing students to graduate when they really need the 5 years and are entitled to it.  Also it is not a failure on anyone’s part that the 5 years is needed.   Most of our comprehensive by right high schools have high percentages of students who are either students with special needs or English language learners.   The dashboard approach does allow for more nuances on the report card.  While the report card has an average student cost, it is simple division, and it too needs more narrative.  One school has over an 80% grad rate with a 59% rate for ELL, many of whom could be recent arrivals.  The grad rate is then listed as 69%.  Averages can be quite misleading.  

In the short run we will all do more to compliment schools and support their stories in social media. The schools are doing a wonderful job and it is making a difference.

Online learning:  DCPS is considering opening a school for students who would like to learn virtually. This is not connected to COVID.  There are students who preferred learning from home and thrived. This included those for whom the whole social situation was stressful. 

Concern with what this might mean for enrollment in the existing schools, especially those that are challenged.  It is also a question of what should be prioritized. 

Budget: DCPS is working on a budget that deals with the issues of funding for at risk, ELL and Special needs being more in line with requirements.  They are working with something that starts more with a student based approach but adds in program and stability. More details are not yet available. 

Transparency and accountability on the federal education funds and how they have been allocated and spent is a concern.  The DC Auditor’s office has indicated how the Council might do this.  This is something that we will be following up on prior to any additional disbursements that come with this budget cycle. 

COVID online- with the high number of teachers out, DCPS is asking some teachers to teach students from other schools on line at the same time as they are conducting their own classes in person. This is very challenging for special education students and for the teacher.  The need has not been highlighted.  The technology needs compound this. 

Getting the News Out: There is more support from OSSE in particular than we know about, for example the garden support available.  The DC Coalition of Equitable Outdoor learning works with them. Sharona Bean works to keep things connected.

More testing mandates: There are far more requirements at the classroom level for testing.  These include RCT (Required Course Tests) down to Kindergarten in order to provide data to Mastery Connect.  Tis is in addition to the IREady and ANET and to Beginning of Year, (BOY), Middle of Year (MOY) and End of Year (EOY), PARCC.  Students are not being taught or learning during testing.  This came up at the governance hearing especially for kindergarteners.  It seems there are testing mandates from the Feds, from OSSE and from DCPS.   We will follow up to get more information on exactly what is being required at every grade level and where the mandate is originating. 

Next Meeting date: November 30th

 Moving from the 4th Tuesday to the 5th so as not to schedule right before Thanksgiving break. 

Senior High Alliance of Parents, Principals and Educators SHAPPE

September 28, 2021 Meeting Notes

Attending: SBOE, DCPS Community Action Team, CHEC, McKinley, Roosevelt, Woodson, Ward 4 Council, Cardozo, Ellington, Young Women’s Project, Dyslexia, Ward 8 Ed Council,

Guest Michael Lamb: DCPS Deputy Chief, Learning and Development Sciences. Mr. Lamb is the former Executive Director, Washington, D.C. of Turnaround for Children.  He also worked in the Office for Civil Rights in the Education Dept. during the Obama Administration focusing on using civil rights laws to push for equity. He has also been a teacher and community organizer. 

Mr. Lamb described his team’s work in DCPS is launching DCPS Becoming which will focus on supporting DCPS to become a whole child-centered, anti- racist organization.  This is being started now because of DCPS acknowledging what it has missed along the way and its importance ahead of the engagement on the next Capital Commitment 5 Year plan.

Request: On the Capital Commitment: What we have now are goals, there has never been a plan that the public has seen to engage with in terms of who these goals would be reached.  Will there be an actual plan for the next Capital Commitment . 

Slide deck puts his work in a historical context.  He noted that there were things missing from each step. 

  Some present noted that a number of these initiatives were not transformative, and in fact introduced stress and could be seen as undermining equity and a whole child approach.  Don’t build on steps that don’t work. 

