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 October 28th, 2025, email dc.shappe@gmail.com for log in information.
Meetings for 2025-2026
Meetings will be virtual until further notice - on Zoom on the 4th Tuesday of the month at 6pm. email dc.shappe@gmail.com for meeting link.
August 26, 2025
Sept. 23
Oct. 28
Nov. - Dec 2nd
Jan 27, 2026
Feb 24
March 24
April 28
May 26
June 23
2025 SHAPPE October Meeting
Attending: Dunbar, Roosevelt, CHEC, Eastern, Luke Moore, School Without Walls, McKinley, Cardozo, Garnet Patterson STAY, EmpowerED, DC Council, DC Community Action team,
Discussion on Safe Passage:
The group discussed challenges with school safety and immigration enforcement, particularly focusing on the impact of ICE activities as well as continued challenges for economically disadvantaged teenagers. High School students often traveling alone do not have the option or desire to be part of walking school buses and are vulnerable.
There is a need for better coordination between Safe Passage programs and community volunteers. This was highlighted at Dunbar, NOMA and the Convention center. Coolidge also noted there has not been adequate presence of safe passage workers.
Trust: Coordination has been complicated by Safe Passage being moved under the Deputy Mayor for Public Safety and Justice, where MPD and its required cooperation with ICE are also located. This has caused trust issues with community members. Vanessa Rubio described her successful elementary school walking bus program, which has been workable because of the trust with specific people and relationships. She agreed that there are challenges with high school students who prefer to travel independently.
· We will invite Jasmin Benob to the next SHAPPE meeting on Safe Passage to get a sense of consistent expectations for Safe Passage workers across all vendors as well as how decisions are made with regard to placement near the schools, and where in the neighborhood as well as how programs are evaluated.
· See what is possible to address the need for better coordination between Safe Passage programs and community volunteers with Signal groups and walking school buses.
· School Captains – DCPS high schools that do not have someone connected to all the other school captains and to the on the ground organizing and responding that is taking place are: Luke C Moore, Roosevelt, Ballou, Ballou STAY.
Follow Up – The Deputy Mayor for Public Safety and Justice point person determines the routes and location for Safe Passage personnel to be posted. The adjustments that will be made with the new fiscal year respond to a budget reduction and then the possible need to reassign some people to areas of greater need. These are two of the contracted groups for safe passage.
· https://www.wearecsc.org/our-services/violence-prevention
· https://www.naarcdc.com/safepassage-safeblocks
Football Game Safety Discussion
The new policies state that the D.C. Interscholastic Athletic Association will limit attendees to adults or students accompanied by an adult chaperone with a ratio of one adult for three students. Home and away fans will have separate, assigned seating areas. And, to the extent possible, schools will schedule games between 4 p.m. and 5 p.m. instead of the typical 6 p.m. or 7 p.m. start time. Friday night games may also be moved to Thursday, dependent on scheduling.
There has been mixed feedback, games are quieter with controlled access and security measures and there are fewer attendees. Are there equity issues with students not having an adult who can attend, denied this opportunity. What changes might be suggested if this policy is to stay in place, what resources are there to support responding to the underlying issues prompting the fights, tensions, rivalries, frustration. Are there ways we can create safe spaces without excessive law enforcement presence?
· Reach out to alumni organizations to see if they can provide adult accompaniment for students in need of this to attend sporting events.
A strategy that has been used successfully in the past has been de-escalation training as well as training for law enforcement in understanding adolescence. While there are some incidences where the MPD response has been appropriate there are others where the response has escalated the tension and put students at further risk -especially concerning when the student has already been victimized.
· Reach out to Kristen Henning and Dr Jennifer Woolard at Georgetown University
Student Attendance Policy Reform Discussion
Immigrant students and families are threatened with detainment and possible deportation; economically disadvantaged youth have been subjected to more punishment and less emphasis on prevention. There are students missing school due to fear and others late or missing as they work to support families or take care of younger siblings. This will be addressed in attendance discussion.
Should we explore more virtual options for some situations. Should there be any amendments or waivers to current attendance policies that acknowledge the context for some students and an ongoing one for others.
What is the impact of the automatic failure of a course if there are 30 absences? For some parents, they have seen it as important in providing a reality check for a child. For students dealing with taking on the role of caregiving or family support there may need to be a way to adjust. What flexibility exists?
Some of our high school students are parents themselves. They are allowed 6 weeks maternity leave for a vaginal delivery and 8 weeks for a Caesarian. Teachers have 3 months. They have to take at least one class.
We will gather more information and testify or submit testimony for the October 15th Council hearing on attendance. focus on addressing the complexities of attendance issues in a more equitable way.
Health Services
Children’s Hospital no longer has the contract for school nurses. It is now in the DC Dept of Health. The Health Dept has maintained the same model that was in place last year. It is a cluster model where schools no longer have their own school nurse unless the qualify due to a high number of children with greater health needs. Every school should have a medical technician present. The cluster model had issues last year. SHAPPE and the Ward Ed Councils will follow up on this.
The School Based Health Centers have also seen a significant loss of funding, the Mary Center exited Coolidge/Wells and no other group has taken over that clinic. DC Health has now taken over the staffing of all of the School based health centers except the two Roosevelt and Anacostia which are still with Unity Health care. We will get more information on this and also support Coolidge in ensuring their clinic is open. With the proposed reductions in health care coverage for District residents in the federal and local budgets, this is especially concerning. These centers provided physicals, vaccines and ongoing interventions for students with health-related issues.
H-1B visas
DCPS was allocated funds for current visa holders. Because of the lack of a strategy moving forward on this to fund what is needed, these teachers are not being supported. 2 Teachers from CHEC have already left. The proposed 100,000 charge for these visas is not legal and may not have any effect.
Budget: The problem that occurred with the DC budget being frozen at FY24 levels that resulted in the loss of 600 plus funds will not occur going forward according to Rep Comey the House Representative in charge of DC. The understanding is that those funds will be available for DC on October 1.
The potential government shut down should not affect the local DCPS budget but it will affect many DC residents.
Meeting Chat
Sharona Robinson, DCPS Tue, 6:18 PM
I do know they have asked school leaders for who the POCs are by school to create a directory that will be shared with school leaders and school POCs.
Sharona Robinson, DCPS Tue, 6:18 PM
Thanks for sharing this here @all. This is helpful!
Julie Lawson Tue, 6:24 PM
I am very grateful that school admin have been given the flexibility to do more clear communication around this
Sharona Robinson, DCPS Tue, 6:26 PM
The walking school bus is something that is created by parents and community members who opt-in. If there are people who want to support the effort at Dunbar, I would recommend meeting with them to get aligned on the look for before and after school.
Sharona Robinson, DCPS Tue, 6:28 PM
@Scott Goldstein to the point you raised the federal law enforcement that has been at games is HSI, FBI. DCPS Security is aware. After sending flags it was confirmed they were supposed to be there.I was told ICE was not part of that group to be at football games. Hope this helps!
Scott Goldstein Tue, 6:29 PM
“After sending flags it was confirmed they were supposed to be there.”
Scott Goldstein Tue, 6:29 PM
Did you mean supposed to or NOT supposed to be there?
Scott Goldstein Tue, 6:31 PM
One of the best things we can do at the HS level is provide really strong training to the School Captains so there are people really well informed and trained and connected
Julie Lawson Tue, 6:36 PM
Going back to the Safe Passage conversation, an update from Wells MS operations: Safe Passage has not been as visible and active as they have been in the past. There are supposed to be meetings but school has not received any invitations
Julie Lawson Tue, 6:38 PM
I was outside the Coolidge v Friendship football game (in response to the federal agency participation) and it was terrible. I was also at McKinley’s first home football game (v Sidwell) and it was quite calm and a fun night.
Scott Goldstein Tue, 6:40 PM
My concern is we’re making it that there’s nowhere students can be free and joyful
Curfews all over the city. New restrictions at the football games etc
Sharona Robinson, DCPS Tue, 6:40 PM
I completely agree!
Sharona Robinson, DCPS Tue, 6:43 PM
The unfortunate thing is there are also adults exhibiting some of this behavior as well. In some instances, encouraging the fights to happen.
Scott Goldstein Tue, 6:43 PM
Gotcha. Definitely more people training in de-escalation is key. Don’t think MPD is the best at that.
Scott Goldstein Tue, 6:43 PM
There’s also the question about the timing of the games in the policy change
Scott Goldstein Tue, 6:43 PM
Is it good for students to have a game on Thursdays vs. Fridays? (academically)
Sharona Robinson, DCPS Tue, 6:45 PM
Game times have been made earlier.
Marlena Mitchell Tue, 6:45 PM
Not on Thursdays Please
Sharona Robinson, DCPS Tue, 6:46 PM
For example, Ballou’s game on Saturday was at 2. It has now been changed to 11am.
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Ben Williams Tue, 6:47 PM
Thank you all for the great convo. I’ll see you next month.
Sharona Robinson, DCPS Tue, 6:51 PM
I’ve heard that as well @Karen Kassekert
I’ve always said ALL MPD officers could benefit from the training SROs get.
Basics on being a human
The adults (teachers, support staff) in the schools too!! EMOTIONAL INTELLIGENCE and HUMANITY
Sharona Robinson, DCPS Tue, 6:53 PM
And don’t forget schools have safety squads
Julie Lawson Tue, 6:54 PM
I did have a good experience with MPD de-escalating a domestic situation the same weekend as the the Coolidge football game. It’s just uneven across their officers
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Scott Goldstein Tue, 6:57 PM
The 100,000 fee in the EO is illegal (only congress has that power) and will likely be frozen by a court, but even if in effect, is only moving forward not current visa holders.
So DCPS should still be able to help this cohort with the funding they got, but they need a new gameplay going forward for sure
Hannah Kozik (DC Council) Tue, 6:58 PM
hkozik@dccouncil.gov –
Sharona Robinson, DCPS Tue, 6:59 PM
I think it’s hard to lobby for just one thing around enrollment at the moment
Scott Goldstein Tue, 7:03 PM
We do have school captains at Dunbar, Eastern, Cardozo, CHEC
Sharona Robinson, DCPS Tue, 7:03 PM
Technically the other options would be twilight and credit recovery
beth.perry Tue, 7:04 PM
20 consecutive days absent is when I thought they were withdrawn from the school.
Sharona Robinson, DCPS Tue, 7:04 PM
Plus also the DCMR would have to change to some degree to accommodate the change
Hannah Kozik (DC Council) Tue, 7:06 PM
We have a hearing on attendance on October 15th. These are very good points to raise.
Scott Goldstein Tue, 7:06 PM
We also have captains at School Without Walls, Jackson Reed Coolidge, Woodson, Ellington, GP STAY. We do NOT have School Captains at Luke C Moore, Roosevelt, Ballou, Ballou STAY.
Sharona Robinson, DCPS Tue, 7:07 PM
Thanks for flagging this, @Scott Goldstein
That’s a good suggestion @Zoom user
And often schools don’t have a before care program
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Sharona Robinson, DCPS Tue, 7:18 PM
Truancy pickup hours are 9:30-2:30
1 truancy van per police district
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Sharona Robinson, DCPS Tue, 7:20 PM
I think they get same training as SROs
Sharona Robinson, DCPS Tue, 7:21 PM
I can also flag for our School Health Team to see what can be done @Julie Lawson
Sharona Robinson, DCPS Tue, 7:22 PM
SBHC hours have been cut at all schools. And I think there was a loss of dental services in some instances.
Sharona Robinson, DCPS Tue, 7:23 PM
Sounds like you need a SBHC provider @Marlena Mitchell
Marlena Mitchell Tue, 7:24 PM
yes we do!
Zoom user Tue, 7:27 PM
Our nurse is rarely there.. When she does come, she has so many students, that she is turning the students away and telling them to come back
Sharona Robinson, DCPS Tue, 7:27 PM
I’m curious to know how this is playing out as well
Hannah is right based on what I remember
Hannah Kozik (DC Council) Tue, 7:32 PM
Thanks, Cathy!
Zoom user Tue, 7:32 PM
Thank you!!
Sharona Robinson, DCPS Tue, 7:32 PM
Thanks everyone
SHAPPE Meeting Notes – August 26, 2025
Attending: Bard, Luke Moore, Garnet Patterson STAY, Coolidge, Roosevelt, Jackson Reed, Eastern, School Without Walls, CHEC, Cardozo, Ellington, McKinley, Council-, staff from Ward 4 and 3 and the Chairman, DCPS Community Action Team, Auditor, DME
The group discussed challenges with communicating safety protocols and information about law enforcement presence in and around schools, particularly regarding immigrant families. The increased presence of ICE and expanded Law Enforcement Officers has had a chilling effect particularly in some areas.
The information schools are distributing to their families still varies. One school received guidance about locking doors and contacting the instructional superintendent during lockdowns, with specific instructions not to allow entry without a warrant. The discussion highlighted concerns about inconsistent communication across schools and the need for clearer, more direct information from DCPS on what can be clearly shared with families to increase their sense of safety with being in school and getting to school.
School Safety and Community Coordination
Participants discussed the need for clear communication and coordination between government entities and outside groups to support schools and students. We would like to see the teaching of "know your rights" to all secondary students.
Is it possible to involve our religious communities to spread awareness on safety and how students and families can best be informed and protected. Free DC – is engaged on this we can contact and expand. The churches around CHEC have responded and are supporting within a 5 block radius. ICE has now been coming at 7am which is challenging. An 11th grader from CHEC has already been detained.
Eastern staff has traditionally been permitted to be on the metro platform. This year they have been asked to pay a full fare if they want to be there. They have been told that there is adequate coverage and they are not needed. (this has been followed up on – school staff should be allowed on platform without paying.)
Back to School Nights can be an opportunity to have partner organizations present to share resources and support information on Know Your Rights as well as legal help. Will DCPS allow that? Last year they didn’t allow outside orgs doing Know your rights to be ON school campuses- told principals only through PTAs and off campus was my understanding – this year one middle school already had a KYR table at back to school night.
The group also expressed concern about athletic events and transportation safety for students, with suggestions to plan ahead and ensure adequate protection. Do we need to be thinking about athletics issues - for example Cardozo and Coolidge are playing soccer at Jackson Reed in Sept ... should these kids be traveling across the city - is this a concern?
SWW plays at the Fields. It's very public.
From Jackson Reed- Contact hall.amy50@yahoo.com 202-552-9764 we want to make sure since we are hosting soccer games that folks are safe.
Question- if MPD is working with federal law enforcement, can they give advance notice to schools when ICE is on route so that they can be prepared.
There is some fear that the cooperation of MPD with ICE and federal law enforcement to a higher degree will fray any trust between law enforcement and communities especially students. Collaboration with organizations like the ACLU and area universities on de- escalation training as well as training on the psychology of adolescence will need to be stronger. This has been the aim of Street Law.
Presence- Most communities in 7 & 8 have a large law enforcement presence during rush hour and well into the evenings on a daily basis. Increasingly in Wards 1 and 5 there is a larger presence of ICE.
Additional Issues”
· Field trip Policy- In response to our letter requesting a reconsideration of the school- to- school policy that stipulates a travel agent as well as other more costly requirements – DCPS has stated there will be no revisions at this time.
· Enrollment and Absentee Data – Enrollment data will not be available until after the October 5th count, Attendance Data – OSSE has stated the first full report will not be until January.
· Safe Passage Presence- there was concern with the presence around Coolidge and Wells. In speaking with Safe Passage, they have been in the surrounding neighborhoods but will check on this further.
· Cell Phone Policy – It is only day 2 – will wait until October meeting to check further in this. Initial implementation according to those present was okay.
· Fare Cards, Dept of Transportation issues these to schools 250 at a time. After those are distributed more can be requested. They cost 300 dollars each. The larger schools have had trouble getting enough to get to students. It was also reported that they are available a lot earlier this year – since last year’s cards are valid until Sept. 30th. Please keep us posted on this.
· Attendance – Students are not marked absent until they attend for the first time. There is concern particularly for immigrant students who have reason to be fearful. This has already affected the elementary schools in wards 1 and 4.
· Online Learning- Garnet Patterson has an online learning option. The question is if the large presence of ICE and federal agencies continues will students at particular risk be given the option of on line learning?
DC CAPE scores. How can you access all individual public and charter school results? They have been posted in an excel file! https://osse.dc.gov/node/1794106 Overall results and from empowerK12
Also https://www.empowerk12.org/dc-cape-dashboard
Julie Lawson from DOEE provided updates on environmental literacy programs and budget cuts affecting DC DOEE. Field trips -an overnight for middle school students has been cut back, Electrical apprenticeships that were formerly funded are ending or paused indefinitely. DOEE’s support for Solar for All has also been curtailed. DOEE still continues a number of programs that benefit students – doee.dc.gov Contact Julie.Lawson@dc.gov
The next meeting will be held on the 4th Tuesday of the month, and attendees were encouraged to email Cathy with any concerns.
Resources from the Chat:
Sebastian Committee Director on Facilities for Councilmember Lewis George Sebastian Weinmann (he/him/his) | Committee Director
Committee on Facilities
Office of Ward 4 Councilmember Janeese Lewis George
1350 Pennsylvania Avenue, NW, Suite 117, Washington, DC 20004
202-812-4994 (cell) | sweinmann@dccouncil.gov (email)
Let him know about any issues with facilities – schools know best – there is a priority on small capital projects. Also here is the workorder dashboard - https://dgs.dc.gov/page/dgs-work-order-information
From Sharona Robinson, DCPS to Everyone:
Good evening, everyone!
Sharona N. Robinson
Manager, Community Affairs and Engagement
Office of External Affairs
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
Schedule a Meeting https://bit.ly/bookwithSharona
Defend DC Education sign up above https://docs.google.com/forms/d/e/1FAIpQLSf6s6T54mxFiCFOi0V1n5VBNam_TPR9PuggD4ntzQItl6qwpw/viewform?usp=dialog
Charter School resource Guide - https://docs.google.com/document/d/1QZMewN2JtkRwCtr5iRpHrzJE96G4YffoCqg_B4JEx1E/edit?tab=t.0
Charter School alliance Resource Guide- https://docs.google.com/document/d/1QZMewN2JtkRwCtr5iRpHrzJE96G4YffoCqg_B4JEx1E/edit?tab=t.0
From Sebastian Weinmann (DC Council) to Everyone:
Sharing a few resources from W4 CM Lewis George:
Town Hall on Recent Federal Actions- Slide Deck: https://janeeseward4.com/wp-content/uploads/2025/08/Ward-4-Federal-Town-Hall-2.pdf?link_id=1&can_id=f8f79cd3c9419314d16cdbec2b31e136&source=email-ward-4-town-hall-on-federal-actions-impacting-dc&email_referrer=email_2852580&email_subject=ward-4-town-hall-recap-and-resources&&
Town Hall on Recent Federal Actions- Video:
https://www.youtube.com/watch?v=ij8Oh-4mW4w
Federal Enforcement Incident Report Form (Ward 4): https://docs.google.com/forms/d/e/1FAIpQLScdYG1mnT1lCOjoqFL8T36B7S8CwK5-VpacOhYB7eSJ8C_Lpw/viewform?link_id=3&can_id=f8f79cd3c9419314d16cdbec2b31e136&source=email-ward-4-town-hall-on-federal-actions-impacting-dc&email_referrer=email_2852580&email_subject=ward-4-town-hall-recap-and-resources
SHAPPE Meeting Notes for May 27, 2025
Attending: SWW, Jackson Reed, Roosevelt, WTU, Community, CHEC, Global Education, Council, Luke Moore Academy HS, Cardozo, DCPS CAT, Central Office
The meeting primarily focused on discussing changes to field trip policies, particularly for international trips, and their impact on existing school programs and partnerships. Concerns were raised about a new cell phone policy for schools, including implementation challenges and the need for community engagement in policy-making. The group also addressed various administrative matters, such as graduation scheduling and budget timelines, while emphasizing the importance of flexibility and communication in policy implementation.
Field Trip
Helen Tzow presented an overview of field trip policies, highlighting that over 3,000 domestic trips and 25 international trips have been taken so far this school year. She discussed updates to the field trip policy, including changes to procurement processes and requirements for international trips, which must now be planned through US-based educational travel vendors. Helen also introduced travel windows for international field trips and provided next steps for school-based staff, including optional office hours and the opportunity to enter field trip plans in the app early.
Concerns/Questions focused on the field trip policy potentially impacting long-standing homestay exchange programs, such as Jackson-Reed's Italian exchange program, Roosevelt’s Germany and France school exchanges and SWW. Ms. Rosenbaum, DCPS Deputy Chief of Schools, explained that the policy updates were made in consultation with risk management offices to ensure student safety on international trips, and while DCPS is open to discussing one-off cases, the policy is not solely DCPS's decision. Because the policy is set by the Office of Risk Management in consultation with DCPS it cannot be easily modified.
DCPS-sponsored trips are defined as those organized by staff, paid for by DCPS funds, or occurring during school hours, and outlined updates aimed at streamlining procurement and managing risks. Cathy suggested exploring a formal appeal, waiver or adjusted requirements for partnerships and exchanges, emphasizing the need for a structured approach rather than ad-hoc troubleshooting. It was noted that travel insurance and other protections are available outside of educational travel companies. Problems:
· The new policy results in trips costing twice as much for half the experience due to middlemen fees.
· Policy hinders efficient approval processes and affects educational opportunities for students.
· Policy has a negative impact on existing partnerships, school to school and family to family exchanges and student travel opportunities.
· Policy's implications for sports and student clubs, athletic and club trips which are generally treated as regular international field trips but require proper planning and documentation.
· Concern with limits on who can chaperone and ratio even for seniors in high school.
The group expressed frustration with the policy's emphasis on legal and safety concerns over educational value and discussed potential avenues for appealing the policy to higher city leadership.
Members expressed concerns about the new travel policy, highlighting its increased costs and lack of teacher involvement in its development, as well as the need for better community engagement in policy-making, particularly regarding student experiences. There was curiosity about the 25 international trips that had occurred given the obstacles. The group agreed to work on a proposal that would address the concerns raised so it would be more accommodating while maintaining safety. There is always a balance between benefit and risk. In this process, the sense is that the benefit piece was undervalued and the risk to DCPS and the potential liability overvalued. Parents, teachers and staff all want to prioritize safety, which is different from liability.
Regarding the concern with the cost of buses for local field trips, DCPS is negotiating a bulk purchase agreement that will expand the approved bus vendor list.
Council Bill limiting Cell Phone Use – DCPS
There is a potential for a cell phone policy in schools, introduced by Council Member Pinto in January. The goal is to improve safety, mental health, and academic achievement. The DCPS draft policy would require students to store their cell phones and personal electronic devices during the school day. DCPS is still finalizing the policy and implementation timeline, while also working on resources for schools. Many DCPS schools already have similar policies in place, with middle and elementary schools prohibiting cell phones during school hours. The policy applies only to school grounds, acknowledging the need for flexibility off campus.
Challenges:
· Consistency with flexibility in implementation with the same requirements across all schools-
o Should all ages have the same limits?
o Different priority by different admin and teachers
· Learn from what has worked: door hangers -like shoe slots for phones- placed at the beginning of class
· The technology limitations of DCPS and the challenges of restricting students' access to devices while allowing them to use outside devices.
Lack of community engagement in policy decisions
The meeting focused on discussing a draft cell phone policy for DCPS schools. The policy aims to align with city legislation and provide flexibility for schools to implement phone storage in ways that work for them. The tension is in the desire for students to use phones in emergencies while ensuring they are not distracted during school hours. Ms. Rosenbaum will share what has worked in schools currently implementing a policy. . Cathy emphasized the need to consider the broader use of technology in schools and the importance of teaching proper technology use across different age groups.
The Council may vote on the current bill by the end of June with implementation to occur in the 2025-2026 school year.
There are concerns with the scheduling of High School Graduation ceremonies on June 14th with military parade happening on that day- evening. Those scheduled at GW which is in the path of the parade have been moved to earlier in the day in consultation with the principals of the schools effected. Graduations are scheduled far in advance due to the need to reserve space. DCPS central staff noted that future scheduling would work harder to consider religious, and other holidays and teacher availability.
Meeting Chat:
Helen Tzow 5:58 PM
Good evening, everyone! Helen Tzow from DCPS Office of Schools. helen.tzow@k12.dc.gov
Sally Schwartz 5:59 PM
Jennifer Rosenbaum (she/her) - DCPS 6:13 PM
https://dcps.dc.gov/publication/field-trip-policy
Helen Tzow 6:17 PM
dcps.field-trips@k12.dc.gov
Melody Molinoff 6:20 PM
What does it mean to troubleshoot?
ahall1 6:22 PM
Our kids get so much more out of these organic programs than an EF tours McDonald's-type program. And it is twice the cost for half the trip. No vendor can provide 9 days in Italy for $1000.
ahall1 6:30 PM
The first we heard about this was when we were told JR was likely not going to be able to run their trips again.
Valerie Boykin-Pair 6:31 PM
Can you mandate response time on responses in the approval process? We have found at different steps it takes so much time to get an answer. This was a problem with the last policy and will be even more impactful now.
sam freund 6:31 PM
The first I heard about this was when we randomly had a few trips cancelled for opaque reasons. Please do reconsider some of these changes.
Valerie Boykin-Pair 6:32 PM
I saw/received no request for parent input in this new policy. How were we (parents) solicited for input? I just don't understand how I missed it.
ahall1 6:34 PM
Also I just want to flag that there's a whole host of "new rules" that make no sense for family-to-family exchanges - or that make these exchanges near impossible. Two kids with each family? Well that knocks out a lot of families from hosting. Have to use a "transportation vendor" - well that makes the trip a lot more expensive - why can't my kid get to the host school via normal route, not a rented bus? Have to have everyone in the family with a background check? Who is ever going to host?
Melody Molinoff 6:34 PM
Do XQ trips fall into a different category?
Helen Tzow 6:34 PM
All international field trips are in the same category. They have the same requirements.
Melody Molinoff 6:35 PM
But XQ has their own travel agents
sam freund 6:36 PM
Can you (collectively) appeal the decision to the office of risk management?
ahall1 6:37 PM
Yes- what is our recourse here?
Jon Alfuth 6:37 PM
Did I miss some sort of instigating even that perpetuated this? Did something happen that led to this policy?
Sharona Robinson, DCPS 6:37 PM
As a note, ORM has also been auditing partnership agreements, Building Use Agreements, etc.
sam freund 6:38 PM
ORM following the DOGE example of firehose of terrible? 🙂
ahall1 6:43 PM
It is invaluable (particularly now in this world we live in) for our students to have a cultural exchange where they are living with a host family. Unfortunately, too many students aren't able to do a semester (or year) away, for example, and these short home stays (that cost $1000) are a phenomenal way for students to get that immersion experience.
My son spent a week with a French family that didn't speak any English in Jan - guess what, his French got so much better. He also spent a week with an Italian family in April that didn't speak any English and that too was an amazing growth experience.
AMEN
Valerie Boykin-Pair 6:39 PM
Have any international trips been approved under this new policy? Excluding XQ?
Helen Tzow 6:39 PM
Yes, lots! 25 international trips this school year so far.
Valerie Boykin-Pair 6:46 PM
Are you able to answer about how many of those where approved post the new policy?
Helen Tzow 6:47 PM
All 25 were approved after. We collaborated with the schools to help them get what they needed to go, even after the policy published.
sam freund 6:47 PM
+1
Kerry Sylvia 6:50 PM
Were the 25 trips under the new travel policy?
ahall1 6:50 PM
and did you count the two JR ones that went on their own? that would no longer be permissible!
sam freund 6:52 PM
Soooooo I’ll re-ask: who does this get escalated to?
Crystal Sylvia 6:52 PM
How much are the costs of the international trips with the vendors under the new policy?
ahall1 6:54 PM
$2500-$3500 ++ for a trip. The 9/10 day Italy trip we just did was $1000.
You 6:54 PM
Executive and risk Management
sam freund 6:57 PM
Have to jump, with apologies to speaker. Listening to these two (1.5, I suppose) presentations has been enlightening.
Tomiko Graves 7:02 PM
Are schools going to get support with implementation of cell phone policy? There will be students who refuse which leave Admin & teachers vulnerable. Will consequences be left to the schools?
Karen Kassekert 7:04 PM
The bill states that there can’t be real consequences for students, correct?
Ms.Donna 7:06 PM
Right
Karen Kassekert 7:07 PM (Edited)
Additionally, there are so many things blocked on the DCPS network (including news, gmail, and other things that are useful for learning) that cell phones are often used for actual academic needs.
Bijan Verlin 7:08 PM
@Melody Molinoff Nora Charles shared the Jackson Reed report with us, it was very interesting. I'm curious how you thread the needle of the strong feelings of students opposed to a policy compared to parents and teachers being in favor.
Melody Molinoff 7:10 PM
Great question! Happy to discuss further.
Melody Molinoff 7:12 PM
Will Central be supporting schools in the enforcement of consequences and will you be providing guidance for consequences?
Julian 7:16 PM
I have to run. Thank you all.
Kerry Sylvia 7:16 PM
I fully support the cell phone policy but DCPS and OCTO has to address the issue of accessing websites on school WiFi. My students often are unable to get on some .gov websites and then ask to get their phones to use their hotspots.
Karen Kassekert 7:24 PM
I missed the Mayor’s press conference today. Can anyone give a 90 second synopsis of what is happening with the budget?
Melody Molinoff 7:24 PM
I have to run. Thank you Cathy, Jennifer and Helen.
Helen Tzow 7:30 PM
dcps.field-trips@k12.dc.gov if you all need! Or helen.tzow@k12.dc.gov more broadly
Sally Schwartz 7:31 PM
Thank you all for the useful information. Thanks, Cathy!
Kerry Sylvia 7:31 PM
Thank you, Cathy!
schick 7:31 PM
Thank you for the time and attention to helping our kids, one another, and our school community everyone.
Regina Bell, Washington Teachers' Union 7:31 PM
Thanks everyone!
Hannah Kozik (DC Council) 7:31 PM
Thank you, Cathy! Thank you Glenn, Helen, and Jenn!
S.H.A.P.P.E. Notes for April 22, 2025 Meeting
Attending: Roosevelt, Woodson, Cardozo, Council chair, Ward 3, 4, Ida B Wells, McKinley, Ballou, Luke Moore, Garnet Patterson STAY. CHEC, McKinley, Ellington, School Without Walls, Jackson Reed, DCPS CAT, Glen Starnes, School Based Health Centers MedStar
Guest: Glenn Starnes- DCPS SEAD Deputy Chief in chargeof Athletics, Career and College Preparedness and Persistence, JROTC, Ninth Grade Academies, Academic scheduling and Support and Student Engagement.
Guest Dr. Ana Caskin, Pediatrician, Adolescents with MedStar Health ana.m.caskin@medstar.net
Here is the power point for the presentation from DCPS Glenn Starnes
https://drive.google.com/file/d/1k0_Q9RlMgUPIZMB9aBg5EmcWZHaycOTm/view?usp=sharing
Summer Opportunities by grade band can be found here. At the high school level, the sites are Ballou, Banneker and Coolidge. Original credit and credit recovery courses are available. In addition there are opportunities for ELL students and 9th grade bridge. See here for eligibility and specific courses. Classes will not meet on Fridays and will run from June 24 to July 31st.
In addition to central operated sites for courses and programs, DCPS also engages with schools for school funded sites that are locally operated by the school.
This summer there will be a DOES/ DCPS partnership Learn and Earn that will enable students to take a course in the morning and work in the afternoon as part of a DOES sponsored internship job.
DCPS is also partnering with LEARN 24, and the Out of School Time programs through the MOST portal on LEARN 24.
College and Career Ready: Integral to planning for life after high school is what was formerly called the Letter of Understanding and is now called a TRC or Transcript Review Conversation.
There is a strong push to have everyone fill out the FAFSA – Free Application for Federal Student Aid. This information can qualify students for help with 4 year and community colleges as well as workforce development programs.
This website includes both college and career opportunities and guidance.
From 8th Grade on, all students and families receive a Guide with their transcript, guidance based on interest surveys that they have filled out concerning what field of study they may want to pursue. DCPS uses the Career Naviance platform used by many school systems for these surveys. See here on the website for a sample of what is available. This guide is sent to all families via the ASPEN system.
There is also a push for students to go beyond exposure and attain an industry recognized credential – DCPS high schools have an extensive list noted here, including EMT, Automotive and Carpentry. These are meant as ways to be able to earn money and may not be a final work choice.
DCPS has identified Career Pathways, these now include ROTS for the Navy and Army. Choosing this pathway does not mean a student must enlist, again it is exposure.
Pilot at Phelps High School: next year a limited number of students will be able to spend part of their day at Phelps and use the resources there in the ACE program (Architecture, Construction and Engineering).
National Ed Equity Lab- In partnership with pioneering universities including Howard, Morehouse, Spelman, Stanford, Wharton, University of Pennsylvania, Wesleyan, Cornell, Georgetown, Arizona State University, Barnard, Brown, University of Pennsylvania, University of California and Harvard (inaugural course), they deliver and support online college credit-bearing courses into teacher-led high school classrooms. DCPS is participating in this program. This school year they were available in these high schools - Anacostia HS, Ballou HS, Ballou STAY OA, Cardozo EC, Columbia Heights EC, Coolidge HS, Dunbar HS, Eastern HS, Garnett-Patterson STAY OA, HD Woodson HS, Phelps ACE HS, Ron Brown College Prep HS, School Without Walls HS. In order to pass students must earn a C.
In addition families can review what is available from the Advanced Technical Center - https://careertechdc.org/atc The Ward 8 location will be open for the 2025-2026 school year. The new Ward 8 ATC will be co-located with Whitman-Walker Health, which offers a comprehensive health clinic, a dentist’s office, a phlebotomy lab, a pharmacy, and behavioral health resources, and is two blocks from the new Cedar Hill Hospital.
Both Whitman-Walker Health and Cedar Hill Hospital have committed to providing instructional support for students enrolled in the Ward 8 ATC. The Ward 8 ATC will offer career learning pathways in clinical medical assisting and emergency medical technicians.
Comments:
Overall participants were highly appreciative the guide and the resources available. There was also some caution.
Guide not reaching all parents: Parents of 8th graders who monitor ASPEN did not receive it. There were others present had received it. Suggestions to ensure that parents are gaining access: the email link should be more prominent, send a note home via backpacks, school newsletter letting people know it is there. Brainstorm on ways to make sure it is being accessed and that families know this resource is there.
Push to identify a career choice pros and cons: The push for students to identify a career choice while not meant to be final has led to some feeling pressured and stressed. Suggestion – remove this from the interview for 8th graders. It can be phrased as subjects they are interested in or something more age appropriate. DCPS is working on exposure so that students have a wide range of experience to inform any choice they do make. It is coming across that this is their choice however. It was also suggested to stress that many people change and pursue multiple or different options throughout life and that is great. Language acknowledging that this reflects a current interest but is not a lifelong commitment would be helpful. The push to have students attain industry credentials is to give them options not to limit them.
Differing Calendars, compatibility: DC High schools work with Street Law and Constitutional Law, this offers something valuable to students but has also had issues. The calendar for the law students offering these courses ends weeks before DCPS. The curriculum is not part of what DCPS has participated in, the grading and course completion has not always been handled well. The question is what is the commitment of the online professor teaching the college course? What is the training and understanding of the DCPS teacher of record on the course?
It would be helpful to have an evaluation after this first year of participation across the campuses that offered the National Ed Equity Lab. It is a terrific opportunity, the implementation and logistics matter. Also some review of the quality.
Also: - does credit confer to the University participating?
School Based Health Centers SBHC – Dr. Ana Caskin of MedStar Health.
Dr. Caskin is a Pediatric physician, she has been involved with the School Based Health centers for over a decade. There are 7 school based health centers. Med Star manages Anacostia and Roosevelt. The other managers are Unity and Children’s
The centers are funded by DC Health, they are held to the same standards but each one does it a bit differently depending on the school population. Adolescent Health annual well checks, sports physicals, vaccinations, sick visits, mental health screening, Social Worker case management are all available for those enrolled. For students who are not insured, the social worker can facilitate the process of obtaining insurance.
The SBHC staff obtain parental consent and the paperwork is sent home as part of the enrollment packet at the participating schools. Access to these centers minimizes time out of the building for students and supports parents in not having to take time off of work. Doctors communicate directly with the parent. However, for Reproductive health issues including pregnancy and Sexually transmitted diseases and some mental health issues - it is at the discretion of the provider. Often the parent is brought into the conversation early. – Good news – study done on follow up rate and treatment for identified STD’s was 100%.
DC Health is probably funded by Medicaid for these services – national paper here.
Last year the SBHC budget was cut by 50%. While previously they were able to operate 52 weeks a year, 5 days a week, this was cut in half. With full operation, they are able to build continuity and trust with students and families. The cut has made the ability to have an impact more difficult. So much of the value of the presence of the health resources is based on relationship building.
Ways to expand include being able to work with feeder schools. They can offer more extensive services during the summer but during the year are limited to students in the school. It has been hard to measure their effectiveness by number of visits. The continuity, same doctor, availability of service and relationship does not always compute in high numbers.
This is something that can be highlighted in the budget discussion. It is also a program that might be at risk if Medicaid sees large cuts.
Additional Issues for Upcoming Meetings:
DGS – CM Lewis George’s office – DGS has a new work order dashboard. Here is the link. The school readiness tours will also be impacted by the significant delay with the budget transfer and approval process due to the additional cuts that seem necessary with Congress’s failure to vote on the bill passed by the Senate that would give us access to our funds.
The Mayor has instituted a freeze; it applies to p-cards and hiring. Send in other way the freeze is affecting your school.
BUDGET information is needed soon by schools. SHAPPE will focus on this at our next meeting but also let people know as soon as any news is available.
FIELD TRIPS and INTERNATIONAL TRAVEL: The January 2025 Field Trip Policy here has severely impacted long term established international partnerships. Some schools present at the meeting Jackson Reed, Roosevelt, CHEC and SWW had school to school relationships with schools in France, Italy, the Bahamas some lasting 20 years that have been established with an excellent track record. Students were able to stay with families in the host school and then return the hospitality. The new policy requires schools to use a travel vender as well as requiring at least 2 students to be hosted in any home and background checks on any family hosting DCPS students internationally. Going through a vendor is much more expensive. These measures are being put in place to address liability and insurance. There was no outreach to the larger community to see if there might be other ways to address those concerns. The new policy essentially makes the previous international travel that worked with these peer to peer schools impossible. Whether intended or not it limits international exposure and places it with tours instead of exchanges.
The required cost of buses and the impact on overnight exposure for example in the program offered by DOEE is also an issue. DCPS has limited bus options the companies that can be used are charging as much as $2500.00 to transport 55 students.
These concerns have been expressed to DCPS. It will be brought back to them again and then there will be an effort to escalate the concern.
Discussion of Budget – There is concern that the Mayor will propose funding a stadium with local tax dollars, can SHAPPE and others weigh in objecting? The discussion focused on the possible expense in this difficult time, experience of other cities and the fact that we already have a number of sports stadiums. This website was offered with reasons to object - https://www.norfkstadium.com/ The Council has not weighed in on this. CM Lewis George has said she is not in favor of allocating local dollars for the development of the stadium.
SHAPPE will put something together on this and send it out to folks. We will also highlight the budget and further lift up the cost of the field trip policy with possible avenues to address the concerns. May 27th is the date of our next meeting.
Meeting CHAT
Hey Nico Pcholkin- congrats! New Legislative Director for Ward 4 Janeese Lewis George – will focus on education among other areas.
Jon Alfuth Yesterday, 6:07 PM
I’m a parent, currently with a student at capital city pcs, next year at JO Wilson. Resident of ward 5
Julie Lawson Yesterday, 6:10 PM
The slides aren’t moving for me
Julie Lawson Yesterday, 6:16 PM
This could be interesting for DOEE’s SYEP program in future years, which often uses high school facilities and recruits from those student bodies
Scott Goldstein Yesterday, 6:18 PM
One immediate question- to which I assume there isn’t an answer right now- is whether spending freezes or hiring freezes will affect summer youth employment or any of these programs. From the point of view of a parent- if I sign up my kid and it turns out funding is payed they have to scramble for something else
Glenn Starnes II (DCPS) Yesterday, 6:18 PM
https://dcpsstrong.com/summer/
Scott Goldstein Yesterday, 6:19 PM
Good to hear
Julie Lawson Yesterday, 6:28 PM
What year do they receive this guide? I’ve never seen this!
ahall1 Yesterday, 6:31 PM
I shared my HS student's guide in the chat here so people can see it.
For some reason his transcript is the first part IDK why. Sorry about that.
Scott Goldstein Yesterday, 6:34 PM
Piece of paper in the backpack that alerts them to the email can help for some
Scott Goldstein Yesterday, 6:35 PM
Yeah less common at HS true
ahall1 Yesterday, 6:35 PM
Info on ours was in the school newsletter
V.Rubio Yesterday, 6:35 PM
Robo call to check aspen for data
Julie Lawson Yesterday, 6:35 PM
I stalk Aspen but have never seen this. I sent a pic to my son and he said he’s never seen it either
I will follow up with Principal Lyles and Dr Austin. I think the concept is great and I’m happy to help think through the career pathways offered
V.Rubio Yesterday, 6:38 PM
I can’t recall how I got to it. But my son has worked off of it
Scott Goldstein Yesterday, 6:38 PM
I was pleased to see when I originally looked at it that it does actually have social service, civil service, nonprofit like career options as an item
Nora Charles Yesterday, 6:40 PM
What feedback from students (and families) have you received after they receive their personalized guides?
Sharona Robinson, DCPS Yesterday, 6:40 PM
I’m just glad this is still around. When my daughter was a middle schooler and shown a mockup of this, she LOVED it. I’m glad it is still being used today. And she is a junior at American. When she comes out next year, she will continue on her entrepreneurial journey…something that showed up in her survey data.
Julie Lawson Yesterday, 6:44 PM
Second everything Ms. Sylvia said
ahall1 Yesterday, 6:44 PM (Edited)
I agree with this message - and I've tried to tell my kids this is a journey. You don't "pick a career" you look for things you like to do. You try things. Some you might not like. Some you may. And let that be your guide. You don't have to know what you want to do now.
ahall1 Yesterday, 6:49 PM
JROTC ROCKS!! We need more of it!
Kerry Sylvia Yesterday, 6:52 PM
I share concerns the level of stress that career planning will put on students. I see it with seniors at School Without Walls HS. Whenever I have a guest speakers come to my classes, I have them share their career path with students. Students are always relieved to hear that many of the professionals, including lawyers, did not plan on going into their current careers.
Jon Alfuth Yesterday, 6:53 PM
Has Ed equity lab addressed the issue that sometimes students that take dual enrollment through a university can’t actually get credit for the course they take from that same university?
There had been a situation where students would take classes through, say, Harvard but couldn’t actually get credit from Harvard if they went there
Scott Goldstein Yesterday, 6:58 PM
https://events.humanitix.com/dc-education-budget-town-hall
Nora Charles Yesterday, 7:19 PM
Thank you for lifting those priorities up. We've been hearing a lot from early childhood folks. But depends who you talk to.
Kerry Sylvia Yesterday, 7:20 PM
$800 million in public contribution proposed!