Questions:  The PARCC test and the additional tests that have been added can be seen as undermining your efforts. They do not assess the whole child, they cause significant stress especially now as we have not emerged from the pandemic.  

Comments from SHAPPE Members continued focusing on the power of adverse childhood experiences, and the trauma and stress many of our students are experiencing. 

Request of Mr. Lamb – Please take the message back there should be accommodations on the way we use the PARCC at least.   DCPS should also consider what is needed for students to get the content of their high school courses even if it takes longer than the allotted 4 years given the loss of time over the last two years.  Schools and teachers should not be dinged.  This would signal there was going to be a focus on the whole child.   Dr. Love’s presentation during the orientation sessions before the start of school was referenced.  The focus should be on growth and progress. 

Teachers and principals should be treated respectfully and support should be given. 

The work of DC BECOMING

1-      Public Engagement

2-      Capacity Building

3-      Systematize Whole Child/Anti Racist work

4-      Sprouts and Proof Points

This is part of a national conversation. DCPS will be using the GARE- Government Alliance on Race and Equity Approach - https://racialequityalliance.org/wp-content/uploads/2015/10/GARE-Racial_Equity_Toolkit.pdf  SHAPPE Members  request that students, teachers, admin, parents and community be part of this policy review. 

Questions:

Given the current whole child/anti-racist focus and the fact that DCPS has not operated from this standard operating procedure, who is measuring the adverse [part-child and racist] impact so that a baseline can be established?

Is there currently an engagement and collaboration plan and is the plan shareable for feedback so before that engagement/ collaboration begins we can help you with suggestions?

Mr. Lamb noted that this is the beginning of the community engagement process and that he would use this group as well as others as they considered a process. 

Suggestions and Comments: Please do not have it be a check list so that the box on public engagement can be checked off.  Also what is often missing is a discussion where the public can talk with one another for longer than 10 minutes and learn from one another.  There should be a several loop backs to the community.  Also the topic is massive, is there an outline that we might see of what DCPS is considering in the short term and then in the long term?

Mr Lamb in answer to a comment in the chat: Whole child and anti- racist are not interchangeable concepts, they should be integrated. A whole child approach that doesn’t acknowledge the racialized experiences of students is no truly a whole-child approach. 

Funding

There is a goal of shared leadership, does this involve funding support?  The Re-Design effort for Anacostia and Ballou was extremely well done.  It did however involve funding support.  There is a goal of shared leadership – does this mean with staff, with students, with families?  What does it look like? Is there funding to support this?

One parent noted he felt DCPS just like the United States in Afghanistan.  He feels his school has put in place a very successful race and equity program that is bombed every year by the budget where DCPS takes funds away instead of supporting.  There are high schools with huge populations of English Language learners, Students needing special services and At Risk students that do not receive the funds they need. 

A budget is a moral document.   – Time and Resources

The pressure to graduate students within 4 years this year also is forcing school personnel to push students through too fast. This is particularly true for English Language Learners coming from other countries.  This is not anti-racist and it is not attending to giving a full education to the whole child. This is part of the Capital Commitment and it also weighs heavily on a school’s rating. It is a structural framework that is baked in.  There are insensitivities at every level – that are exacerbated with COVID.  Families recently here with no insurance are scared.  They are also scared of getting COVID.  The policy to send a letter after 3 to 5 unexcused absences followed by a referral to MPD has not been supportive and has driven students and families away. DCPS can re-think the best way to accomplish what they are trying to do in a better way.  They can work with the Council where necessary. 

Mr. Lamb noted that it is tough to deal with the tension between measuring so we know where students are and what they need and the stress.  The social-emotional field is far behind the academic measurement field, and so we need to be attuned to where students are socially and emotionally.  The Capital Commitment is also aspirational, affirming the belief that all students can achieve.  He is thankful for the feedback as he works on these issues. 

Further Comments:

-          There has been a tremendous displacement of black and brown families from DC that started before the pandemic but has been accelerated. 