Nora Charles Yesterday, 7:22 PM
Councilmember Frumin will want to carefully review the proposals when they are presented and evaluate them on their individual merits of it before taking a position.
ahall1 Yesterday, 7:22 PM
The biggest threat to the school based health centers right now is the Republican Congress and their $800b of Medicaid cuts.
scott goldstein Yesterday, 7:22 PM
Some on council are being cute about it and saying no public dollars for the stadium but they are ok with dollars towards infrastructure for the site. But I do personally think it’s offensive to give any dollars to this- even capital dollars- when we’re freezing education spending and discussing cuts for next year
Kerry Sylvia Yesterday, 7:22 PM
The team was bought for $6 billion, yet they want DC taxpayers to pay for more than a third of the stadium.
Crystal Sylvia Yesterday, 7:25 PM
After the stadium gets built, they are going to try to get the Olympics here which is well known to be a bust for cities in terms of reaping benefits
scott goldstein Yesterday, 7:25 PM
Important to emphasize too as Cathy just said we have options- like to delay payments on programs until October 1st, utilize reserves and other options. Some want to make cuts just to put pressure on Congress to reverse this but they had costs
Hannah Kozik (she/her) (DC Council) Yesterday, 7:26 PM
Thank you, Cathy. Appreciate those good points and considerations.
scott goldstein Yesterday, 7:26 PM
https://www.norfkstadium.com/
For those interested
ahall1 Yesterday, 7:27 PM
I'd prefer directing the Mayor IF they go in this direction we need to see that jobs go to DC residents, it ties into our curriculum. Etc.
I would also like to talk about this new DCPS policy about international exchanges.
Sebastian Weinmann (DC Council) Yesterday, 7:27 PM
https://dgs.dc.gov/page/dgs-work-order-information
Nora Charles Yesterday, 7:27 PM
Could you elaborate more on that with me? I heard about how it is impacting JRHS. @carltonackerman Follow up with me ncharles@dccouncil.gov
Kerry Sylvia Yesterday, 7:28 PM
I would like to add the cost of transportation. My daughter's school told me that one bus for a field trip in the DMV area for 55 students is going to cost $2,500.
Sebastian Weinmann (DC Council) Yesterday, 7:30 PM
sweinmann@dccouncil.gov
Ana Caskin Yesterday, 7:31 PM
I can be reached at ana.m.caskin@medstar.net if anyone has additional questions for me.
scott goldstein Yesterday, 7:35 PM
Is that a full pause on study abroad?
Sharona Robinson, DCPS Yesterday, 7:35 PM
I will raise it again
Nora Charles Yesterday, 7:36 PM
Is it eliminating all non-EF tours?
Nora Charles Yesterday, 7:36 PM
What other schools is this impacting?
Sharona Robinson, DCPS Yesterday, 7:37 PM
I think it’s a bit nuanced @Nora Charles
But local trips are also affected
Nora Charles Yesterday, 7:37 PM
Thanks, Sharona.
TUKEVAM01 Yesterday, 7:37 PM
our school is affected too - we have a sister relationship with the Bahamas for the past 12 years
Sharona Robinson, DCPS Yesterday, 7:38 PM
This is the updated field trip policy that’s effective as of January 2025 - https://dcps.dc.gov/publication/field-trip-policy
Hannah Kozik (she/her) (DC Council) Yesterday, 7:41 PM
Thank you!
TUKEVAM01 Yesterday, 7:41 PM
Thank you!
{f 7}{b}Yesterday, 7:42 PM{/b} - meeting ended: 1 h 53 m{/f}
SHAPPE Meeting Notes March 25, 2025
Attending: Roosevelt, SWW, Ellington, Bard. CHEC, Council, DCPS Community Action team, Community, Ida B Wells, EmpowerEd, Woodson, Deputy Mayor for Education, Globalize DC
Guest: Dr. Shontia Lowe, Executive Director, Office of Out of School Time Grants and Youth Outcomes, Clara Botstein, DME Senior Director of Policy
Discussion: Update on budget: the City budget has not been submitted to the Office of the Chief Financial Officer yet, pending the resolution of the FY24 budget reconciliation required by Congress until the House brings up that bill. It has to be submitted 10 days prior to its release to the Council and to the public. Hearings will be delayed, perhaps to later in April.
Dr. Lowe manages the Out of School Time network including LEARN24. Last week MOST My Out of School Time launched. It is a one stop portal for programs for young people. The first launch includes the 21st Century Learning centers, 150 grantees, Department of Parke and Recreation, and DCPS. Phase 2 will include SYEP Workforce Development and the DC Public Library, Phase 3 will include additional programs including local school and private after vetting.
It works by entering your child’s ID and then areas of interest. For transportation information consult the program. People will know about this through radio ads, attendance at meetings like this, the Summer in the City taking place at MLK library from 11am to 2pm on March 29th.
Portal can be changed so that Spanish can be accessed and they are working on adding additional languages.
High praise and appreciation for this portal- it has always been noted as a good idea but until now no one has done it and now here it is… Suggestion – any chance that school days off will be covered in terms of options for childcare and programs?
What if you are not a student and want to know more- Fill out the tech issue form and on a case-by-case basis, the system can do an override to give access.
Department of Employment and the Environment DOEE
Julie Lawson – both Ida B Wells parent and works coordinating education with schools at DOEE. This agency does a lot to support environmental education in the schools. The biggest programs is an Educational environmental overnight for 5000 5th graders- watershed ed opportunity. The largest outreach is to 4th and 5th graders – they are able to serve 18% of DCPS. They also do a small amount of work with 6th and 7th and have some new work with high schools. The partnership with Anacostia is a great example. It is part of the River Smart Initiative. Anacostia also offers an early college program with UDC. See here.
Overall states deliver an Environmental Literacy Plan. In DC, OSSE has written this and it is up to schools do implement it. This is however voluntary, there is no mandate and thus no funding. The plan is about civic participation, and it impacts mental health, attendance as well as building up residents for jobs in an economy of the future.
DOEE is hosting 250 Summer Youth Employment Project students largely from Anacostia, and Woodson – thru UDC at Fort Totten. There are 45 employees with full time agency jobs that started through SYEP.
Currently there is not a contact at DCPS specifically for Environmental Literacy – how could it be worked into the standards? There are two programs – one for 3rd on endangered species and one for 6th graders on Green City. The students that started from SWW on a Green New Deal are prioritizing healthy food this year. There is nothing concrete and actionable on climate adaptation. We have a state plan but with no mandate, no funding, it is limited in how many students it can reach.
DOEE staff are not trained educators – in classroom management but have been put in that position. We can do more on this. DOEE has 50 field trips planned and the new field trip standards have presented challenges. This is echoed from many. While liability is always an issue the general feeling is that DCPS has tipped too far in their concerns with this to the detriment of the learning opportunities available here in the city. In terms of travel – the observation was made that it is now twice the cost for half the trip. We will follow up on this.
COMING EVENTS:
NATUREFEST- April 14th to 18th 10am to 3pm over DCPS Spring Break at the Anacostia Park Skate Pavilion. Youth 5 to 12 FREE
Anacostia June 6th
Phelps- Net Zero FEMA shields
May 3rd- Truck Touch Electric Vehicle Grand Pre
PATHWAYS BLUEPRINT
Clara Botstein
DC COMPACT 2042 – planning for the children born this year that will graduate from high school in 2042. This project of the DME is focusing on the high school experience. Workforce drives economic development; this document is still in draft. The plan is to formally launch this summer and use as a vision document to support raising funds as well as guide.
The power-point is above and to the side. The focus is on employment and on access.
Compact 2042 is a guarantee that all children born today will graduate high school on a clear path to a good job. To deliver on such a profound promise, this guarantee needs to be backed by our education & training system, and by our employers. Please take the time to read this full power point and offer comments. The purpose is to facilitate and offer more career connected learning for students to enter college and career.
Questions asked – The job market is ever changing, is there enough focus on a broad education and what is needed to be educated and flexible – this is focused on providing for employers and the city. Our students need jobs and staying in DC should be an option. What about students with disabilities? What about more incorporation of world languages? How to respond to the rollback of climate and green building in this administration?
In the measurement, how is performance based going to be measured? - Not good data yet, working on this. Please write to Clara Botstein at clara.botstein@dc.gov Give feedback.
Budgets
Dr. Lowe Yesterday, 6:12 PM
tabbitha.burnett1@dc.gov
https://most.dc.gov/en-US/
Scott Goldstein Yesterday, 6:15 PM
Well done! This is really great
Scott Goldstein Yesterday, 6:25 PM
Wow you can put in your id and filter?
Julie Lawson Yesterday, 6:26 PM
The MSDC hotline is a great model for that help line
Scott Goldstein Yesterday, 6:27 PM
I meant that as a positive comment! That’s great
Sally Schwartz Yesterday, 6:28 PM
Got to jump off now but want to say I love this!! Looking forward to Phase 3.
Scott Goldstein Yesterday, 6:45 PM
Really need to address those field trip standards- it’s really hurting so many student experiences
Scott Goldstein Yesterday, 6:46 PM
SBOE does approve standards though…and there is a bill in the council right now for the Board to be able to initiate rather than just approve
Julie Lawson Yesterday, 6:48 PM
https://osse.dc.gov/page/about-dc-environmental-literacy-plan
Clara Botstein Yesterday, 6:50 PM
Social studies standards could present a good place for this work, Julie!
Scott Goldstein Yesterday, 7:05 PM
So sorry have to log off- thanks all!
Julie Lawson Yesterday, 7:07 PM
Please come to our next DOEE Education & Workforce Working Group in late April
Clara Botstein Yesterday, 7:08 PM
Some things to think about: •How does the Compact 2024 goal align with your work?
•Where do you see gaps/opportunities related to achieving this goal?
•What action steps would you recommend we take as a District to move towards this goal?
Also, what is one way your organization/team could contribute to achieving the vision of Compact 2042?
Email me at clara.botstein@dc.gov with any feedback!
Robin Gerber Yesterday, 7:09 PM
How are you researching what will be the priority employment sectors in the next decades?
TUKEVAM01 Yesterday, 7:10 PM
Thank you all, I have to leave at this time.
MARY E DILWORTH Yesterday, 7:11 PM
Can you explain a bit more about Performance Based Funding?
Clara Botstein Yesterday, 7:18 PM
No news is good news, Sebastian!
Clara Botstein Yesterday, 7:19 PM :)
Julie Lawson Yesterday, 7:20 PM
The timing of school budgets with the reality of hiring and the school year continues to be problematic
Laura Fuchs Yesterday, 7:21 PM
This is an allocation budget sheet
https://docs.google.com/spreadsheets/d/19Kw2Ij2aU_MVad0bqMr8iO3aVBrCYB6B85KdWUfzDqs/edit?gid=288769542#gid=288769542
Clara Botstein Yesterday, 7:22 PM
Huge enrollment drop there
Yes, it was a 28% enrollment drop and a 9% budget change at the initial budget point
I understand the concerns but do want to provide some context
I have to hop unfortunately !
Thank you for the time today!
Laura Fuchs Yesterday, 7:29 PM
Thanks for hosting!
SHAPPE Draft Notes February 25, 2024
Attending: Roosevelt, School Without Walls, Council, DME. Ellington, CHECM DCPS CAP, DCPS, Garnet Patterson STAY, Luke Moore, Woodson
This month, February 2025 marks 27 years of monthly SHAPPE meetings except for a 1- or 2-month summer break. We started in response to deep concerns with the safety of our young people who were both victims and perpetrators, all of them with more needs than were being responded to.
· Our high schools have been modernized.
· The asks we had for fewer doors and better security are ongoing but some have been met.
· McKinley HS closed and re-opened as McKinley Tech as an application high school sharing the building with a neighborhood middle school McKinley Middle.
· Phelps HS closed in 2002 and reopened in 2008 as Phelps ACE (architecture, Construction and Engineering) HS.
· Ron Brown MS closed and reopened as Ron Brown HS for boys in the fall of 2016.
· Bard Early College opened in a new building on the former site of Malcolm X at Greene ES.
· The new in boundary high school for Ward 3 MacArthur HS opened in the former Georgetown Day private school site in the fall of 2023.
· MM Washington closed in 2008.
· Spingarn closed in 2012 with a promise it would be re-opened.
DCPS has opened 3 new high schools in fully modernized buildings. DCPS high school enrollment 2023-2024 was 13,594. There are 8,391 high school students in the PCSB schools. The high school enrollment for the city has grown to 21,985 as the city’s population has grown.
DCPS has the majority of high school students, we need to continue to invest and sustain.
And here we are as a city potentially facing a loss of our limited home rule, cuts to Medicaid, a stronger police presence from the Federal government as well as other threats. And a tight budget that will definitely affect our young people and their families in schools, housing, health and safety. While the Dept of Education may be absorbed into another agency, potential affects for us include a reduction of funds for CTE as well as other grant funding.
Discussion:
History- It is interesting that the needs through the decades have been fairly constant – focused on class size, number of offerings, safety and security.
Budget: While the budgets have not been released, we know that substitute teachers will be transferred to the local budget with the recommendation that they are on the staff there – part of Admin pay. The concerns that were expressed are with what employees can be asked to do when they are not teaching.
Co-teaching model has been very effective. If a co-teacher is absent, there will not be a substitute who can submit for extra duty pay. This has not been done at all schools, but is being clarified. There is additional concern on how co-curricular stipends will be handled, it seems they might also be transferred to the local school as part of admin pay.
DGS- School Without Walls – screen at entrance is broken- since Thanksgiving
Ellington bells are on the Monday 7 period schedule and cannot be turned off or adjusted to the block schedule. Understanding is that DCPS does not own the software… daylight savings time clicks in the weekend of March 7th. That may further complicate.
Metro safety remains a concern: Students cannot be left in the classroom unattended, however students go to and from the metro and ride the metro without support. In addition enforcement on the metro by Metro officers is strictly enforced, not always with respect or appropriate for age group. Can All MPD and Metro police be given training on how to relate to young people?
Transportation to the Advanced Technical Center is done with ride share using hired vehicles. This is expensive and not available everywhere. WE might bring this up at CM Nadeau’s hearing or bring it to her attention.
International teachers – DCPS will no longer support help for visa and green card.
On Funds- if the city can consider public financing for new stadiums for professional teams, these expenses for public education and public services should be considered first….
Concern with Perkins Grant funding for Career and Technical Education – no increase is expected from federal funds. However, DCPS is starting a pilot program with Phelps three trades – where rising 11th grade students will be able to apply to be one of 10 per pathway to take courses both at their home school and then at Phelps in either Architecture, Carpentry or Engineering. ACE
OSSE/DCPS is also conducting a program quality review looking at AIP, Level 4 Concentrators and the Capstone projects.
DCPS does offer scheduling support through the STARS team
Change in Virtual offerings at the Opportunity Academies: DCPS has decided that instead of splitting the virtual students between all 3 Opportunity academies. Luke Moore, Ballou STAY and Garnet Patterson STAY, all virtual offerings will be done through Garnet Patterson STAY. The enrollment numbers will be reflected in the budgets for next year, which will reduce for Ballou and Luke Moore. Everyone agrees that this was the right decision however the quick implementation and budget pressures it could affect for the schools will be difficult. Also wider engagement prior to making this change would have made a difference in how it will be received and implemented. SHAPPE will follow up to check in on this at future meetings.
Question on BLS classrooms – behavioral self- contained – will check on this for next meeting? Were classrooms omitted?
College and Career Counselors – all schools ended up picking up this cost. Applications are up, FAFSA applications are also up. Central continues to do training and has quarterly check ins.
Support for ELL students at schools where they comprise a small cohort.
Announcements: Graduation Requirements. OSSE Is tracking toward SBOE voting on this at the end of 2025 to apply to the cohort of 2027-2028.
March 25 the Council will hold a hearing on the cellphone bill proposed by CM Brooke Pinto – comments on this included the difficulty in implementing this at the high school level. Students quickly figured out how to access the Yonder bags at Jackson Reed for example. We will need to have the consent of the governed….
Next Meeting will be on March 25th.
Meeting Chat
That's an amazing history, Cathy!
Sharona Robinson, DCPS 6:18 PM
You have a work order number @carltonackerman??
If not, I can ask admin
clara 6:21 PM
Have you found safe passage or school connect helpful?
Karen Kassekert 6:22 PM
I wish we had access to school connect. That would be a game changer.
My school does not have safe passage either.
Completely agree, Laura! The metro police are not trained to manage students.
clara 6:23 PM
We’re doing a report on school connect so it may be a focus this year in budget if you want to weigh in
SylviaC01 6:23 PM
is the question only about safety
You 6:24 PM
just starting with safety -
looking at the budget testimony
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Sharona Robinson, DCPS 6:29 PM
I hadn’t heard that @Laura Fuchs
clara 6:33 PM
Revenue estimates come out on Friday
Hannah Kozik (COW Staff) 6:33 PM
Thanks, Laura!
Laura Fuchs 6:34 PM
Yeah I’ve been working with teachers and this meeting many ppl had been told the same thing. :( what we don’t know is why this policy has changed.
The loss of XQ funds is going to be a burden if the school tries to take it on
We have 3 staff members paid by XQ at HDW
Robin Gerber 6:40 PM
Has an assessment been conducted of the academies within high schools? What has worked well? What needs adjustment?
clara 6:41 PM
So exciting! Perkins total is around $6M for dc
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Laura Fuchs 6:49 PM
School leaders are not the same as school community. Especially with their weak contract
Karen Kassekert to You (direct message) 6:51 PM
🙂 all good
Dylan Craig 6:52 PM (Edited)
Our school community learned through a Friday email on 2/14.
Laura Fuchs 6:53 PM
As others said we also need to make sure the schools losing enrollment don’t face a catastrophic budget cut
Karen Kassekert 6:54 PM
Thank you again for meeting with our LSAT, @Glenn Starnes II (DCPS)
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Sharona Robinson, DCPS 7:00 PM
I hadn’t heard that @Karen Kassekert
Sharona Robinson, DCPS 7:00 PM
…about other schools
Karen Kassekert 7:06 PM
I agree…. But I don’t have many deep insights on it.
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Karen Kassekert 7:11 PM
Cathy, we appreciate all the work you have done over the past 27 years!!! Your patience, dedication, and determination is admirable!
SylviaC01 7:11 PM
Thank you Cathy for all of your work
Karen Kassekert 7:15 PM
Is March 25th the date for public comment on the cell phone legislation?
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Karen Kassekert 7:16 PM
And are there plans to have focus groups with students and parents about the bill?
Laura Fuchs 7:17 PM
Woodson yonder bags lasted literally 30 minutes. Thousands of money down the drain
Dylan Craig 7:19 PM
Thank you, Cathy!
Nora Charles 7:19 PM
Second that! Thank you, Cathy.
TUKEVAM01 7:19 PM
Thank you Cathy!
Hannah Kozik (COW Staff) 7:19 PM
Thank you, Cathy!
clara 7:19 PM
We are in this together!
Robin Gerber 7:20 PM
Cathy, thank you also for all the times you have testified in hearings.
Nora Charles 7:20 PM
You could lead a masterclass in facilitation!
Faith Gibson Hubbard 7:21 PM
Congratulations on 27 years! 🥂
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Laura Fuchs 7:21 PM
Thanks Cathy!
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Sharona Robinson, DCPS 7:22 PM
@Dylan Craig I’m trying to learn more as well.
I learned about this accidentally
DC SHAPPE January 28th, 2025 Meeting
Attending: SBOE, McKinley, Luke Moore, HD Woodson, DC Council, Ida B Wells, Garnet Patterson STAY, MacArthur HS, Decoding Dyslexia, Roosevelt HS, CHEC, Cardozo, SWW, Ellington, DME, DCPS CAT team, DCPS Welcome Center, DC Policy Center, community members
Introductions
Information on Government: Bijan Verlan of DC Council Chairman’s office, DME Clara Botstein reported that DC OAG has joined lawsuit of other states concerning the legality of freezing all federal program funding. They are monitoring and will keep us informed. As of this evening a federal judge has blocked the action by the Trump administration until Monday when there will be a hearing.
Guests: Dr. Antoinette Mitchell Interim State Superintendent of Education and Dr. Chimera Jones, OSSE Director of Policy and Planning
Discussion: The OSSE website portal with work and FAQ can be viewed here. The first presentation by Dr. Jones was on the Grad Profile. This was developed to identify and inform further decisions on graduation requirements and programs. It can be viewed here. These 7 competencies were discussed and largely approved by SHAPPE members. They include but are not limited to foundational knowledge and skills, global and local citizenship, social, emotional and physical well being, critical thinking and problem solving.
Guiding Vision: One diploma with multiple endorsement options
• Embracing postsecondary planning and experiential learning
• Reassessing which academic units ensure eligibility for and success in
college
• Exploring course flexibility and substitutions
Diploma – the current draft recommends one diploma with different endorsement options and a Capstone Project. Some schools have already piloted capstone projects including charters and SWW and CHEC. Endorsements would be a notation on the diploma of additional or special coursework that has been completed. These might include OSSE approved CTE endorsement, AP/IB/ Dual Enrollment endorsement, or an Individualized Endorsement from specific schools. See power point
Increase Advising to a mandatory minimum of 3 visits during high school years
OSSE personnel welcome continuing suggestions on an appropriate diploma versus certification for Special Needs students.
Graduation Requirement Draft Revision. The current requirements can be viewed here. They include 4 credits in English, Math, Social Studies and Science; 2 World Language, 1.5 in Physical Education/Health; .5 Art and .5 Music and 3.5 Electives. This is a 24 credit requirement.
The current revision open for discussion suggests a reduction of credits to 23.5; a reduction to 3 credits for Science (Biology as lab instead of requirement for 3 lab sciences) and Social Studies (reduction to 1 World History, maintaining US History, 1 World History, DC History and US Government). English is maintained at 4 credits. Math is maintained at 4 credits with the removal of Algebra 2 as a required course. The community service requirement is reduced from 100 to 60 hours.
Added are .5 for Financial Literacy and .5 Career Preparation (syllabus and course design not completed for this). An additional .5 elective is added bringing the proposal to 23.5.
Questions and Comments:
Funding: the budget for high schools is driven by fulfilling the number of teachers required to fulfill the grad requirements. Across both sectors and for many of our students in smaller high schools this will mean a reduction in Science and Social studies teachers. It is not clear what the qualifications will be to teach financial literacy and career prep. In a time of tighter budgets this switch might in fact create less flexibility and less equity especially for students in neighborhood high schools.
Funding now from other agencies: For example, DOEE now directly funds environmental education, internships, hands on learning. They are potentially being cut and do not necessarily have the funding to continue this support. Has OSSE fully explored how and whether these prized programs are affected by these changes and whether they will be able to be continued? The reduction of no requirement for Algebra 2 as well as less Science threatens the ability to achieve the Sustainable DC goals.
The Workforce Investment Council will be meeting on Feb. 7th at OSSE in fact – an opportunity to connect.
This concern is supplemented by the experience of partner agencies doing special projects and coordinating with schools – teachers do not have the background or experience to pick up these programs.
Potential tracking: The concern with the funding leads to a concern that all schools will not offer Algebra 2 or the opportunity to take more Science or Social Studies. This is what we see with world languages. The reduction of credits in the core area instead of reimagining what might qualify to fulfill those credits could well lead to college bound and students aspiring to more competitive colleges not considering their school of right and those schools then facing continuing enrollment declines. School choice can and has led to greater tracking by school. The question here is how has equity been considered in this draft.
Flexibility – Currently students on the 4 by 4 schedule have the opportunity to take 32 courses, 24 are required. The additional courses they take, they can fail and still graduate. Other schools may be on a different modified block with fewer than 32 but at least 28. The question is what kind of flexibility and will there be unintended ramifications from these proposed changes? Students who know they have failed in the first advisory, often do not continue to attend.
Implementation of Capstone Projects and Endorsements. These programs along with internships for credit etc. have been successfully implemented in a few places, but often they are not staffed adequately, advising and mentoring is insufficient. OSSE noted that they envision a careful and gradual roll out to this and agree that this is critical.
This concern is supplemented by the experience of partner agencies doing special projects and coordinating with schools – teachers do not have the background or experience to pick up these programs.
Algebra 2 Requirement – arriving at senior year realizing this was needed either for admission to college of choice or building trade admissions. The assumption that young high school students will be able to know and imagine what they will aspire to 3 or 4 years later was questioned. Even with a course early on in a range of possible careers with more advising cannot add maturity. The goal for more options and better advising is agreed upon, the projection that it will mean young students can make the decisions that support them later, was questioned. The graduate profile talks about an academic foundation.
Interdisciplinary Approach to Math possible where 3 years – Algebra 1, Geometry and Algebra2 could be taught together over the time- a different option. See chat
Reduction of Social Studies: With the extensive work and recent passing of the Social Studies Standards, what is the thinking on this reduction. As our country enters this period of change and potential intervention into what is taught, why would social studies be reduced?
School Choice May Address Concerns: This was challenged, noting that only 10% of applicants get into School Without Walls. The desire is for every student to have equal opportunity and it not to be determined by choosing a peer group and being able to get into certain application schools.
Special Needs Students – It is too late in the game when they realize the certificate is inadequate, the current support for these students is not enough. Will there be a different diploma? How will this need be addressed. This is under discussion and OSSE is open to further suggestions on this.
Multi Language Learners: the current Graduation pathway for MLL is hard to attain for many recently arrived to this country. The evaluation of their prior education needs review. Special endorsements or certifications should be considered.
Literacy: Our students graduate without being truly competent readers, and many more do not graduate and cannot read for comprehension. Can there be a course that addresses this that is not called Reading for high school?
Review Reasons for Addition of a year of World History, reduction of Life Skills, addition of more requirements. Students were not adequately prepared moving out in their understanding of the world’s history – they never got to the modern era. Life Skills was not deemed needed by all students as a requirement. It would be helpful to know what the curriculum was for that course and for us to review the past decisions and reasoning for each of these reversals.
Will there be credit for work experience and how will that be handled? This has been mentioned but not addressed. Looking forward to a future meeting.
Will there be an expansion of credit for mastery in any additional areas? This brings up the question of seat hours and the Carnegie unit based on time. The previous recommendation by the last convening on grad requirements was that mastery to move forward in Math and World Language should be considered. There are quality measurements available and showing you know Algebra 1 so you can move to Algebra 2 makes sense. In World Language if you can demonstrate proficiency and move to a more advanced course or another language this should be honored.
However, for other courses the concern is that there is so much possible to cover that saying you had mastered all of English or Social Studies would actually limit and deprive of additional exposure and knowledge.
Dr. Mitchell noted that OSSE has convened an Advisory Committee composed of College Presidents, Workforce personnel, as well as members of the Carnegie Foundation and that they will be very helpful in weighing these different concerns and considerations.
What problem is this draft addressing, why now? Concern with high school students engagement and the need to ensure we are responsive.
Will this address absenteeism? OSSE- It is not the only answer, Students engaged in CTE courses stay engaged and do better so expanding those opportunities and giving greater flexibility was one goal.
----- question as to whether the students not engaged will have the motivation, desire and support to take advantage of opportunities. Does this revision address their concerns? Will DC be able to afford the staff stability and mental health, counseling supports required?
--Experienced teachers in the meeting noted that students learn to play any system.
Larger Problem with Instruction prior to High School that is so focused on the test. It has narrowed teaching, reduced intrinsic pleasure in school related education, reading and learning. It contributes to students arriving at high school unprepared ironically.
Thank you to Dr. Mitchell and Dr. Jones for this opportunity to give input to this process prior to a second draft and prior to any consideration by the State Board of Education who will eventually vote on it. We look forward to meeting again and to working with OSSE on this project.
Meeting Chat:
Resource Page on New Comer Immigration Concerns- https://sites.google.com/view/ward4educationalliance/resources-and-data?authuser=0
You 5:25 PM
Brooke Pinto bill announcement https://www.brookepintodc.com/newsroom/brookes-briefing-hail-commanders-and-removing-cell-phones-from-the-classroom#:~:text=The%20%E2%80%9CHeads%20Up!,and%20smart%20watches%20among%20others.
Bijan Verlin (DC Council) 6:12 PM
The OAG released guidance on Friday for District Schools: https://oag.dc.gov/release/oag-guidance-immigration-enforcement-dc-schools The Charter Alliance has been piecing together a pretty comprehensive list of resources that I would also direct folks towards:
https://docs.google.com/document/d/18kCTokJ1a6gSMcz72qfAF-QvSZh9soSgJS3YqJG8hh4/edit?tab=t.0
Laura Fuchs 6:15 PM
How many people responded to the survey?
How many people were met with
Jon Alfuth 6:18 PM
A question for when we’re in Q&A mode - a number of dcps schools focused on innovation through the XQ funder work have profiles. To what extent were their existing profiles used to inform the city wide profile? And how were they engaged in the review process?
Laura Fuchs 6:18 PM
Where did these “themes” come from?
antoinette.mitchell 6:19 PM
The themes emerged from the listening sessions and the survey results.
Laura Fuchs 6:20 PM
Yeah I’m hearing that being said, I’m not really believing it So I would like to see the data that supports the take-aways When we see 93 I assume that is out of 600, so that is well under half
So I’m not sure I understand how this data is being used to drive any of these themes
Chimere J. Jones- OSSE 6:22 PM
A few resources for this group:
· OSSE’s Reimagining High School Graduation Requirements page: https://osse.dc.gov/page/reimagining-high-school-graduation-requirements
· DC Graduate Profile: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/DC-wide%20Graduate%20Profile.pdf
· Current Graduation Requirements: https://osse.dc.gov/service/graduation-requirements
Ben Williams 6:24 PM
Are we considering an applied studies diploma as well? Is that an endorsement option as well for students with special needs?
Julie Lawson 6:26 PM
I’d like to further discuss experiential learning, both in terms of teacher preparation and funding sources
Frazier OLeary 6:26 PM
If i am a student and my interest has nothing to do with going to college, are their options in the requirements?
Jon Alfuth 6:30 PM
A couple other questions for when we get to Q&A - what will OSSE do to make sure this isn’t just a document that sits on the shelf (which happens in lots of states, sadly); Will DC be developing a set of aligned competencies to help operationalize this document; is OSSE considering updates to related regs around CBE or instructional time to ensure schools have opportunities to create more personalized experiences; What steps will be taken that a profile aligned grad requirement is implemented equitably across the district?
Kerry Sylvia 6:31 PM
What prompted OSSE to revise the graduation requirements in the first place?
David Tansey 6:36 PM
I was on the Graduation Task Force in 2018. The concern with dropping Algebra II was that several schools require it explicitly. UMCP was the one I remember.
Laura Fuchs 6:36 PM
We already have wall to wall pathways at HD Woodson with the CURRENT graduation requirements, including students taking courses at the college level at colleges AND internships/jobs. So I don’t understand what “problem” we are solving ---But we don’t recognize the importance of social studies and science? Interesting
Karen Kassekert 6:28 PM
Is there any world where students could get credit for jobs internships, or outside of school activities?
Julie Lawson 6:36 PM If we’re adding a career prep requirement, making that achievable through actual work makes a lot of sense
Jon Alfuth 6:37 PM
There’s a complicated process by which schools can apply to create competency based courses. That’s one option, karen
Raquel Ortiz 6:38 PM
Can you speak to changes that may/can impact Multilingual Learners?
Frazier OLeary 6:38 PM
Does a student for whom English is a second language, have ro take a language other than their native language?
David Tansey 6:41 PM
It adds up to 23.5
carltonackerman 6:43 PM
What about students who do not know what they want to be when they are only freshmen or sophomores? Many of my seniors are entering college with a broad undergraduate in mind because they do not know. How would they be able to take a required college math only to find they have not had two classes prior to college level math, i.e. Algebra II and Pre-Calculus. Colleges do NOT teach Algebra II as a college credit.
Raquel Ortiz 6:43 PM
Frazier, it depends if they are MLLs or Bilingual. Students who come to our office to get transcripts evaluated can get credit for their native language, but for students who are bilingual can get credit through testing I believe.
Laura Fuchs 6:44 PM
No art elective
No music elective
No language elective
Kerry Sylvia to You (direct message) 6:44 PM
I would like to speak, but can't see where to raise my hand.
Kerry Sylvia 6:50 PM
Doesn't career preparation fall under CTE classes which is currently a requirement?
Dylan Craig (RSTAY) 6:51 PM
I cannot speak, but I want to echo Laura’s concerns. There are ways to add pathways and options without stripping away the incredibly important aspects that are already offered. This can shift funding in dramatic ways that will hurt students and school communities.
Carson Carr 6:51 PM
Have you developed courses for reading for the students who are below grade level? Making it an elective!
Kerry Sylvia 6:52 PM
If you want students to meet with counselors more, DCPS should provide more money to schools so there is a smaller ratio of students to counselors. Right now the ratio is outrageous. (Don't know the exact ratio.)
Laura Fuchs 6:54 PM
Right if you want more CTE, elective options give schools more money and we will offer them!
Raquel Ortiz 6:56 PM
What about MLLs
Raquel Ortiz 6:56 PM
Montgomery County is doing great work to support MLLs towards graduation.
Ben Williams 7:02 PM
Great! What are they doing?
Laura Fuchs 7:04 PM
Thank you! It would also mean going from 3 years of world history down to one which, again, I view as theft of the opportunity to learn about the world
David Tansey 7:04 PM (Edited)
I have a math colleague on my own personal chat. He asked me to share that he would prefer the math requirements be worded in a way to allow a 3-credit integrated math course
Ben Williams 7:07 PM
What does this wording mean?
David Tansey 7:07 PM (Edited)
His point is that integrated math courses can weave the three subjects (algebra 1, geometry, and algebra 2) better. So we need to be able to offer something called “integrated math 1” rather than explicitly requiring that it be called “algebra 1”
Ben Williams 7:11 PM
Makes sense. Thank you
Julie Lawson 7:13 PM
DCPS middle schools are moving toward accelerated math for all students to try to get all their students in Algebra 1 in 8th grade so they can get to Calculus before graduation
Julie Lawson 7:14 PM
We even see that at Anacostia High’s feeder middles so that they can enter high school prepared for the new UDC Early College partnership
Sharona Robinson, DCPS 7:16 PM
I’m hoping we move DC History back to 9th or 10th grade. Waiting until 12th grade is too late as students are looking towards the future. Voter registration and turnout in our local elections should be a huge signal for us to tap into DC History sooner.
Ben Williams 7:18 PM
Was that all students in your grade or an option you took advantage of?
Sharona Robinson, DCPS 7:18 PM
But we must increase our civic engagement with young people, especially while they are more curious.
Sharona Robinson, DCPS 7:18 PM
@Ben Williams that was the standard then
Ben Williams 7:18 PM
Agreed.
Laura Fuchs 7:15 PM
Yes I view our 2 years of World History as us being very forward thinking because World History is so important and often the last opportunity for students to learn that information
David Tansey 7:15 PM
Agreed.
carltonackerman 7:18 PM
The complaint I remember was that the World History course never got to cover the material of more recent history, especially the 20th Century.
Julie Lawson 7:19 PM
@carltonackerman That was true when I was in high school 30 years ago, both US and World history
Kerry Sylvia 7:19 PM
DC History changed from 9th grade to 12th grade after the OSSE changed the graduation requirements in 2006.
Laura Fuchs 7:19 PM
They aren’t “just” the graduation requirements
Laura Fuchs 7:20 PM
They are the bare minimum that DCPS is legally required to offer our schools and if we cut the bare minimum then it will drop
Laura Fuchs 7:22 PM
CTE on top of core classes = college track. They absolutely do not replace social studies
Kerry Sylvia to You (direct message) 7:23 PM
I have another comment but can't raise my hand.
clara 7:25 PM
I have to hop, but thank you all for the very helpful feedback
Jon Alfuth 7:26 PM
I have similar questions on the competency- based option, the current flexibility option doesn’t always feel user friendly
SylviaC01 7:26 PM
Agreed!!
Jon Alfuth 7:28 PM
Laura I have to push back, in my day job I work with schools and districts all over the country, including urban districts, that have done this successfully. What you’re expressing is a real concern, but it doesn’t have to be the outcome.
SylviaC01 7:28 PM
They are doing that in summer school now
Laura Fuchs 7:29 PM
It will be the outcome, I am a history teacher and I have taught for 18 years in this district under this leadership
If we have mayoral control, 50% charter saturation and a lack of transparency on spending on contracts that will 100% be the outcome
Carson Carr 7:29 PM
I hope we know that we have a very large population of students who are well below grade level! We need to help them because the system didn’t help them in elementary school! We must help them 📣
Jon Alfuth 7:30 PM
I’m not discounting your experience by any means, but my experience tells me that the outcome isn’t precluded when it’s done right and done with the community.
Laura Fuchs 7:31 PM
But it won’t be, that’s the point - this process should prove it right here
This meeting proves it
SylviaC01 7:31 PM
And now so many students use AI and other apps to do the work
Laura Fuchs 7:32 PM
I’ve been in this exact meeting countless times and the outcome is always “promised” to be different and it never is
Under countless OSSE superintendents and chancellors and mayors
Hannah Mason 7:33 PM
I have to hop off. Thank you!
Julie Lawson 7:34 PM
Thank you for taking the feedback, Dr. Mitchell!
Robin Gerber 7:34 PM
Thank you
Nora Charles 7:34 PM
Nora Charles -- CM Frumin ed staffer
Hannah Kozik (COW Staff) 7:35 PM
Thank you, Dr. Mitchell and Dr. Jones! Thank you, Cathy!
Olivia A. Chase ~ McArthur HS 7:35 PM
Thank You For You Service. 💐
SHAPPE Meeting December 3, 2024
This is the November- December Meeting
Attending: DME,, Global Education, SBOE, Bard. DC Council Committee of the Whole, Ida B Wells, Cardozo, DC Policy Center, Roosevelt, Jackson Reed, Garnet Patterson STAY, City Bridge, DCPS Community Action Team, WTU
Presentation – a draft Pathways blueprint by Clara Botstein, Senior Director of Policy in the Deputy Mayor for Education Office. see powerpoint above.
The purpose of the Pathways Blueprint is to put in place a documented north star vision and road map for a DC education and workforce system which students can access and succeed in pathways to college and careers.
The need is defined as while improving a 76% graduation rate is still below the national average. High truancy is still high – 30% and 6, 889 youth age 16 to 24 remain disengaged from school. Also the majority of DC public school students– both sectors do not complete a secondary degree and many then do not meet the criteria associated with a “Good Job”. We still have a large gap between Black and White unemployment.
Students engaged in Career and Technical Education Pathways are performing better than many of their peers. CTE now reaches 6,000 students with a 97% graduation rate for concentrators. The Advanced Technical Center is expanding access to CTE and dual enrollment. The Graduate profile being worked on by OSSE has gotten positive feedback. = It can be viewed here.
THESE Are the Pillars they would like feedback on:
Guaranteed Access to pathways (e.g., CTE, dual enrollment, AP) Employer Led Sector partnerships
Robust and Connected Workforce Data Systems
Strengthened Public University System
Robust advising and Wrap around supports
Low or no cost opportunities for high school graduate to pursue degrees and credentials
What resonates, what’s missing?
Policy Levers:
Grad Requirements that incentivize and facilitate pathways
Sustainable funding for dual enrollment and CTE
Robust Data Collection and Analysis
Performance Based Funding for workforce Programs
Career Connected Work Based Learning definition and standards
What resonates, what’s missing?
Desired Outcomes
Students Will : see value, leading to higher attendance and grad rates
They will gain experience and skills relevant for a variety of pathways
Develop core competencies outlined in the grad profile.
Create intentional supported fluid plans for their education starting in secondary school
Questions, Comments from SHAPPE attendees:
● Pushed into college pathways – is the data accurate? Is it skewed by alternative programs – 53% go to college, not finishing is a more accurate number for those that start and don’t finish.
● College and Career Counselors recently cut from what central provides, this has had an impact on the quality of advising at some schools.
● What is happening with DC Persists?
● Eligible training provider list developed by the Workforce Investment Council (for workforce and training programs)
● Increase internships – perhaps a priority? Not working now at numbers now,
● Don’t go for quantity in internships, quality will be more important.
● Agency Internship Program- the schedule for students is an issue, often does not work for agency staff. In order for this to be successful it needs a dedicated staff member at the employer, which is not possible now. This is an issue to be worked on. AIP is for credit and paid by OSSE. This program will need further evaluation as to how it is being implemented now.
● Scheduling issue – could be a fix with grad requirements.
● Some states have invested in intermediaries. What conditions need to be put in place?
● How can we get one stop shop to support advising? This would help parents, students and counselors more fully understand and be able to match what is in place.
● Jefferson County in Kentucky, all CTE programs aligned with industry standards- bridges already connected.
● Get employers to the table. OSSE’s plan is to push toward that.
● What is being done for non-English speaking students – how do parents get the information?. How are we making sure there is actually knowledge about opportunities?
● The ability to access is still a huge issue. How can we better support students for whom English is a second language? What about students with special needs? Is it something that can be added to the blueprint?
● Recommendation to track student debt if able compared to student wage
OSSE is spearheading the work on revising the Graduation Requirements. The Pathways Blueprint project is related and seeks to bring together the various work streams and initiatives into a comprehensive whole and will be shaped by robust feedback. For the proposed recommendations for Graduation Requirements, this is at the very beginning of getting input. The SBOE eventually has to vote on the grad requirements.
These are the current requirements:
The following Carnegie Units in the following subjects shall be required:
COURSES UNIT(S) English 4.0 Mathematics; must include Algebra I, Geometry, and Algebra II at
4.0 A minimum Science; must include three (3) lab sciences
4.0 Social Studies; must include World History 1 and 2, United States History; United States Government, and District of Columbia History
World Language 2.0
Art 0.5
Music 0.5
Physical Education/Health 1.5
Electives 3.5
Total 24.0
A very initial draft of changes to the grad requirements being considered includes more electives, a possible reduction to 3 required courses in Social Studies (one year of World History), Math and Science also reduced from 4 to 3. Also a reduction on the community service hours is being considered. This is an abbreviated list and is preliminary. They are also looking at possible course substitutions within current requirements that might qualify for credit. This could include internships or current activities that students are engaged in(e.g., sports counting for PE). The goal is to align it with Grad Profile and have it informed by the Pathways work increasing opportunities.
The concerns voiced: What is a strong academic foundation? What do all students need to qualify for application to the majority of colleges, what does a well-rounded education consist of? In many cases this is the only time students may be exposed in a number of areas including art and music, world languages.
● Learn things that they didn’t know. Students can’t express an interest in areas that they have not even been exposed to.
● Concern with standardized testing – the huge amount of time spent in test prep, interim tests and then the CAPE. (Pathways work is meant to give a broader experience outside of testing)
● When it comes to dual enrollment – transferability of the credits is an issue, they do not transfer to all colleges. How will students be apprised
● This is all being considered -- what classes we are offering, what are the articulation agreements, with local DC colleges and universities, partnering with the DC College Access Program, DME and OSSE looking at how to maximize credits – time, funding.
● Further , what is the time allotted for students to complete a course in the articulation agreements
● It is not clear yet that AP and IB do mean credit (also can depend on a test score) – these are offered in our high schools and sometimes they can be of higher quality than what is offered in a post- secondary institution.
● The highest measure of quality in a course experience is the teacher –
.
There will be a version of a regular working group and a broader coalition as this work on the Pathways Blueprint continues. The aspiration is to begin the implementation of the Pathways vision from October 2025 to Dec. 2026.
Overall Feedback: Can we take a closer look at how we are connecting students to learning opportunities outside of school, how will this work with the traditional grad requirements? This comes with a concern on reducing civic education – the social studies requirements. How much of a bite will the new considerations take out of an academic foundation?