-          Students with more need are concentrated in particular parts of the city and it particular schools.

-          DC can be a very hard place to live.  Services may be here but are hard to access. There are systemic failures that have been made worse over the last year and a half. 

Mr. Lamb concluded by noting his appreciation for the honest and thoughtful feedback. He does understand that these issues are tough and feels committed to this importance of this work and to seeing it through. 

SHAPPE will be in touch and follow up on the issues raised and on continuing the conversation:

School Re-Opening:

How are students designated for ELL testing? Children are bi-racial.  It seems they are designated by an interpretation of their last name.  Her two older children do not know Spanish, they are English speaking.   Welcome Center for DCPS noted that the designation in Aspen can be wrong.   The parents’ comments are helpful.  DCPS is working on integrating the home language designation into the system in a better way.

Internet Access:

While there are Comcast subscriptions possible, they do not solve the problem of weak and slow access.  Can the Government set up hot spots in parking lots or more in libraries?  This is going to be an issue that is only going to grow more important.  Equity means a fast service for all. 

Resources for DCPS Becoming: See this article in the DC Line by Jeannie Lee.  There is so much work in this area already taking place by experienced and knowledgeable people and it is underfunded.   The inequity and lack of a whole child or anti- racist lens is apparent with the outdoor classrooms and outdoor lunch happening with volunteers in the wealthier areas.   Principals would like to be able to bring a group like foodprints in to help with this.  Funding is tight. 

COVID:

Given the cost to students can there be funds for scholarships and or tutoring for individual students?

Principals have been asked to be the Dept of Health, - they are responsible for contact tracing, quarantining, isolating students, testing programs and communicating to their communities. This has not come with additional funding.  How was the 360m of ESSA 3 money spent by DCPS?? There are no additional staff at schools to cover these duties.   With as many as 8 students in isolation the school is essentially running an Urgent Care center. 

There is enormous stress on families.  Policy is here. Letters start going home to secondary student parents at 3 cumulative days of unexcused absences.  At 7 days of unexcused cumulative absences - AC/AD sends Metropolitan Police Department (MPD) Warning Letter to parent using Aspen.  At 20 days the student can be withdrawn from school.  For families struggling with COVID vulnerable family members at home or fear because of the deaths already experienced- this has been extremely difficult.  Parents are terrified. 

There is a path forward – a virtual option would allow students who feel the risk is too great, to continue their education while we work at getting the virus under control and continue to work with them.  Secondly engage the community – the system now limits our ability and capacity to be creative to shape things to what is needed.

One example responding to high school students who need to work to help support their families, could DCPS institute a Work Study Program similar to what colleges have?  This might enable students to be able to stay part of their school communities and also earn the money they need to. 

The Meeting convened at 8pm. Next meeting is on October 26th, 2021. 

DC SHAPPE Meeting of August 24, 2021- Notes

Attending: SWW, CHEC, Roosevelt, McKinley, Roosevelt STAY, Bard, Eastern, DCPS CAP, SBOE, Washington Lawyers Committee, Empower Ed, Ward 4 Council Member office,

School Opening:

SWW:

-          Staff ready

-          Working with OCTO on technology

-          3 late teacher vacancies the school is working to fill

-          School is too small for students without social distancing and will be very challenged with everyone back

-          Wednesdays will mean everyone there for lunch.  SWW is grateful for off campus lunch options though

-          Concerns with HVAC

-          Excited to be back and to be with one another -

Eastern:

-          Staff ready

-          HVAC issues- up to 2 years on unfilled work orders

-          Principal working on outdoor lunch – tents not yet there, and will need permit

-          2 lunch period plan is promising

-          Question across high schools on permission to eat in classrooms if school chooses-

-          ( most of us would not attend a banquet with 75 people eating indoors without  masks given the community spread here in DC)