How do you define the career pathways? – global education and languages, these are key to getting jobs --Tons of jobs require global competencies- careers in humanities fields – invisible in this work- but so plentiful
Indiana has moved toward endorsements – sequence of courses
Civic education has sometimes been captured in capstone projects
Public input vital beyond insiders. This has to be done far more broadly – parents, a larger public, even graduates, a broad network of people. So far this has not happened and some of the questions on the survey and this draft for consideration has stirred concerns on a fast timeline.
Board of Ed Looking at a possible resolution on cell phone use, this is going to have a panel on it at the December 11th meeting.
On the Civil Right to a Quality Education – this will be discussed at the working group on Dec. 4th.
Suggestion that we have a meeting without a guest so we can work on proposing some of our ideas instead of being in a reactive mode. We will be in contact. The next meeting is January 28th. Wishing everyone a healthy, restful holiday.
Here
Meeting Chat
Robin Gerber 6:25 PM
What is being done to increase the quantity of internship opportunities?
Hannah Mason 6:27 PM
How are we making sure there’s not repetitive programs?
You 6:34 PM
Anyone not on our mailing list, please give me your email so I can include you going forward.
Julie Lawson 6:36 PM
Related to Frazier’s question, what are CTE and postsecondary opportunities for newcomer families and undocumented students
Hannah Mason 6:44 PM
You should track student debt if able compared to student wage
Dylan Craig 6:45 PM
To Cathy's point, I worry about the potential changes in graduation requirements if the conversation involves weakening credit hour requirements to allow for more alternatives. Teachers in courses provide more than just assignments and we would be doing our students a disservice if we push them to miss out on important classroom learning and skills that are built there. We want our students to be well rounded.
Erin Bibo 6:50 PM
Those are excellent t points.
ahall1 6:52 PM
Are these documents/slide deck somewhere?
(I'm sorry I joined late but our PTSO meeting was 530-630).
Dylan Craig 7:02 PM
Those are significant changes to credit hours and I raise the point I said earlier.
Clara Botstein (DME) 7:06 PM
clara.botstein@dc.gov
Clara Botstein (DME) left
Frazier OLeary 7:17 PM Frazier 2022362184 oman9@aol.com
Sharona Robinson, DCPS 7:18 PM
Will do @Cathy Reilly
Aris Pangilinan 7:18 PM
Thank you so much for giving me the opportunity to listen to your powerful discussion and design thinking initiative. Though it's my very first time, I feel empathetic about it. I really appreciate it. I'm also thankful to WTU VP Bell for inviting me to listen.
DeWhitney Upchurch 7:22 PM
Goodnight everyone. Appreciate the conversation.
DeWhitney Upchurch left
Hannah Mason 7:23 PM
This was super helpful - I have to hop off now! Thank you so much.
Hannah Mason left
Natalie’s iPhone 7:24 PM
I have to hop off. Have a great evening everyone
Natalie’s iPhone left
Dylan Craig 7:25 PM
Thanks everyone! I definitely want to have more discussion around the credit hours, as I am very worried about the direction that is headed.
Robin Gerber 7:26 PM
For Sally's suggestion: If Cathy's notice about the meeting presents several questions/issues to be discussed, that would help with participants.
Bijan Verlin 7:26 PM
Just a reminder that DC Council is holding a hearing on Academic Achievement tomorrow at 1 and on Eagle Academy on Thursday at 1130
SHAPPE Meeting of October 22, 2022 Notes
Attending: Roosevelt, Coolidge, Ballou, Woodson, WTU, DGS, Ward 3 and 4 Council, CHEC, EmpowerEd, Jackson Reed, Garnet Patterson STAY, DCPS CAT, Decoding Dyslexia
Introduction: Lawrence Davin is the Communications Director for DGS. He is joining us to answer questions and follow up. These are two resources that will help https://dataviz1.dc.gov/t/OCTO/views/DGSPublicWorkOrderData/MainWorkOrderDashboard?%3AshowAppBanner=false&%3Adisplay_count=n&%3AshowVizHome=n&%3Aorigin=viz_share_link&%3Aembed=yes&%3Atoolbar=no
And Work Order Frequently Asked Questions (FAQ) | dgs
DGS Waste Management 1.pdf
DGS 311 Services One Pager.pdf (I will post on website when I receive these)
The top concerns that have been expressed in previous meetings are connected to safety including doors that shut and lock, PA systems and lighting. Also, especially for the larger schools, maintenance of bathrooms so that they are always working and none are closed.
Specific issues and work orders we would like follow up on:
· Front door of CHEC has been an open work order for over a year. Work order 761397
· Soccer field safety nets and turf – trees are growing, roots go deep
· Toilets need repair 797406,778260
· The gate to the parking garage is broken and needs repair
Eastern doors need repair –
Cardozo also has door issues
KEYS: MacFarland and Ellington FOB’s have been problematic. Physical keys are branded with DO NOT DUPLICATE. We need a transition plan so that classroom teachers and even janitorial workers can access closets and even bathrooms. There is only one locksmith and special permission needs to be given to have a key remade.
Explanation: There is an initiative to convert all lock and keys classroom and front doors to an electric system that can more easily be maintained.
Concern with the water quality and currency of lead reports on the water in water fountains in schools
There is only one boss and one staffer assigned to this at DGS.
Jackson Reed
1) Doors not locking for lock down drills
2) School bathrooms (apparently there are 10 sinks and 17 toilets in the queue for DGS repairs since July, I think)
3) Theater repairs that started and then halted when the rains came and there were more roof leaks
4) Turf field (apparently there was some effort to repair the turf around the PK lines, but they didn't put the PK line back)
5) Locker room showers - water pressure is not good, some shower heads don't work, and often no hot water to shower with
6) Roses at the pool exit to the field have highly contagious rosetta disease (this is not an issue of aesthetics, it's a agriculture issue - they are trying to eradicate/minimize this airborne plant disease - the roses need to be dug up and can't be composted, nor can new roses be planted there). Work order 798372
Roosevelt – Health Suite Door
We look forward to hearing back from Mr. Davin
XQ How is it going?
CHEC is in the process of implementing the plans that they have been making in close collaboration with the Student Government and city agencies– seniors are now able to report to internships at agencies. We will hear further from CHEC on more details.
HD Woodson from Principal Massey
· -XQ has been progressing well here at Woodson. As with any large-scale initiative, there have been bumps along the way, but overall, our students and community have embraced the chance to rethink what is possible.
· We have always recognized that the grant money from the XQ project was not a permanent fixture but an opportunity to experiment with new ideas and explore ways to sustain them through our school budget if they proved successful. We are currently funding four positions on that budget, although it has always been clear that after the 2024-2025 school year, we would need to fund three of those positions on our own, should the school community desire to keep them. While most XQ schools were allocated three personnel, we requested to use our funds for a fourth.
· students have had the chance to explore various career fields through Passion Friday. XQ also allowed us to send 20+ staff members to the PBL Works Project-Based Learning Institute in California,
· Freshmen students have particularly thrived from a year-long course designed to help them acclimate to high school while tackling social justice issues in the school, city, and career fields they aspire to join.
· museum partnership with Story of Ours Schools, which will culminate in the opening of our Warrior Museum in Fall 2025. This project has been a fantastic way to engage both our alumni and the broader school community.
· XQ has played a significant role in supporting our enrollment and recruitment efforts, which are essential for our school’s sustainability.
· The success of our Collegiate Academy, with a 100% success rate for students earning college credits, has been another positive outcome, with continued support from Ed Equity Lab,
· Through our redesign efforts we have also seen positive outcomes in student behavior, with a 54% decrease in suspensions day per Our In-Seat Attendance (ISA) increased by 2%, and our overall enrollment has risen, largely due to the attractive programming we've been able to offer.
Concerns expressed: There are four full time staff funded by XQ and 3 full time NAF, In times of less money how are positions outside of the classroom balanced with the need for teachers.
Enrollment drives budget, if we maintain a system that is constantly expanding regardless of population growth, these programs are going to be difficult to maintain. If they are strong, it is something to consider.
Coolidge has been able to expose students to travel through the UN mission that they took on. They are seeing greater academic success. 90% of their students in CTE programs are performing well. The Equity Lab is looking at their program. The Early College has been terrific.
Our November December meeting will explore the DME Pathways as well as how the full education program for CTE and all programs fits together.
Discussion of DCPS Budget – the Schools First in Budgeting Bill and the DCPS Budget model
For many of the high schools present the current budget model has been in their favor and they have benefitted from the Council’s Schools First. Many principals present have felt supported and that even in lean times the central office has provided stabilizing supports.
These were concerns expressed in a robust discussion:
Concerns with Central services: Evaluation of support of services to schools including reporting requirements from school staff to central.
Concern with unfunded mandates – Master Connect and reporting required of social workers and counselors. They often do not see how they are used or benefiting students. Is there a justification requirement for things that come from central to the schools?
Concern with issues are in the community like the invisible trauma that some students arrive with- how can they be better addressed in the community.
Schools are grateful to get any additional funds but the timing of receiving them in the summer has been problematic- it is very difficult to hire.
Budget should be based on buying power, not a number from the previous year that does not reflect inflation.
Meeting Chat
Lawrence Davin 5:09 PM
https://dataviz1.dc.gov/t/OCTO/views/DGSPublicWorkOrderData/MainWorkOrderDashboard?%3AshowAppBanner=false&%3Adisplay_count=n&%3AshowVizHome=n&%3Aorigin=viz_share_link&%3Aembed=yes&%3Atoolbar=no
Lawrence Davin 5:09 PM
Work Order Frequently Asked Questions (FAQ) | dgs
DGS Waste Management 1.pdf
DGS 311 Services One Pager.pdf
Julie Lawson 5:12 PM
The waste management and 311 services messages don’t seem to be links?
ahall1 5:12 PM
also i can't open the two PDF pieces. could you circulate them later :-)
Lawrence Davin 5:13 PM
will email them to cathy
ahall1 5:16 PM (Edited)
Hi I don't have work order numbers but I know JRHS has had repeated problems with (1) door locks not working in lockdown; (2) theater/auditorium repairs; (3) bathrooms and keeping them functioning. The fourth issue (which please, is not as critical) is the rose garden by the pool exit where the roses have a very contagious disease and must be fully removed (it's not about the school it's about the broader ecosystem) - on that issue - really if that is not your problem - let us know who to contact. :-)
Julie Lawson 5:22 PM
Fobs had been a big issue at Wells MS as well. I think it’s improved
ahall1 to You (direct message) 5:23 PM
who is the Matt Frumin person on here? i want to send her a private message.
ahall1 5:25 PM
JR field, which is relatively new, apparently has issues with the turf on the penalty kick spots, which may need to be replaced? (Again I have no idea if there's a work order in).
ahall1 5:26 PM
Showers in the JR locker room have water pressure issues and also there are problems with the shower heads.
Lawrence Davin 5:27 PM
^thankyou
Sebastian Weinmann (DC Council) 5:27 PM
DGS- loose liter (1X daily)
DGS- blue recycling cans (schedule varies) (311)
DPW- black litter cans (3x week) (311)
DGS- trash dumpsters (3X week)
ahall1 5:28 PM
And also frequently no hot water in the Jackson Reed locker room showers.
Prof.Wilkerson 5:30 PM
They are government building keys. They cannot be duplicated without formal permission
Sebastian Weinmann (DC Council) 5:26 PM
https://dgs.dc.gov/page/water-sampling-results-dc-public-schools
Julie Lawson 5:45 PM
These results all seem to be at least a year old. Has testing stopped?
Sebastian Weinmann (DC Council) 5:52 PM
I know of schools that have gotten tested this year. But the results are not posted. It seems DGS does not update this website.
This page is for all environmental testing https://dgs.dc.gov/page/environmental-testing-and-safety
Laura Fuchs 5:58 PM
Process human resources
Laura Fuchs 5:59 PM
Agree!
semanthe bright 6:07 PM
Same for Coolidge. Especially Project Based Learning
Laura Fuchs 6:11 PM
I’m just going to keep saying that because central office is over funded they are actually doing a worse job. More money will make it even worse than it is
Julie Lawson 6:11 PM
It’s frustrating to see the charter schools in my neighborhood hanging signs that they are still currently enrolling
Laura Fuchs 6:12 PM
I agree that is what they keep doing and will keep doing because they don’t want to do the services that are important they just want to “innovate” us to death
ahall1 6:14 PM
IMO someone needs to do a top to bottom review of CO and what they're spending money on and value add. Does anyone know? I don't think so.
Laura Fuchs 6:15 PM
DCPS is too obsessed with press conferences. So they just want to spend money on a new idea rather than just investing in efficient processes. A school board would be able to regulate the budget in depth. If dc council wants to be a school board, which apparently they do, then they need to step up and force DCPS hand centrally
ahall1 6:16 PM
And I think another problem is fear of retribution across DCPS/Mayor so maybe people from individual schools don't really speak up.
Julie Lawson 6:18 PM
Do we need to keep working to let Coolidge admit OOB via the lottery to allow enrollment to stay high?
“Rightsizing” Coolidge and Wells to fit the space will lead to cutting programs and opportunity
semanthe bright 6:19 PM
@Julie Lawson I had a quick meeting today and will keep you posted. The decision has not been made for next year
Laura Fuchs 6:19 PM
I agree.
Laura Fuchs 6:20 PM
But DCPS can’t be let off the hook for their abuse of money that should be invested in our schools directly with students
Laura Fuchs 6:21 PM
School leaders can speak freely :)
Can’t*
I don’t divulge who are in my DM’s. But they are there :)
semanthe bright 6:31 PM
Have to log off. Thank you everyone
Dylan Craig (GPSTAY) 6:31 PM
Even though central didn’t cut the most wasteful areas last year doesn’t mean we should give up on pushing cuts at central on the many bloated areas that can be better suited going to support schools directly.
Dylan Craig (GPSTAY) 6:33 PM
And I am still very confused on how XQ can be sustained after the funding leaves
How can we expect every XQ school to gain enrollment to sustain the funds? Each school is getting ‘re-imagined’ through XQ. Are all schools going to get increased enrollment to keep funding levels?
William Massey 6:39 PM
@Dylan Craig (GPSTAY) I think redesign schools are aware that the funding was never meant to stay forever but to be a catalyst to rethink what was possible.
Washington Teachers' Union 6:40 PM
Thanks Cathy!
9-24-2024 SHAPPE Meeting Notes
Attending: CHEC, SBOE, DCPS Security, DME, Eastern, Garnet Patterson STAY, School Without Walls, Jackson Reed, River Terrace, Decoding Dyslexia, Wells, Ballou, Roosevelt, Ellington, School Without Walls, MacArthur
Guests: Phillip Copeland Director Strategic Initiatives Youth Safety (DME) Phillip.copeland1@dc.gov, Ricky A. Brown, Jr. - DCPS Security Deputy Chief of Security, Kaylyn Bluett, Security Chief
Discussion: There is a team working on safe passage from different DC agencies including the Roving leaders, Deputy Mayor for Public Safety and Justice, live updates from RADE, as well as violence interrupters.
DCPS – with the changes to the DCPS budget by the Council there was a cut of 23 contract security officers. 10 from elementary schools, 8 from high schools, 1 from an Opportunity Academy and 4 from middle schools. DC has put in place Safety Squads to assist they consist of community folks, principals and ambassadors for safety.
Ricky Brown’s office has ensured that with the new contract the security officer’s role is better defined. They are school based and complimented by student support liaisons.
Questions and Concerns:
Safe Passage: Dupont Circle has emerged as a pressure point. Young people from across the city converge there to transfer to buses to take them to Ellington or MacArthur. Request if for the D6 to run more often to Ellington and for the D51 which ran from Congress Heights to Ellington to come back on line at least for the hours getting to school and leaving school.
Request for trauma informed interventions at these sites where fights are breaking out.
Bus Route Concerns and Suggestions: Next change will be on Dec. 31st – the final decisions on this have not yet been published
· D6 and D51 affecting Ellington students
· K2 being discontinued will affect Cap City students
· Can there be shuttle buses between some schools and the metro stops for example Petworth – from Roosevelt and MacFarland. This was instituted at McKinley when it opened.
School Security:
· Metal detectors and searches of staff. At Ellington questions on staff taking off shoes and belts. DCPS security team has confirmed the setting on the detector is the same as at other schools. Decisions on staff entrance and search protocol are in line with all entrants to any school building however some schools do have a separate entrance for staff. Staff have been finger printed and vetted prior to being hired. However, in this moment in time, it is understandable that security is concerned with not exempting anyone entering a building.
· Are classroom doors, lighting, outside door repairs cross walked with DGS to ensure they are prioritized. There were some important needs highlighted with the lockdowns that took place recently. – Answer- they are cross walked however prioritization has not necessarily meant that door locks for example have been attended to yet. This then has to be elevated further. At Jackson Reed there were 10 doors that could not lock during the lockdown. SHAPPE will have DGS at a future meeting
· Concerns with HVAC, repairs needed in the girls bathroom and the front doors at SWW. Need to have work order numbers- SHAPPE will have DGS at a future meeting.
· Concern with communication: Any communication to staff and families has to go through a protocol and approved. While this is understandable to protect accuracy and the integrity of an investigation it also ties the hands and impacts the trust relationship between the principal of the building and their staff and families. An incident happens and then there is a quiet phase. This phase has been longer than hoped. It also then gives rise to rumors and reports on social media. The request is for the CAT and the Security team to take this back and review, looking at how the “quiet phase” can be shorter and the principal empowered to share some information.
· DCPS School Security does have some of its own police officers, they have been able to support where needed strategically placing their officers. Also worth noting that a student did recently attempt to bring a weapon into a school and this was caught at the door on the conveyer belt.
Announcements:
Update on timeline for Reimagining High School Grad Requirements
Reimagining High School Graduation Requirements public engagement sessions (including organizations, parents, students, educators, etc.) focused on the DC-wide Graduate Profile and current Graduation Requirements have continued from June-October 2024. Feedback is being used to revise the current draft DC-wide Graduate Profile.
The DC-wide Graduate Profile has a tentative publication date of the Fall of 2024.
The October 1, 2024, State Board of Education working session will include an update on the Reimagining High School Graduation Requirements work.
In the future, OSSE will be forming an Educator Implementation Group to advise on the implementation of the DC-wide Graduate Profile. When the invitation information is posted on the OSSE website, details will also be shared with the SHAPPE Director.
Vote on Empower Ed’s Advocacy Agenda
DCPS Budget and Contract Oversight: 10/17 @ 10:30 am
B25-741+ Career and Technical Education: 10/24 @ 10:00 am
Teacher and Principal Retention Oversight 10/29 @ 4:00 pm
B25-800 + Math Achievement Oversight: 11/6 @ 12:00 pm
B25-847+ Special Education Oversight: 11/20 @ 12:30 pm
Academic Achievement Oversight 12/4 @ 1:00 pm
https://lims.dccouncil.gov/hearings/
DC School Safety Resource Guide
Meeting Chat
18:07:45 From Patricia Bodrick to Everyone:
I can not a parent from eastern
18:07:58 From Patricia Bodrick to Everyone:
A parent
18:08:49 From Patricia Bodrick to Everyone:
I can’t unmute
18:08:54 From iPhone (1) to Everyone:
Good evening.
18:09:03 From iPhone (1) to Everyone:
Can’t unmute
18:09:04 From Simone Wilkinson (she/her) to Everyone:
Good evening!
18:09:15 From Patricia Bodrick to Everyone:
Patricia Bodrick a parent from Eastern
18:11:57 From Sharona Robinson, DCPS to Everyone:
Good evening, everyone.
Sharona Robinson, DCPS Office of External Affairs
Manager, Community Affairs and Engagement
18:12:47 From Simone Wilkinson (she/her) to Everyone:
Simone Wilkinson- Assistant Principal @ Roosevelt HS. Go Rough Riders! 🧡💙
18:13:17 From ricky.brown to Everyone:
Good evening, everyone! Ricky A. Brown, Jr. - DCPS Security
18:14:02 From Principal Haith to Everyone:
Hello Folks, William Haith - Principal Ballou High School
18:16:42 From Phillip Copeland to Everyone:
Phillip Copeland - Director Strategic Initiatives Youth Safety (DME) Phillip.copeland1@dc.gov
18:24:30 From Julie Lawson to Everyone:
Is that where the main bus line picks up?
18:24:40 From Sharona Robinson, DCPS to Everyone:
Students from Ellington get off the bus at Dupont Circle
18:33:48 From Julie Lawson to Everyone:
Thank you, Ricky!
18:34:00 From ricky.brown to Everyone:
Reacted to "Thank you, Ricky!" with ❤️
18:34:04 From Principal Haith to Everyone:
Hey @Julie Lawson
18:34:08 From ricky.brown to Everyone:
Replying to "Thank you, Ricky!"
My pleasure!
18:34:25 From Julie Lawson to Everyone:
Replying to "Hey @Julie Lawson"
Haiiiii! Great to see you!
18:34:28 From Simone Wilkinson (she/her) to Everyone:
For the schools in Petworth community, having a shuttle to the Georgia Ave metro would help w safe passage
18:34:35 From Principal Haith to Everyone:
Reacted to "Haiiiii! Great to se..." with ❤️
18:34:41 From Maame A-Bawuah to Everyone:
Reacted to "For the schools in P..." with ❗
18:39:34 From Crystal Sylvia to Everyone:
Our principal has said that it is not her but central office. I talk many other DCPS staff members at other schools and it is not happening at that level. I
18:42:11 From Crystal Sylvia to Everyone:
If it is going to happen at one school it should happen everywhere and for every DCPS staff member.
18:44:24 From Crystal Sylvia to Everyone:
Can you also look into reinstating the D51 bus
18:48:00 From Crystal Sylvia to Everyone:
Yes those are the buses I was talking about
18:51:51 From Sharona Robinson, DCPS to Everyone:
@Julie Lawson feel free to flag concerns like that for my team
18:55:01 From Julie Lawson to Everyone:
Reacted to "@Julie Lawson feel f..." with ❤️
18:55:43 From Sharona Robinson, DCPS to Everyone:
https://dcps.dc.gov/page/community-action-team
18:56:03 From Sharona Robinson, DCPS to Everyone:
Very helpful context @Rebecca Bradshaw-Smith
Hope you’re doing well!
18:57:09 From Simone Wilkinson (she/her) to Everyone:
Reacted to "https://dcps.dc.gov/…" with ❤️
19:02:16 From Julie Lawson to Everyone:
Wells/Coolidge will also be a lodging space for National Guard for the inauguration (along with all facilities with ROTC)
19:05:55 From Sharona Robinson, DCPS to Everyone:
Whenever issues were flagged I elevated them @carltonackerman
19:11:45 From Sharona Robinson, DCPS to Everyone:
I’m still here. Just in the car and now that it’s dark I’ve turned my camera off. 🙃
19:14:10 From ricky.brown to Everyone:
Thank you, @Principal Haith, for leading the charge and being on the front lines with Ballou's Safety Squad. 👏🏾✊🏾
19:14:18 From Sharona Robinson, DCPS to Everyone:
It’s a small but might team! 🙌🏽
19:14:28 From ricky.brown to Everyone:
Reacted to "It’s a small but mig..." with ❗
19:14:46 From Kalyn, (DCPS) to Everyone:
Reacted to "It’s a small but mig..." with 👍
19:14:54 From Sharona Robinson, DCPS to Everyone:
I knew you’d be on the safety squad @Principal Haith 😉
19:15:26 From ricky.brown to Everyone:
Reacted to "I knew you’d be on t..." with 🤜🏾
19:15:31 From ricky.brown to Everyone:
Reacted to "I knew you’d be on t..." with 👏🏾
19:15:37 From ricky.brown to Everyone:
Removed a 🤜🏾 reaction from "I knew you’d be on t..."
19:15:55 From ricky.brown to Everyone:
Cathy - Feedback is a gift!
19:16:05 From Julie Lawson to Everyone:
Reacted to "Cathy - Feedback is ..." with 💓
19:17:02 From Sharona Robinson, DCPS to Everyone:
Always a great meeting @Cathy Reilly!
19:19:07 From Simone Wilkinson (she/her) to Everyone:
Thanks all!
19:20:21 From Regina Bell, Washington Teachers' Union to Everyone:
Thanks Cathy!
19:24:32 From Simone Wilkinson (she/her) to Everyone:
Yes we’re having a fair at Roosevelt on 11/21!
19:25:22 From Julie Lawson to Everyone:
Reacted to "Yes we’re having a f..." with 👍🏻
19:25:39 From Julie Lawson to Everyone:
DOEE opportunities: julie.lawson@dc.gov
SHAPPE August 27, 2024 Notes
Attending; McKinley, Roosevelt, CHEC, SWW, Ellington, Dunbar, Woodson, Anacostia, Cardozo, SBOE, DCPS CAT, DC Council, DME
Guest: Glenn Starnes Senior Deputy Chief, SEAD Strategy
Discussion on Secondary Grading Policy, Athletics and CTE
3 Main Areas were addressed in this Secondary Grading Policy revision: It is for 6th through 12th Grade Here is the power point presentation
Late Work – previously could be handed in up to the end of the term. In revision, late work has to be submitted prior to midpoint deadline – the progress report date. Late work receives a one letter grade reduction. Work submitted prior to the mid- point deadline is eligible for a revision. Here are the pertinent dates.
· In the case of excused absences, the chance to submit late work is extended for each day they had an excused absence.
· Teachers may use alternative assignments that are in line with the standards for late work, since corrected work may have been returned.
· For Transfer students entering after the 10th day of a class meeting teacher may create a revised calendar of deadlines
Academic Integrity; there are two tiers, Minor and Major , there are also an escalating level of consequences for successive infractions.
---First Offense of a minor infraction- student is notified, grade an F, chance to re-submit for full credit
---Second Offense- of a minor infraction; student and parent are notified, graded initially with an F with a chance to re-submit with a one grade reduction.
---Third offense: student and parent notified, graded as an F, no chance to re-submit
---First offense of a major infraction- share documented notification with student, hold a meeting with parent, enter into SBT tracker, grade as F, resubmission possible with one letter grade reduction.
---Second offense of a major infraction: share documented notification with student, hold a meeting with parent, enter into SBT tracker, grade as F, no re-submission possible
Questions and Comments: In DCMR? Here is the link for the full policy. Places that are currently in the DCMR are noted in this policy brief. These particular adjustments are in the purview of DCPS and do not necessitate a change in the DCMR.
Feedback on Failure due to Absence: changes to this policy require a chance in the DCMR. The changes requested largely related to the problem of the 30 day unexcused absence equals an F – or FA, this is an issue for the shorter classes – one semester for half a credit
In the AB day, the allowance for excused absences aligns with the days the class meets
The specific date the project reports are due will be published and available to every teacher.
Will the codes be changed? There are now cases where there is not a Waiting for Submission, it will be an F. NO there is no code change for this year. The WS will translate to an F. It is 50%
Substandard work:
Currently students must have opportunity to revise and teachers should provide feedback on all work
Revision: Students must be provided an opportunity to revise any substandard work. Substandard work is defined as a D+ or below. If they make a reasonable effort, the work can be re-submitted once and the maximum grade that can be received is a C.
Added in language on Multi language learners - families must receive notice in their language. There are additional requirements on communication to ensure that students are also given notice in their language.
Questions and Comments
Comment – Once a student has missed 30 days and we do have a significant problem with truancy and tardiness. there is no point in them attending the class. These are sometimes the students that become truant or are walking the halls. Concern on this and if there might be ways to address since this applies starting in 6th grade. You have to have attended to start this clock and also it is unexcused absences.
Also a comment on the D+ as a grade – this is a strange bar for revision. This grade is mandated in the DCMR – it is DCPS choice to have it be the definition of substandard work.
Comment This is another extension then…Chances for revision- work at end of progress report – another chance for re-submission. If a student turns in late work and if it is substandard they have until the end of the term then – to turn it in again.
Comment: Keeping all of these different deadlines and consequences straight for each student is a lot of work. Teachers might be working with 100 students.
Comment – hope the rule on only going up to a C can Merit more review – only go up to a C – would be better to have the work graded on its quality -graded on what you can do at the moment. Sometimes students get an F because they were not taking I seriously –
Social worker comment: - end of term – some students may manipulate, other have problems with procrastination, our job to teach and strengthen. Students get overwhelmed and then shut down. Students are learning to manage time and perfectionism.
Thank you to Ms Kathlyn Lee
Athletic Overview:
Mike Bryan – Director of Athletics –
· Funds to schools for athletics are based on local funds allocated to central services – we ensure that all students are properly equipped to play their respective DCIAA sponsored sports.
· Schools also can generate additional funds from concessions, donations s and fundraisers, as well as gate receipts from varsity basketball, football
· Central funds transportation, officials porta potties, coaches, event workers, awawrds and venues for athletic events
· There are 3 transportation contracts- this is a large expense.
DC does not have an Indoor track – we have recently rented the one in Prince George county
Summer free physicals cost absorbed directly by athletics
For Middle school and elementary – central purchases the uniforms
Equipment: Recertification for helmets- they age out every 10 years – do not meet specifications they are destroyed.
Questions and Comments: Lacrosse team at Jackson Reed included in funding? Not DCIAA , club sports are not funded. DCIAA sponsored sports compete for championships – others considered club sports and school is responsible for funding
IMPORTANCE Of Sports at all grade levels, important to have strong teams at the middle schools to build the programs and keep students in our schools. Sports very important part – skills and prepare for college –
Right now, DCPS sports are less competitive when compared with the private schools and surrounding jurisdictions. We don’ support a pipeline. Middle school funding has been turned down – should put more funding into sports strategically – make sure we have a pipeline.
Answer- this is hard to ensure equity but we will continue to consider.
How do we advocate getting the funding necessary?
We cannot shortchange high schools in the effort, there has to be more funds.
Answer: Priority #2 – students connected to schools - inclusive of athletic programs – this is the first year and DCPS will be looking at how to support. We need more funding for athletics.
4th through 12th – expand at middle school and at 4th and 5th brainstorm – entering budget development
Question: Where are the lists where the budget information for which schools are funded and for how much? Athletic not baked into schools, they are centrally funded. Each HS athletic director receives their budge and funding streams. This is how much this sport gets, this school gets – we will provide and identify for the allocation per sport – The OTC team know where that money lives – will provide this information to Cathy to distribute.
Career and technical Education- Crystal Smith
Centrally manage funds largely come from the Federal Perkins grant. The amount is based on total number of students in DCPS – DCPS uses it to cover the entire pathway including instructional materials, hardware, software, food, supplies, vouchers, transportation, PD, conference and travel fees. Only time a school would need to try and get additional funds is for student organizations – they need to raise extra funds for chapter activates. CTSO SKILLS USA
CTE Supports summer programming, dual enrollment, and certification though DC work force development. The cost varies depending on program. Grant funds used to cover 5th through 12th
Central CTE does run out of funds in some bucket though, some areas like transportation are depleted quickly because of both demand and cost. We are also expanding the number of students participating. Job shadowing and college tour funds are also exhausted quickly.
Central CTE works with school directors so that we are budgeting in a way that we can provide for what is necessary. This has to be budgeted over a few years, timing and rotating updates.
The cost of the experience is often low, it is the transportation that presents the difficulty.
Project Based Learning is different and is baked into the daily course work.
PAIN POINT on transportation: Schools that are not metro assessable. This makes access to experiences uneven. Getting students to the metro can be expensive.
Scott from EMPOWER Ed:
The Council allocated $300,000 to Live it Learn It. This is to address the Inequity in money available for outside learning for schools not supported by parent and outside groups.
250,000 will go directly to teachers to bridge the gap. Funds will be available starting in November See https://www.liveitlearnit.org/bridgethegap
Meeting need and equity, there will be up to 750 dollars per request. The Live It Learn It contracts with bus companies can reduce the cost of buses and other forms of transportation.
Comment: Cost of buses should be examined. The cost went up as the competition became more limited. DCPS should be able to get a larger contract that schools can then opt into. IF Live it Learn it can, why can’t DCPS.
DCPS solved the problem of one bad driver with insurance and other expenses, now this problem has to be resolved – the cost for a bus does not make sense. This is a DC Government issue that affects DCPS
Guests and Issues for the coming year:
Budget Process- this taking away and then giving back too late has destabilized and lowered morale.
Bijan noted that the Chairman would be happy to come ahead of the next budget cycle.
Get Updates on programs in high schools, there are mixed reviews on XQ and concern about philanthropic help that boosts staff and then the funds go away leaving the school or District to pick up. Good people often but not systemic change.
Safety – continue to follow
Graduation Requirements Review and Advanced Technical Center.
Additional concerns:
MacArthur HS – pick up and drop off with narrow lanes and lots of cars is not working – worried that an accident will happen unless something is changed.
Engagement: Currently agencies receive input through surveys, meetings etc. However, people do not have a chance to listen and engage with one another and get more immediate feedback on how decisions are going to be made. This might be a topic for discussion on policy in a number of areas.
Next meeting: September 24th
June 25,2024 SHAPPE Meeting
Attending: Roosevelt, Ballou, Cardozo, CHEC, SWW, Ellington, Dyslexia DC, Jackson Reed, EmpowerEd, McKinley,
Powerpoint https://docs.google.com/document/d/1Q7jlhlazssiiE9oVi4pIKj-z345a9FsrYPew0m2GZ0g/edit?usp=sharing
Year 1 included: • Stakeholder engagement with District government, LEA leaders, college and career readiness partners, students and families to weigh in on the District’s current high school graduation requirements and opportunities to strengthen and advise on updates. • Conducting a landscape analysis of other state education agency (SEA) and LEA graduate profiles and graduation requirements and experiences with implementing changes, to understand options to better incorporate student performance and readiness for college and career pathways.
§ Year 2 includes: • Development of a DC-wide graduate profile that communicates the outcomes and experiences desired for students completing high school in the District. • Exploring regulatory changes to the District’s high school graduation requirements and implementing the rulemaking process accordingly.
§ Year 3 includes: • Approval and adoption of the revised graduation requirements. • Phased implementation of the DC-wide Graduate Profile and introducing the new Graduation Requirements to stakeholders.
OSSE is envisioning a phased implementation. As well as multiple pathways similar to other states including endorsements. DC and Maryland are the only states that still require community service
There is an internal working group on this and a Steering committee – we asked for members of the steering committee- Scott Goldstein is a member.
Graduate profile includes:
· Critical Thinking and Problem Solving
· Foundational Knowledge and Skills
· Information, Media and Technology Literacy
· Communication and Collaboration
· Learner Agency
· Global and Local Citizenship
· Social Emotional and Physical Well Being
Members praised the profile
noted that financial literacy is often taught successfully as part of a math class.
There is concern with what will be added, in measuring socio emotional learning will this add a lot of paperwork to social workers and counselors, an additional subject area and in the end will the students benefit or will the system be focused on accountability.
This approach seems to envision more project based learning, performance based accountability with different rubrics across grade spans with capstone projects and internships playing a larger role. The push is for students to demonstrate problem solving etc. in other ways besides academic and tests.
Will this be in addition to the CAPE and current accountability tests in place.
Where is the student voice? While Liv Binstead – a former SBOE reps has been on steering committee – more outreach is needed.
There is continued concern with what is going to be added and what these new standards of socio-emotional learning will mean for mental health clinicians in DCPS.
PowerPoint Page on Grad Graduation Requirements Areas that emerged thus far based upon stakeholder feedback
Knowledge, Skills, and Dispositions Exploration • Financial Literacy • Social and Emotional Learning • Computer Science & Media Literacy
Diplomas and Pathways Exploration • One diploma multiple pathways (e.g., Regents/college track, CTE, GED) • Individual Educational Program (IEP) Diploma • Badges (e.g., CTE, Computer Science, language acquisition, Community Service, etc.) • Credit reduction
Coursework and Credits Exploration • Course Substitutions • Dual Credit/Dual Enrollment • Competency Based (e.g., course credit for TOEFL test, internships, team sports, etc
Others • Community Service Hours (paid?) • Capstone projects o Demonstrate knowledge, skills, dispositions o To reduce seat time o To incorporate DC-wide Graduate Profile • FAFSA Completion (?)
Standards and Measurements: Evaluate performance
--what can be incorporated into the school curriculum and current grad requirements? 24 are now required
-- Where can OSSE okay flexibility
-- what can be taken away so that in the adding, it is not adding more
Concern from Group- Test taking and scores is how folks are measured, this needs to be addressed.
The vision is a community of practice but to do this every level of the system really needs to be thought through
Student Voice – include Mikva Challenge and Black Swan Academy – also Critical Exposure students, Young Women’s Project
Flexibility in how standards are met could be rigorous and positive or it could be a weakening and lower the bar and experience.
High School Reading – Super important – what about this guarantees that our students will leave high able to read and write – we don’t have that now. Project based learning sometimes hides
How will Students With Special Needs be addressed? - the current certificate is not doing what we want it to do- It has to be re-examined and part of this process.
We now teach DC History in 12th grade – it was far better when it was taught in 9th grade. It gave students a chance to learn, interact with their city and neighborhood before they were on the way out.
Please address the current penalty a school gets if students take longer than 4 or even 5 years to graduate – ELL students are being pushed out and they have the right to stay longer- it just reflects poorly on the school so they are pushed through.
Lots of Concerns with the Current DCPS Grading Policy
Infrastructure – the state of the building matters in how students experience school, and it can take precedence over all that we are speaking of. Roosevelt still does not have adequate heat and cooling after an expensive modernization.
Middle School – students cannot take advantage of all of this Grad Profile if they leave 8th grade unprepared. That is what is happening to many now. They are behind the curve when they arrive in 9th grade. 8th grade needs to be recalibrated
Please take our international and ELL students into account. They are not eligible for the FAFSA. Even if you have exceptions to a potential requirement – what the the downsides? If this requires parental information do we unintentionally set up a system thought of as an incentive that backfires. Just should be more thought through.
With Internships also, they can be great, they do require hands on mentoring, contact with school and place, follow up.
We look forward to following up in the fall with this work and also with Monica Dodge
Meeting Chat
JUne 24, 2024 SHAPPE meeting Chat
Kerry 6:25 PM
Can you share the list of the people on the steering committee?
Paul Abdou 6:26 PM
I think it’s great that you have listened to universities and business groups. That is important.
I am interested in knowing what role teachers, and especially counsellors, have had in these discussions..?
Melody Molinoff 6:31 PM
I’m sorry I have to go to another meeting. It would be super helpful to have the slides to share with our networks. Loved seeing the focus on digital literacy and digital skills building! Thank you
Melody Molinoff left
Scott Goldstein 6:35 PM
I am on the steering committee, FYI
schick 6:38 PM
Is there any truth to the rumor that students will no longer have the full grading quarter to submit work but instead, they will be only permitted to submit work by the Progress Report period? Then, once the second half of that quarter begins, they can only submit work issued after the Progress Report up until the Report Card period?
Paul Abdou 6:39 PM
Excellent point about implementation, David
Clara Botstein joined as a guest
Clara Botstein (DME) left
schick 6:40 PM (Edited)
What are the written guidelines of measurement for success of these 7 principles?
What does the written directive/rubric look like for principles/admin?
Teachers?
Counselors/Social Workers?
Sped?
Crystal Sylvia 6:46 PM
How about community meetings?
Prof.Wilkerson 6:47 PM (Edited)
Love the pivot towards project based. Not questions, but items to raise for consideration as decisions and planning moves forward.
How/Will school and district assessments & other psychometrics follow the inquiry, pedagogical, project, and performance based practices?
Where does culturally responsive & sustaining practices fit into assessments?
Similarly, are there collaborative teams in queue in planning to provide insight into implementation for teaching, learning, and leading?
How can we create innovative pathways early graduation, dual enrollments, and other seat time alternatives? Seat time is extremely antiquated.
Crystal Sylvia 6:51 PM
Unfortunately, I have to log off. I look forward to participating in future community meetings. I also plan to share the meeting dates with students and colleagues to ensure more voices are heard..
Crystal Sylvia left
iPad 6:52 PM
My name is Sue Volans and I’d like to introduce myself as the new president of the PTO at Theodore Roosevelt high and share a concern
schick 6:54 PM
Credit Recovery doesn’t help kids. Only helps politicians maintain their seat at the table.
https://youtu.be/XlnspY2wOVw?si=zkiZdBX8N_oX36Xx
Clara Botstein 6:57 PM
Flexibility to meet standards!
Leah Boney 7:03 PM
Agree!!!
Paul Abdou 7:13 PM (Edited)
I’ve worked in three countries. DGS is hands down the least competent government department I’ve experienced. They need to be burned to the ground and start again. Cardozo has the same issues.
Paul Abdou 7:13 PM
It’s deplorable that we’re in the richest country in the world and can can’t get basic things like this right
Leah Boney 7:13 PM
Many schools have the same issues
Prof.Wilkerson 7:14 PM
Thanks Ms. Sue! So glad to have you leading our PTO!!!
Kerry left
Clara Botstein 7:27 PM
I have to hop but thank you!!!!
Clara Botstein left
Monica Dodge, DME 7:28 PM
Related to the Education Through Employment Data System we discussed last month, I encourage you to share your input on our priorities. Here are a few options to share feedback: Share your input through our community survey: tinyurl.com/ETEPsurvey
Join us for our upcoming webinar to share your input on priorities:
Thursday, June 27th 5:30 – 6:30 pm : https://events.gcc.teams.microsoft.com/event/928e43ea-cef0-4c5f-84ae-120b81107771@8fe449f1-8b94-4fb7-9906-6f939da82d73
iPad left
schick left
Chimere J. Jones-OSSE 7:31 PM
If there are additional comments please feel free to reach out to us: Dr. Antoinette Mitchell- antoinette.mitchell@dc.gov and Dr. Chimere Jones- chimere.jones@dc.gov
Prof.Wilkerson 7:32 PM
Will definitely participate in this long term plan
SHAPPE Meeting Draft Notes May 28, 2024
Attending: SBOE, CHEC, Roosevelt, DME, WTU, Ga Ave Collaborative, DCFPI, Community, UDC
Initial Discussion on Truancy support: Concern with scale back and changes to these programs. The proposals do not take into account the necessity of valuing relationships and continuity. The Show Up Stand up program is being transferred to OSSE, grants will be given from there. This does not necessarily guarantee that the individuals and groups currently doing this work in schools will continue.
With regard to truancy – our systems do not always talk to each other, there is inadequate case management. We don’t always have the implementation of services figured out – for example the referral service.
Budget Information:
· The first version of the Council budget allocated 25m as part of the Schools First law. See the attached document to see High schools that will receive additional funds. That allocation directly to schools stays. The cut to DCPS Central has gone from 30m to 21m to fund the Schools First Law. Following are some points included in this first reading of the DC Council proposed budget.
- The 10.5 cut to the DCPS security budget is now a 3.3 cut – the funds have been reduced by transferring 9m in funds to cover DCPS electricity to DGS.
- The reduction to the food program is now 2– still leaving need of 2m
- Funds for Alternative placement, technology and legal fees are not restored
- Funds for a new math program also not restored
- The Learn to Swim program funding is now fully included
- The Connected Schools program in DCPS funding has been returned
- Funding for books and supplies for MacArthur as it expands a grade has been restored
- An additional teacher has been added to the schools budgets of every elementary school in Wards 7 and 8. These additional staff members are to address the lack of substitute teachers which is acute and not met in these schools.