-          Lots of new staff – excited to start the year

-          Concern with enrollment and fear of attending especially for some families hard hit by pandemic

CHEC

-           

-          Staff ready

-          Complicated with a large population across two schools

-          50 students down from projected –still hopeful

-          Will be on standard schedule mandated by DCPS

McKinley

-          Staff ready

-          Breakfast will be very challenging to serve without using classrooms

-          Outdoor tents ordered would make a big difference

-          3 lunch periods – will be on standard schedule

-          Scheduling was late, bringing challenges – doing both 4 by 4 and A day B day

-          Concern that teachers will be carrying a double load of students exposing them to more different students

-          Teacher devices due to come in September

-          Good vibe about starting and meeting students – concern about how it will work if there are infections

Bard:

-          Staff ready,

-          Still in Davis, new wing was due to be renovated – should help with added enrollment

-          Outstanding issues with HVAC and plumbing

-          Student exposed in summer bridge did not want to return even if they did not contract virus

Roosevelt and Roosevelt STAY shares these concerns

-          Staff ready

-          HVAC issues remain , temporary fixes in place but concerns abide

-          Foundation leaking issues still there since opening of new building

-          Outdoor tables ordered

-          Enrollment – hopes for more students to continue arriving

Clarification on meals: It looks like schools can have students eat in the classroom and other spaces in the building outside of the cafeteria, but staffing needs to be considered and additional support may be required to transport food. Schools should consult with their Food and Nutrition Specialists on logistics for this.  Eli Hoffman DCPS CAP

The Coalition for Equitable Outdoor  Ed  will meet  in  the next week or two (trying to schedule) to discuss how  to address challenges with  outdoor  lunch. Feel free to join or to send a staff member  - here’s the  doodle poll if you’d  like to take  part https://doodle.com/poll/sbs8hquh5krmzb9y?utm_source=poll&utm_medium=link  SBOE Member Emily Gasoi

Also Lawyers Committee partners may be able to help with outdoor equipment.

DCPS Website on opening: https://dcpsreopenstrong.com/sy21-22/

Safe and Positive Schools

Survey by Office of the Student Advocate on Safe Passage – please fill out and encourage others to fill out: https://docs.google.com/document/d/1ktSYeFfX4Z-6w8jd_axD9-4XRkMUpvIE984cNaS9LcA/edit

Approach of DCPS will focus on resolving this issue: Previous use of policing both formal and informal in DCPS contributed to racial disparities and negatively impacted experiences for students, particularly black and brown students.

They will track how the schools that chose the pilot on funding for security to see how it is working.  This office is using the GARE approach – Government Alliance on Race and Equity.  Michael Lamb- Deputy Chief Learning and Development Sciences will attend our next SHAPPE meeting. 

Concerns expressed by SHAPPE in these task force meetings: pay attention to the transition so that students feel safe both health wise and physically. 

-          Concerned with roll out of Student Mental Health Ambassadors – how will students be supported?  The Young Women’s Project has been doing this work for years and will proceed with their students in the schools. 

-          We should be able to transition safely to a new system that includes more supports and less formal or informal policing

-          What guidance or support will there be for students and staff September 11th to 18th when there are demonstrations planned in DC – for example a Neo Nazi March?

-           

Health

§  We need a rapid test available for students and staff in school, as it is by the time contract tracing and testing take place, many more will have been exposed

§  Protocol is not clear on what close contact is and what will happen if a student tests positive- who will be required to be quarantined? Is this adequate

§  Problem with trust on current practice being adequate – contract tracing and notifications to date have not built confidence

Expanded testing – broader random asymptomatic testing should be instituted. 

Concern with Consent Form: Parents are reluctant to sign away a right.  It is a long form that has two clauses stating DCPS cannot be sued for any COVID infections unless there is deliberate malpractice…. Here is the form: 

Washington Lawyers Committee will look into this.  We all want there to be enough testing to keep the community spread down. Some charter schools are offering extensive testing.  Cost may be the reason DCPS is not doing expanded testing. 