- .5m has been transferred from DCPS central to schools to cover At Risk funds that were not distributed fully to the schools for at risk concentration.
- Win in on budget: 300,000 is in there for experimental learning. This will go to Live it Learn it which can do all the leg work to arrange field trips. This is available to both sectors.
- There is 9m in the capital budget for the Henderson Building which is across from CHEC on 16th Street.
- Literacy training for all K teachers included in this budget
The first reading of the budget will be voted on tomorrow May 29th. There may be changes between this reading and the second reading on June 12th. The second year of the flexible scheduling pilot is discontinued in this budget. The remaining funds cut from security, food and also technology may also come under discussion.
When Can Schools possibly have access to these funds? While we did not have the information at the time of the meeting, since then this is what we have learned.
DCPS receives and advance of 10% of its budget to cover school start up prior to the release of funds for FY25 on October 1st. However, this may not the be way the OCFO actually implements it, This may be the reason P cards and other funding is difficult at the beginning of the year for DCPS. We will continue to get more information on this.
Substitute Teachers: This is a need across all levels and in all parts of the city. In high schools teachers are asked to give up their planning periods and given admin pay for taking this on. This is problematic and stressful. The reason the elementary schools in Wards 7 and 8 are being identified is in 8 especially they have the highest numbers of requests that are not filled. .
Buses for Field Trips: after the incident with Murch students, where a bus driver was not properly licensed and then got into an accident, DCPS put in place additional guidelines around approving vendors and ensuring safety. Trips have had to be cancelled on that day if the company cannot provide proper documentation on transporting children. Buses mainly apply for schools far from public transportation or for nature trips either in our outside of the city.
Enrollment: The challenge for larger schools is how much time it takes to enroll or re-enroll each student. It is cumbersome. The online portal can work for those comfortable with technology and all the forms. Volunteers cannot help because the information is confidential and there is training involved. It is a full interview with 6 different forms needing to be filed.
Safety and Security: Age old issues – It is hard to have the staff that you need as well as the equipment in good working order including locks and PA systems. These are issues for the city and for our communities.
There are programs that have been terminated that did work. The most cited example is the Gang Task Force which was formerly a part of MPD. They working with others communicated, worked with other city groups and schools and had good relationships.
Montgomery County now has some programs that DC is looking at.
There are also trainings available that could be given to school staff and community partners on identifying and responding appropriately to young people. It is a complicated issue.
There are many young people in neighborhoods and not in school yet at 9 and 10am. How can the city respond to them, get them to school. There is also an issue between 4:30 and 7pm – this is not about the schools and not about breaking the law, it concerns how are they engaged and even protected.
It is a matter of mobilizing all adults not in a way that is out to punish but with curiosity and an eye to what has worked in the past, what might we need now. It is not always about a lot of money. The gang task force started with 3 people, they worked hard and knew the people involved, they then expanded as needed.
Secondary Grading: the timeline for the Secondary Grading Policy, and will be sharing the final policy no later than May 31, 2024 with a series of office hours for stakeholders (students, families, educators, etc.) in June and August.
Will let you know about summer June and July meetings. Thank you to everyone for all of your work this year.
Meeting Chat
Clara Botstein to Everyone 6:15 PM
Yup I believe the cut for referrals was $2.8M (of $7 total) for DHS but I can confirm when back at computer. And that’s my best understanding of the $2.2M for osse on truancy
Food was only partially restored
Tech not at all
Math not at all or alternative placement
And legal settlements not at all
Erika Roberson, DCFPI, (she/her) to Everyone 6:20 PM
Not sure if you all could here me, but $2million still needed for food $3.1 still needed for security
Prof.Wilkerson to Everyone 6:35 PM
Roosevelt was able to plan according to the funds received and we plan with what we have and use the LSAT to make the macro decisions and then make micro adjustments as more funds are available or reduced.
It is not a check it is a notice
yes
Our AD manages it and he tracks funds.
Prof.Wilkerson to Everyone 6:43 PM
Bus companies tend to provide drivers that cannot transport kids and they provide names last minute so we have challenges with last minute changes to keep from cancelling the trips.
We have had to cancel quite a few the morning or day of due to the companies not following policy to transport children.
Correct
We tend to negotiate refunds when that happens but we just need more approved companies overall
Prof Wilkerson I understand why we enroll every year, but there has to be a better way than doing this every year… for us - the same team that support ACGR / graduation does enrollment so at the end of the year we have multiple big metrics and goals to meet
Not really cuz of privacy
Prof.Wilkerson to Everyone 6:55 PM
Have a class starting at 7pm. Thanks all!
Clara Botstein to Everyone 7:03 PM
I would encourage you to invite mpd to talk to them as they lead this work
Scott Goldstein to Everyone 7:06 PM
sorry have to go!
Erika Roberson, DCFPI, (she/her) to Everyone 7:09 PM
need to hop off, thanks for inviting me!
Maria Tukeva Principal CHEC 7:14 PM
I have to go, thank you to
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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.
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
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 notes September 2022 meeting
September 27, 2022
SWW, Roosevelt STAY, Woodson, Roosevelt HS, CHEC, Smithsonian, Empower ED. Council SBOE, Globalize DC, Ellington,
Guest Dr. Drewana Bey, Chief of Secondary Schools
On Enrollment: DCPS has exceeded its projection for 9th graders, there was a dip for 10th graders they will be looking to support re-enrollment and more feeder engagement. Athletics, SYEP employment programs, as well as other areas enhance our attraction to students. The budget added additional non personnel funds as well as teaching positions for high schools.
Questions and Comments:
Charters are stiff competitors for DCPS
SWW is not able to easily accommodate athletics for students coming from across the city because they have no home field.
Missing teachers: for example a Spanish teacher is missing due to visa issues, so that students are now using their phones to try and learn something with translate during class. This is a Spanish 2 class. Dr. Bey knows about this but will look into it further.
Globalize DC spoke of the Japanese program currently being offered but more importantly of the difficulty of outside opportunities being able to be available across schools. It is very hard to publicize them so that students in all of the DCPS schools know and can take advantage. This is not true for the charters who have students sign up readily. Dr. Bey will follow up on this.
Question on testing and inadequacy of the PARCC to support learning: Dr Bey noted that there is a beginning of the year pretest. She also stated that there should not be test prep, the curriculum reflects a strong foundational education.
XQ had 6 schools apply for this first year we are highlighting Woodson
Principal Massey : This is just a sampling of what is in our proposal to give folks some idea
The power point presentation is at the top of the notes.
In the plan, Woodson students will walk away with an Associate degree or career certification. The SG president also stressed the importance of daily mental health supports. Woodson will work closely with Kelly Miller and Sousa so that their middle school students will also have the opportunities to be exposed to college and career early.
There will be high engagement mini course Wednesdays. These will tap into teacher and students passion.
Students will have Community Action projects – 9th graders will tackle a social issue and work for 10 weeks on it, with presentations two weeks before the end of the quarter – they will receive 20 hours of community service for their study and solutions of a local issue.
Students will have college tours, in 9th grade, they will be local, 10th grade regional and in 11th grade they will do overnight visits to schools a bit farther away.
Woodson will partner with a project based learning expert on how to integrate the standards into any project learning experience. There will be professional development over the summer. For students this can be part of their SYEP job.
Woodson is interested in also exposing their students to civic action and doing a better job promoting mental health.
Question/ comments: how can the focus on health and wellness be mirrored for teachers? This can be done through the schedule and budget..
How will requirements be amended for example for seat hours to support the plans high schools are making? DR Bey noted that DCPS is working on this with OSSE and that shifts in creative scheduling, space etc should then be available to all schools.
Woodson will institute a separate board to support funding.
Woodson alumni attended the meeting and looked forward to supporting this and connecting current students with former ones, for example an alum at Disney Theater Arts.
Woodson is celebrating its 50th Anniversary
Meeting Chat
From Sandra Moscoso to Everyone 05:05 PM
hi everyone!
From Sandra Moscoso to Everyone 05:10 PM
Hi All - the Ward 6 Public Schools Parent Organization + PTO, ANC and parent friends have launched a
petition for (moving on) legislation and implementation of infrastructure to make routes to school safe.
https://actionnetwork.org/petitions/dc-school-communities-demand-safe-routes-to-
school?source=direct_link&
We're doing this in advance of Walk and Roll to School Day, October 12. Would appreciate your
considering signing and sharing with your school communities.
From Marion Babcock SWW LSAT to Everyone 05:14 PM
Regarding enrollment for athletes, field access for school teams goes a long way to keeping students at
DCPS.
From Sharona Robinson, DCPS to Everyone 05:17 PM
I also made a note about this @Marion
From Sandra Moscoso to Everyone 05:17 PM
No gym
no field
From Marion Babcock SWW LSAT to Everyone 05:20 PM
When everyone has had a chance to participate, I have a question regarding budget support. Many
Thanks.
From Me to Everyone 05:22 PM
ok
From Karen- RSTAY LSAT Chair to Everyone 05:23 PM
I understand if this is not the place. If this is an acceptable forum, could you speak to the issue of
teachers getting paid, paid correctly, and paid on time? It is not ok for teachers not to get accurate and
timely paychecks.
From Sharona Robinson, DCPS to Everyone 05:27 PM
@Sally let me know how my team can help.
From Scott Goldstein to Everyone 05:28 PM
We have a lot of work to do to retain teachers, especially given how the job market has changes since
COVID and the flexibility in so many other careers teachers consider moving into. Excited and hopeful
for flexible scheduling to be part of the redesign effort. Looking forward to hearing from Woodson on
this and all the other schools currently working on this. If we don’t, we'll continue to have "shortages”
and students without educators (def. without certified educators) in key classes throughout the district
From Karen- RSTAY LSAT Chair to Everyone 05:28 PM
@Sally, if Roosevelt STAY students are eligible, please reach out to me at Karen.Kassekert@k12.dc.gov.
From Sharona Robinson, DCPS to Everyone 05:28 PM
Here is my contact info:
Sharona N. RobinsonManager, Community Affairs and Engagement Engagement and Partnerships
OfficeOffice of the Chief of StaffDistrict of Columbia Public Schools1200 First Street, NEWashington, DC
20002O 202.671.4550C 202.423.5091F 202.535.2703E 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 William Massey to Everyone 05:29 PM
Thank you! I will certainly be reaching out!
From Sally Schwartz to Everyone 05:30 PM
sally@globalizedc.org
www.japaneseplus.org/japanese-plus/apply-for-japanese-plus Here's info on the afterschool Japanese
program.
From Marion Babcock SWW LSAT to Everyone 05:31 PM
Teacher retention influences student retention.
From Scott Goldstein to Everyone 05:31 PM
exactly Marion
From Aona Jefferson to Everyone 05:34 PM
Greetings everyone!
From Tiffiany Jones to Everyone 05:35 PM
What does flexibility look like at the schools that are participating? I know the charter model builds in 1
half day a week
From Scott Goldstein to Everyone 05:37 PM
There are many many models. I want to emphasis that all models still have students in schools five days
a week and full time. Some schools are doing an “enrichment day” where they have a different student
schedule one day a week- students are doing experiential learning, internships, vocational work, lots of
other things while teachers who aren't managing those activities have flexible time to collaborate, plan,
work from home, etc..
Other schools are doing that for an hour a day, some are doing one half day a week, some are
experimenting with models of giving new parents more flexible work schedules. There are MANY models
From Sharona Robinson, DCPS to Everyone 05:40 PM
At last LSAT meeting, it was mentioned SWW had 604 students @Marion
From Carlton Ackerman to Everyone 05:44 PM
There is also safety issues when evacuating the building, use of toilets, water fountains, everything!
From Marion Babcock SWW LSAT to Everyone 05:46 PM
Thanks for fleshing out the issue Sandra.
Thanks Cathy for swinging back to me
From Karen- RSTAY LSAT Chair to Everyone 05:48 PM
Thank you, Dr. Bey!
From Scott Goldstein to Everyone 05:54 PM
Experiential learning ��
From Sharona Robinson, DCPS to Everyone 05:55 PM
Love this Principal Massey!!!
From Crystal Sylvia to Everyone 05:56 PM
Are those virtual or in-person experiential learning experiences?
From Yolanda to Everyone 05:57 PM
Let the KIDS Lead. This is awesome
From Sharona Robinson, DCPS to Everyone 05:57 PM
Crystal, I met your sister the other day in an LSAT Meeting ��
From Scott Goldstein to Everyone 05:58 PM
love that!
how can we incorporate educator wellness and mental health too to mirror the process?
From Marion Babcock SWW LSAT to Everyone 06:00 PM
Great ideas being presented. And, I agree that the travelling takes a toll on learning and on those kids
who also have jobs. Great idea to bring early college to the students.
From Scott Goldstein to Everyone 06:01 PM
Great to hear this creative thinking about Wednesdays �� ��
From Crystal Sylvia to Everyone 06:03 PM
Hi Sharona, Kerry told me that she met you!
From Sharona Robinson, DCPS to Everyone 06:09 PM
This is exciting!!!
From Marion Babcock SWW LSAT to Everyone 06:09 PM
Again, really great thoughts here. Love hearing the students voice and how leadership, legacy and
mental health values are being included. Keeping this in mind. Love to hear you talking about branding!
From Sandra Moscoso to Everyone 06:09 PM
No qs from me - just applauding ��
From Yolanda to Everyone 06:11 PM
ME
Too
From Scott Goldstein to Everyone 06:15 PM
I know Paige Hoffman and others have made it very clear they intend to do that "bureaucratic clearing"
needed to make these plans possible. Definitely need to think about long term sustainable funding.
Hoping the city will invest as well!
From Yolanda to Everyone 06:15 PM
Sample Scheduling for Wednesdays?
From Sally Schwartz to Everyone 06:18 PM
So glad to hear you saying this, Dr. Bey. This can’t work only as school by school reimagining. We need
some district level reimagining to make this all work. Yay!
From Marion Babcock SWW LSAT to Everyone 06:19 PM
50 years!! Woot Woot
From Marion Babcock SWW LSAT to Everyone 06:31 PM
Thank you Dr Bey!
From Drewana Bey-DCPS to Everyone 06:31 PM
Thank you Everyone!
From Sally Schwartz to Everyone 06:31 PM
Thanks all. A very upbeat meeting!
From Sandra Moscoso to Everyone 06:31 PM
thankyou!
From Jolomi Mode to Everyone 06:31 PM
Thank you
From Yolanda to Everyone 06:31 PM
Thank you Cathy for hosting
From Marion Babcock SWW LSAT to Everyone 06:32 PM
Good point Scott.
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
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:
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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 –
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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://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.
Volunteer Background Checks: these remain. The council approved the “DCPS Drug Testing Clarification Emergency Declaration Resolution of 2021” on June 15th. It said that DCPS can’t require volunteers to take a drug test, other than a test required because of a reasonable suspicion, and that paid employees of a partner organization working in a DCPS school shall not be required to take a test for marijuana, other than a test based on a reasonable suspicion. https://lims.dccouncil.us/Legislation/PR24-0280
SAFE PASSAGE
Sharona Robinson sits on this task force and will be taking our questions to their meeting. This group is housed with the Deputy Mayor for Education and includes members of many different agencies including ONSE. Here is the website https://safepassage.dc.gov/ Questions include:
- How will safe passage support from so many different groups and agencies be identified to students? – will they have vests?
- Will additional spots like Brookland metro be up for consideration?
- While SAFE PASSAGE is designed around schools, how is it relating to students that travel across wards and considerable distances to get to application schools – or because they are out of boundary.
The task force is working on a map of where violence interrupters and other personnel will be on school routes- this will be released but it is flexible. This group is working at a very granular level now with individual maps that will be released to schools. There is a SAFE Passage Case Manager.
Back to School and Enrollment, COVID
Currently, DCPS students who do not have a doctor’s order will be returning to school to have access to a public education. The deadline for getting the medical slip is this Friday, July 30, 2021. Many doctors have been reluctant to sign with the wording “required” instead of recommended.
As the incidence of COVID cases rises in DC, there is no requirement for vaccinations and there is no vaccination for those under 12, families are not enrolling until they have a sense of what is happening and how serious COVID will be this fall and winter. Charter schools are offering a virtual option with less of a threshold.
The concern is for all of the students who did not get a medical waiver and are not enrolled in school.
Further students have to get their immunizations and the grace period ends 20 days after school starts. Many immunizations require a gap between the inoculations. Doctor’s offices are still overbooked from the long Pandemic break. There are school based Health centers at the high schools and many other mobile units offering immunization shots.
Challenges – families need to enroll, have immunizations up to date (more important than physical) and 12 to 18 year olds can be vaccinated.
Safety from Illness- there is outreach from individual schools, Cardozo, MacFarland and Woodson for example had on site opportunities for their families and other schools have done this as well. More important than the District’s outreach – DCPS or the DOH or the Mayor is outreach from a trusted teacher or person at a school. This is happening but it is a heavy lift.
- Suggestion for a one pager on information of where to get vaccinated, how to enroll and where you can get an immunization shots might be helpful to have available to distribute at events like the ribbon cuttings etc.
- Resource: https://linkudmv.org/You can put in your zip code and get city services.
- Could there be a media blitz with signs like there is for the coming 20 hour a mile speed limit – down from 25.
- Since most students did not attend in person last year – confusion on what is required from families – same mask in school as on transportation? Cohorts of students have to stay the same? Then they are different for after school? This may be written somewhere. Schools are doing their very best to reach out and connect to students with home visits and contacts.
- What will the procedure be if a student does have COVID and other students were exposed since there is no virtual option? How will families be notified?
Secondary School Schedules:
This was an issue that was discussed at the last SHAPPE meeting. This is what DCPS sent to clarify the standard schedule. SWW is appealing using the 4 by 4 and the decision is pending.
From Sarah Navarro Middle schools and high schools are required to be on a standard schedule as follows:
Middle Schools (Two Options):
A/B Day Yearlong Block Schedule
(A Day= M, W, F1; B Day= T, TH, F2)
7 Period daily yearlong schedule
High Schools
4X4 Block Semester Schedule
· 1 credit courses daily for 18 weeks · ½ credit courses alternating A/B Day for 18 weeks.
· A Day= M, W, F1; B Day = T, H, F2
This standardization will allow for virtual cross-enrollment as necessary and ensure every student has access to all graduation required courses. Exemptions from the standard schedule have been made in select instances where there is a conflict between the prescribed schedule and the specialized instructional model of the school. In terms of virtual: Any student (PK- 12) may apply for a medical exemption to learn virtually next year.
Concerns
Schools can do one off pep rallies etc. The concern from central is to ensure that the seat hours are being met for each course. The concern for the schools is to make sure there is time for social emotional connections and even some co-curricular. This is especially true for students who cannot stay after school.
A number of these kinds of activities may be able to be met within the seat hour requirement
Additionally
STAR Rating: Weight on school score for schools working with a lot of English Language learner students: There are multiple issues with the current weights for this group. This includes the difficulty of the one year prior to testing and the challenges for English language learners who are under-credited to graduate on time – the Adjusted Cohort Graduation Rate. While appreciating the need for accountability and goals and support, this is something SHAPPE will learn more about and bring to the attention of the SBOE and others.
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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 of February 23, 2021
Attending: SBOE, Woodson, Roosevelt, Ellington, EmpowerEd, Coolidge, SWW, Eastern, Cardozo, Wilson, Ballou
Safety and Security
Guests: Dr. Blake of DCPS SEL and Eduardo Ferrer of Georgetown Law Center
DCPS Schools have the opportunity to submit an application to recraft their security budget.
· The applications are due on February 26th by 5pm. Mr. Blake noted that this is not a deadline that they crafted. It was noted by a SHAPPE Member that the opportunity to plan for this could have come much earlier so that when the budget season came, the schools were ready. Dr. Blake noted that they will try and work with schools understanding the tight timeline.
· Some personnel included in the Security Pilot application will still come from SAMS the security contractor. Schools can request certain people and they do have input into the decisions but they do not have control. They can also submit evaluations.
· If schools do not apply, things will remain as they have been.
· Bilingual Guards: Ricky Brown is working with companies to have bilingual guards hired.
· Contract guards receiving training from Central in restorative practices.
· Central office is preparing arcs of learning on restorative justice for different positons. They are also applying to be certified trainers in restorative justice practice.
· WONDER SEL for high schools was to be sinked with Aspen or Canvas. Social workers had the training and then never heard of it again. FOLLOW UP NEEDED
Role of Metropolitan Police Department:
· Direct and Indirect contact with police- ultimate goal support school culture
· Direct Impact: Security and SRO’s – two different budget streams
· MPD- safe passage. Concerns with safety and what will be in place. As we are building better frame, still in a context of people
Recommendations:
· Opportunities like this pilot, which need planning and consultation with a school community need to be rolled out much sooner.
· There should be a menu of program options for schools to choose from so that DCPS does not contract with companies that schools do not find helpful or end up using.
· There should be a clear way of vetting programs that DCPS pays for with local schools; teachers have a lot thrown at them and have to pay for what works for them out of pocket if none of what is provided is appropriate.
· It would have been helpful if LSAT’s were given research on different programs and their effectiveness in different settings when the pilot rolled out.
· Restorative Justice is an excellent program but it has to be invested in to a far greater degree. It might be called relational justice.
o It requires stability and continual quality training to a full staff.
o Far more effective if adults are trained and use it themselves
o We learn from failure, the investment has to allow for that.
· The OSSE Communities of Practice work around Restorative Justice was very well regarded. This could be reactivated. If it was a grant that expired, that points to the problem of unstable funding.
Budget
Concerns
· Losing Social Workers as schools even with a gain in Special Ed students. This is at a moment when social emotional learning is of greater importance.
· CHEC to lose 8 positions and is only 20 students lower than last year. Their ELL enrollment is not lower, but remained constant. They lost ELL staff.
· Cardozo to lose 8 positions.