Unexcused Absence:  A parent and that student are ultimately responsible for their health.  The current rule is that if your child was exposed but not identified as in close contact, you decide they should remain home – they will have an unexcused absence- these can ultimately lead to referrals to CFSA or the court system for truancy for adolescents.   Council members and School board members have already weighed in on this as absolutely necessary to change.  In these extraordinary times, with differing levels of risk in many homes with multiple family members, this decision should ultimately be with the parent without this threat. 

“Regardless of the science, there is still a  lot of uncertainty with the Delta, so I do think it’s important that families have  the ability to make decisions based on their knowledge of  their household  risk levels  and  priorities”

“The unexcused absence seems harsh given the mental health crisis associated with the virus. The issue related to siblings needs to be addressed because to quarantine only one student when there are three in the house, is problematic when you consider the impact for future outbreaks.”

“Honestly personally- changing the unexcused absence thing might make the difference in our own choice of sending our kids back- which we’re very torn over right now- so that we can at least protect her after a reported case.”

Question on Staff: Are staff members that have to quarantine because of exposure expected to use personal leave?

Concern with Substitutes – will there be enough, it will be harder for teachers to cover multiple classes as they will be exposing themselves to many more students. 

Virtual Option:

·         Need to understand internet and computer access – DCPS has this data from the spring which would be helpful

·         Grades 3 to 12 should have one to one access

·         Pre K – 2 have 3 to 1 access

·         Simulcasting equipment has been delivered to some of the schools

Given the uncertainty and the daily rise in infections; there should be a plan to pivot to virtual should it be necessary.  One elementary school is having students log into Canvas – The fear is that it will be just like last year and DCPS will be caught without having put in place a plan and will lose students and will lose the public’s confidence in their school system. 

Budget:

DCPS is working on a combination Comprehensive staffing model, student based budget.  There are 4 buckets:

Student Based Funds- dollars based on student enrollment and demographics (based partly on student need)

Staff Allocated on Enrollment-  numbers and SPED and ELL

Program Grants: for select programs or school attributes

Stability Funds: safety net checks and stabilization funds to protect schools from fluctuating enrollment

·         Concern with the definitions and criteria – what will constitute a small school?  What is a special program? This discussion is crucial to any further development. 

·         Engagement on this has to be more robust.  Parents and communities need to see their input reflected in the next iteration.  November is too late for the next meeting on this and a town hall where no real dialogue is permitted is woefully inadequate.

·         Fundamental need to have a roll out that shows to each school and for all of us across all schools what this will look like.  This is the only way it will truly be transparent and fair.  After an initial roll out that shows possible scenarios- choices can be made. 

Announcements

Please spread the word and fill out the Empower Ed survey

https://www.weareempowered.org/survey.html

SHAPPE Notes for July 27, 2021

Attending: SBOE, CM Lewis George’s office, DCPS Community Action team, Office of Bilingual Education, Cardozo, Young Women’s Project, Woodson, School Without Walls, Bard

Discussion: School Safety and Positive School Climate

As of now MPD School Resource Officers will begin being withdrawn in school year 2022-2023.  The SAMS School Security Guard contract will be extended for one more year.  This is a pilot year for schools that requested that status and local school staff instead of guards.  The DME Safe Passage request for community support in designated areas remains in the budget.  

BSA Summary of language The MPD School Safety Division would be dissolved by fiscal year 2025. It also further reduces police presence in schools by limiting certain law enforcement actions against students on school grounds and redefines duties of school resource officers to narrowly focus on ensuring that schools are safe environments for students and employees via appropriate community-oriented policing strategies. It also prohibits school-based officers from reporting gang affiliation information to MPD.

The concerns with reporting gang affiliation are significant-and have affected students with DACA protections, and jeopardized the immigration status of others. This is in addition to other consequences of this identification for young people.