· Schools are required to take on compliance positions and then lose other valued positions to balance budget
· Extended day funds were cut, just as this will be more critical next year
· Wilson lost staff, would request greater flexibility with positons and funds.
· SWW lost positions also.
· Expense and Revenue are separate. The increase or decrease in the UPSFF is not done with direct regard to increased or decreases in expenses.
· The cost of positions went up so buying power is less. The amount listed on the front of the budget is misleading because it does not take this into account. For example the Administrative Aide position went up by $8,000. The average position cost includes the cost of substitute teachers, health insurance and other expenses. Still, this is not adequately accounted for or explained.
Large schools like CHEC and Wilson have seen budget cuts that are not covered by any economy of scale. Smaller schools are concerned that shifting to a student based formula will exact too high a price on schools competing in a city with a constantly growing inventory of high schools despite having capacity at many neighborhood schools.
PARCC (since the meeting OSSE has submitted a waiver for a one year break from testing to the Dept of Ed.
The concern remains for parents. They would like some indication of where their children are academically so that they can appropriately plan for the summer and next year.
Thanks to everyone, this was SHAPPE’s 23rd Anniversary Meeting: Next Meeting will be March 23rd, 2021
Draft SHAPPE meeting notes for January 26th, 2021
Attending: SBOE, DCPS Director of Social Emotional Learning, Roosevelt, Mary Levy, GU, Ellington, CM Mendelson and staff, DCPS Manager of Student Behavior, Anacostia HS, SWW, Council wards 1 and 4, EmpowerEd, CHEC, McKinley, Community Team DCPS, Deputy Chief of School Improvement, Cardozo, DECC
Council Mendelson: SHAPPE passed along three areas to the Council member for discussion: Reopening, Budget and the Transfer of School Security.
SCHOOL SAFETY AND SECURITY: We started with school security: Council transferred the Contract and responsibility for school security from MPD to DCPS. Council Chair Mendelson plans to have a hearing in the early spring on this.
The Police Reform Commission will release a report at the end of March, beginning of April. There is a possibility that there will be recommendations that we may not have school security the way we have been used to.
Anacostia: Redesign. Dr. McClure gave a brief synopsis: People are at the center of every decision that we make. We first watched security, what the process was like. We held a series of meetings with security, to get their perspective. We continue to get feedback of students and have been able to work toward constantly working together and then refining solutions. Feel safe, empowering them to make solutions. They looked carefully, evaluating what was working and what was not working.
Funding for the Anacostia and Ballou reimagining initiatives: Funding: School Improvement Team – private funding, grant from Dept. of Education, local funding to implement the connected schools model.
DCPS efforts on reimagining school security: has held conversations with principals, families and students inside DCPS. They will engage the larger community starting in February in working groups. They have spoken to 89 students, 216 school staff, 28 families, they plan to follow up with a survey.
SHAPPE expressed concern that engagement within the local schools and their communities is primary. In addition there is concern that a top down approach to the schools will not work. Results from the outreach so far will be presented to the DCPS cabinet. The current plan is to have working groups write a 3 year plan between now and May.
What will be different on Feb. 1 in school security? It will basically be the same. DCPS is working with MPD to assign security officers to the schools. The security contract will be over on July 8th with negotiations on new contract starting on July 9th. Dr. Blake will get back to us on the assignment of security guards.
Comments: Restorative justice is an excellent program but it has not been well integrated into the schools with training and support and a chance for schools to own it. Security guards have been used to step in when the proactive approaches are not working.
Concerns that the people who have been working on this issue do not seem to be part of the DCPS outreach yet. There is a body of research and evidence that DCPS should make use of. Again there is concern on the role of schools, especially secondary schools.
CM Mendelson noted that security is about the external threats, preventing kidnapping, weapons abatement and other issues where the outside intrudes into schools
Commissioner Ron Hampton: The Commission will make recommendations, there also has to be a conversation on how the transition will take place. Police officers will not come out of the schools immediately, what will the timing look like? We also need to better understand what allows people to feel safe. A police car on the street may make some feel safe, and for sure it does not make others feel safe. Security guards have been additional staff, is this the way schools would use that additional staff if they had a say in it? Some items being considered by the Commission are Fingerprinting and TB test bent? Abolish school security departments, ensure that Students not arrested inside schools for custody orders or incidents occurring outside of the school.
Overarching principles and then what is possible
· Reducing the footprint of law enforcement in our schools
· Ensuring developmentally appropriate policing
· Directly investing in students and families
Dr. Jen Woolard has been invited by Chris Henning of the GU Law Center as they conduct a training of MPD officers in late February or early March on adolescent development and race.
BUDGET
CM Mendelson on the Budget: March 31st is when the Council gets the budget mark. It will be based on revised estimates which have gotten a little bit better. It will be another year before revenues are equal to what they were in 2019. The annual audit will probably show a substantial surplus, these funds are not actually available. They will have to go to avoid additional cuts this year. The budget will be tight, not expecting major cuts. Mayor last year proposed a small increase in education – not sure what she will do.
Chairman Mendelson believes it is impossible and unfair to budget for next year based on less than what schools needed this year. He is also concerned that the at risk dollars go to those students. The first place he will look for funds is inside DCPS. Can’t believe there are not savings. Complicated budget and it is hard. There will be some funding outside of the UPSFF in mental health and other areas.
In terms of federal funds, the Council does not control them, which is concerning since they should be part of the whole picture. March 10th is the oversight hearing , March 9th is the opportunity for public comment on the education agencies.
Requests:
· Mary Levy:- all material posted in a drop box so the public had access to data sheets in workable form. Do it right away. It is especially important for the documents to be posted quickly and to be in excel spread sheets instead of pdf. CM will speak to Evan Cash on this:
· Split hearings- time so students, parents and teachers can testify- time in the late afternoon evening as well as during the day.
· Consider mental health issues along with learning loss:
o From CM: Learning Loss Council Hearing on Feb 10th: this will be with experts to find out more on measuring learning loss and how to address it. Others may submit written testimony. There will be other hearings on: teacher turnover, principal stability, at risk students etc.
o Every school assigned a CBO partner as part of the South Capitol Street legislation. DCPS has a focus on trauma informed schools as a model, this is difficult to put into practice especially there are so many in crisis. There are also mounds of paperwork. Every school does not have a CBO and social workers are doing triage. DCPS might ask what the obstacles are to having trauma informed schools.
· Please consider PARCC- you want data, it won’t be reflective of what is known and the process of administering the test will be stressful and difficult. PARCC is not adaptive; it is not a diagnostic tool.
REOPENING
With the continued concerns and the possibility that in a month school staff will be vaccinated, will the Council consider action? CM Mendelson: The Council could but it is fraught. Most are teachers who have volunteered (chat: 5 to 8% have volunteered far fewer than are returning). In addition the Dept. of Health is supporting the return. There are schools that are not ready. Some schools were denied a major part of their plan for Ellington it was 3 of the 4 Art departments. Council Chair Mendelson will consider having another hearing on reopening.
Requests: more data transparency on incidences of infection, now all are separated across different platforms. This, with analysis would give more comfort to people.
Please consider that COVID is affecting different neighborhoods and school communities very differently. Some have felt its devastation; others have not been touched by it.
ENROLLMENT – Good numbers so far at Ellington, School Without Walls and McKinley. Schools where there is room can accept out of boundary applications as long as there is space, They are not bound by the Feb. 1 deadline. Roosevelt’s enrollment is more than 100 higher than it was 3 years ago. The loss this year was mainly of ELL and ELL newcomer students. Hopefully this population will return with a new national administration. The enrollment process and participation in open houses can be difficult to navigate for this group.
Hopefully we will get the word out about our comprehensive neighborhood high schools
Next meeting February 223, 2021
Thank you
SHAPPE Letter on Re-Opening from October27th Meeting attended by: CHEC, McKinley, SWW, Cardozo, Banneker, Eastern, Bard, Ellington, Wilson, Phelps, Anacostia, Roosevelt and Ballou.
Senior High Alliance of Parents, Principals and Educators (SHAPPE)
October 30, 2020
Dear Mayor Bowser, Deputy Mayor Kihn, and Chancellor Ferebee,
The Senior High Alliance of Parents Principals and Educators is 22 years old. We consider ourselves partners looking for constructive solutions so that a strong DCPS can thrive. It is our hope that you will reconsider and amend the current plan. We believe that you can prevent the significant loss of supports and infrastructure to the secondary school students that it will cause and engage elementary school students. We are writing here about the educational program, the building checklist and health supports have to be in place for any plan. We want to work with you on a strong educational program to reopen we can all endorse.
Design Process
We propose that DCPS begin a Design Process to be implemented in Term 3. This process would build on the strengths we have identified and benefit from the missteps we have learned from. COVID 19 has forced parents, teachers, administrators and support staff to re-invent and re-define their roles. As we approach November many school communities have an established routine that is stronger and is finally feeling familiar. Support Centers are in the process of being designed to be rolled out or expanded in Term 2 to do a better job reaching those students facing the most challenges.
This Design Process should begin at the school level now with subsequent coordination within a feeder pattern and then across elementary, middle and high schools. That outreach and connection has already started in response to the current plan. This would guarantee the services would be matched to the need. Equity is not standardization. DCPS has the opportunity to be nimble with a diversity of educational programs across the city.
Equity
We share the District’s commitment to equity. We are concerned on two fronts with the current DC Reopen plan. As noted by the WTU in this table, the current plan will not equitably meet the needs of the students identified as at risk across the city. One ward will be able to serve 243% and another 30% of their at risk elementary school students.
The secondary at risk students will have a significant reduction in their supports. According to the AFTON research report being used by the Uniform Per Student Funding Formula review committee “multiple options for better targeting segments of the District’s at-risk student population that are particularly low-performing, including students designated as high school over-age and/or those placed in foster care by the Child and Family Services Agency (“CFSA”), as well as those experiencing multiple at-risk factors” should be considered. This highlights the needs of secondary students (58% of 9th graders) and others. It is not to diminish the need of elementary students but to emphasize that we cannot take vital staff from the secondary schools.
The reduction of capacity to meet the needs of all secondary students in this plan is stunning. It will cripple the virtual plan the secondary schools have implemented. Everyone in a secondary school plays an instructional role, even more so now. Assistant principals and counselors will not be there as needed to schedule for the second semester or support the grading. 12th grade counselors working with seniors on their post high school options will be unavailable; ELL new comer bilingual technical support to enable these students to attend school virtually will no longer be available. The literacy support for teachers and students, especially key right now will be lost as librarians move to the elementary schools. Mentoring, tutoring and Student Support centers planned to bring select students having difficulty into the school for Term 2 are being cancelled. There can be no planning for Term 3 and no realistic hope of bringing secondary students back into the classroom in February under the current DCPS Reopen Plan. This is just a sampling. This letter from the Council of School Officers supplements these concerns as well as offering some suggestions.
Trauma Informed
We are working toward having our schools operate informed by the cost of trauma and able to respond appropriately. This applies to everyone in the schools. As families struggle with childcare and with the risks associated with returning; school staff members are also struggling with assessing their risk and what it represents to their families. It has been disturbing to see the terminology change to “deploy” and “AWOL” as if this is a warzone. It is a crisis but DCPS employees are not military and the model is ideally one of collaboration and consent. Our proposal is for us to come together in open discussion without the fear of reprisal if questions and concerns are raised. It is a sign of strength in our system that school leaders are powerful advocates for their students and families. Contracting COVID19 with possible serious complications is a real threat.
Plan B or What Could Go Wrong
This is an important element of any plan. The staff being assigned from DCPS central office or other agencies does not have experience or training working with 3 to 10 year old young people. It is not their choice to do this work and perhaps especially during COVID19. These are people with skill and talent in what they do but they may not have the patience and instinct to work with younger children. That skill and talent is not something that can be conveyed in a short training. The elementary school leader may have to say, this is not working out. What then? Many of these adults have accrued sick leave and vacation leave that they may use as they confront something they did not consent to. There is a shortage of substitute teachers in normal circumstances and more so now. What will the experience be for these children?
The quality of virtual learning will suffer with this effort to provide some elementary students with in school learning. If COVID cases increase, the families of staff and students may again be confronting loss and grief where stability and predictability are crucial. If we are forced to return to all virtual instruction we will have lost the ground we gained through Term 1 with the proposed extensive staffing changes.
This plan was presented without an adequate and effective staffing plan in place to support it. We need to get it right. It can be amended, put on pause or postponed so that no students receive less and returning to school is appropriately staffed; contingencies are taken into account. The school leaders, teachers, staff and families are eager to be part of this work with DCPS. Embarking on a Design Plan is a path forward.
Sincerely,
Cathy Reilly
Director of the Senior High Alliance of Parents, Principals and Educators
Safety and Security: Meeting second half
We had a report from Principal Haith of Anacostia on their experience with implementing a Re-design plan that also addresses a vision for safety.
This year is the implementation year for the Re-design of Anacostia. They were intentional in three areas: Assure common core line of instruction; Real time interventions and third Trauma informed healing.
They are working to build up training of the staff on trauma informed healing which includes gauging where students are and then identifying strengths; not what is wrong, what is strong.
For 9th Grade they have the Dream Team- working with students as the CEO’s of their future, welcoming them and supporting them.
The CARE team supports teachers in facilitating healing, working to be preventative, not reactive. Teachers gauge the mood before instruction starts. They have instituted mindful Mondays and Wellness Wednesdays. They have a wellness coach that can teach meditation.
They have seen a reduction in outbursts and in suspensions. Contractual security is also trained in these approaches.
With this year being virtual the contact rate for 9th graders in identifying work and growth plans is 100%, school wide it is 97%.
With Restorative Justice- there is always harm on both sides. It is important to have an open mind and seek to understand. Security officers are trained in restorative practices as are teachers and community partners who are in the school. TCI or Therapeutic Crisis Intervention is another tool used in training personnel to respond.
Wilson and Ballou were part of a pilot program years ago to experiment with using security officers differently in the building. It was a success at both schools. Releasing these officers from the requirements of the contract meant that they could wear a different uniform or wear plain clothes. They would help with safe passage beyond the school grounds and in fact were more assessable to students without the uniform and working closely with the school administration. As Mr. Hampton, a former police officer noted, the uniform and gun did nothing compared to the ability to talk and relate to young people. There were examples of officers before and after the contracting of security that were an integral part of the community and assets to the school. They are often still part of the fabric of these communities.
The current transfer of security officers to schools that are not their regular assignment has been problematic. Getting to know the staff and students is an integral part of the job, they are not interchangeable.
Dr. Byron McClure is the assistant director of Re-Design at Anacostia HS and also the school psychologist. He is responsible for all of the staff training noted above. Anacostia is also a Connected school, they have a manager that can support students in accessing resources they need from the community. They are also a Flamboyon school, which helps them bridge the gap between parents, the community and the school.
Students were involved in the Re-design and Anacostia is now working on identifying and supporting students to be part of the LSAT.
Thank you to everyone for the meeting – our next meeting will be on November 24th, 2020.
SHAPPE Notes for September 22, 2020- Zoom
Attending: Woodson, SWW, Wilson, Ballou, Bard, Georgetown U, DCPS Community Engagement, Council Commission of Policing.
Discussion: Re-Visioning School Security
Ron Hampton from the Council Commission on Police Reform
dccouncil.us/d-c-police-reform-commission/ this is the website. The Commission has been broken down into 5 committees. The members of the committee looking at Policing in Schools will be posted but along with Ron they include Elena Bell( principal of Takoma EC), Samantha Davis, Mignon Smith, who attended our last meeting, Sultan Shakir, Emily Gunston,. There are 9 members. When the committees are posted we can communicate to them or through Ron to them.
All the meetings will be available to the public either through recordings or through virtual access. Ron was not sure if that was also true for the committee hearings.
We are waiting for follow up from DCPS, Patrick Davis on how the community will be engaged in the DCPS re-visioning.
We will continue our work on this. Jennifer Woolard of Georgetown University has offered to work with us. Jen is a community psychologist and head of the Psychology Dept. at Georgetown. Her Community Research Group has supported our work in the past and we are grateful and lucky to have her expertise. One thought that we have had is to look at incident reports for a period of time, perhaps with names redacted to get some idea of what the police and security guards have dealt with on the more serious end of the spectrum. It was noted that currently students can be arrested at school for reasons that have nothing to do with their academic life or behavior.
We would like to see:
n Each LSAT be given a resource information packet on school security and safety to inform a discussion tied to budget allocations on the best way for their community to put in place pro-active policy and personnel to ensure that the school is a safe place. This discussion would look at both mental health resources and issues like the metal detector
n Suggestions on the job description and uniforms of our security guards for this year as DCPS will assume control next week.
n Training Options and Resources
n Consideration of security staff coming on to school budget instead of working with a contract.
n Ensure that School is a safe place. Arrests not related to in school severe transgressions should not be allowed.
We will follow up at our October meeting, also inviting people to better inform us including a security guard. We will work on seeing if we can start the research project looking at what roles we are re-visioning.
We will also see if we can get a report from DCPS schools that have successfully reduced suspensions and implemented restorative justice successfully.
IMPACT:
What would SHAPPE Members suggest in terms of changes to IMPACT that would convey an acknowledgement of the challenges of this time and the fact that it is not an instrument designed to be implemented with virtual school. There was an overall sense that the difficulty for teachers and families has not really been acknowledged in the timing and roll on some issues.
n Engage teachers in what metrics might be
n Best practice on measuring student engagement- Families present noted the invasion a number of parents experience with a camera in their homes. Student engagement cannot be measured by who has their video on.
n Where might there be more opportunities to have additions instead of reductions with the lost opportunities for coaching, student clubs, etc.
Re-Opening
With the increase in attention to the transfer of COVID-19 through the air and the concern that 6 feet indoors may not be adequate, confidence that the air quality in the DCPS buildings will be okay is low.
- How will DCPS convey that the circulation of air in our schools will be adequate? There are a number of schools without windows that open. Heat will be on. There have been repeated problems with HVAC even before COVID with long repair times.
- Who will be responsible for the safety of the school? For families, they are assuming that the people they trust- principals and teachers are agreeing that the school is ready. In fact principals and teachers do not have control over this. If there are cases, who is accountable?
- What are the policies and who enforces them if there are cases?
While the desire to return to in school instruction is high, the fear and sense that being on public transportation and in school is not safe was higher for those at the meeting. This has been reflected in other settings as well.
If school is to go to the hybrid, the question is would high schools with their schedules set and as they get used to the virtual stay virtual. This was the original plan. There was also a desire to see a national plan before being able to trust. This was from a parent who had a child go to college in another state and then get COVID.
Budget
Funds come from the city to DCPS and to each charter local education agency through the Uniform per Student Funding Formula (UPSFF). Every two years there is a committee convened to review the weights. This year this committee is looking at the At Risk Weight, the ELL weight and the foundation weight. I am on the committee (Cathy). I would love your feedback on some of the decisions being weighed. The first draft decision will be on the At Risk. At Risk funds go to each LEA by student need and are required to be used specifically for that student. Student qualifies for At Risk by being overage in high school by at least one year, Temporary Assistance for Needy Families (TANF), Supplemental Nutrition Assistance Program (SNAP), homeless, CFSA. These funds should flow directly to the school. For those interested, here is the study we have been given. We are currently considering draft recommendations on AT risk funding which is slide 10 and for looking at funding a school that has a high concentration of at risk students it is slide 8. .
It is interesting to see that overage high school students within the at risk category have a lot of challenges that might respond to greater funding. A point that has been brought up in the meetings is the failure to categorize alternative school students as At Risk. This was not done because the basic funding level was higher, however that has not been increased. AT our meeting the funding for the student in the juvenile justice system was noted as something to be attended to. How many of them fall into these other buckets?
For those interested in the overall weights, look at page 16 of this document. I realize this is complicated and am happy to discuss it further.
New OSSE Superintendent
Recommendations:
- Because the Council will hold a confirmation hearing, they could hold a town hall or a hearing now in anticipation so they know what the community is looking for in a state superintendent.
- The person should have a working knowledge of correctional institutions which come under their purview.
- Superintendent should not be biased toward choice or charters over a publicly managed system.
- Special Education oversight is a major responsibility of OSSE, individual schools and LEA’s often do not feel supported in this area.
High School Questions for 2020-2021
SAT will not be given as often this year. In fact there is a longer list of colleges who are listing it as optional. DCPS is hosting one session on October 14th for 200 students that is booked. From DCPS: 73% of seniors in fact have a score on file. DCPS is planning to administer the PSAT in the spring when hopefully there will be in school attendance. WE can invite DCPS to one of our meetings to give us more information.
The personalized guide for Seniors will go out virtually on October 8th and mailed the following week.
Advanced Placement courses are now operating on the 4 by 4 schedule. Here is the advice on this sent to schools:
Creating cohorts so that the same group of students are enrolled in 2 different classes 1st and 2nd semester. That way, you can cover material from both classes during both semesters, which gives more time to cover the AP material.
We created 0.5 credit extension courses that students can be scheduled in for 1 term of the semester when their AP class is not happening. So if they’re AP class is scheduled for 1st semester, the extension course would happen during 3rd term (the first half of semester 2) to give students time for review and instruction up to the AP exam. If the AP class is scheduled for 2nd semester, the extension course would happen during the 2nd term (second half of semester 1) to give the students a chance to cover the first few units, making it more manageable than covering all of the course material in 3 months. We created extension courses based on requests from schools as they were completing their schedules.
Review time can be scheduled outside of regular class hours, including on the flexible Wednesdays and after school.
In terms of grading and report cards, here is the current policy for this school year: this is the parent university recording - https://dcpsreopenstrong.com/parent-university/high-school-grading-graduation-and-supports/
Because the power point is difficult to read- here is the full policy on grading:
Thank you to all who attended the meeting. The next meeting will be on October 27th from 6 to 8pm. We will have follow up on the School Safety: Pulling to together items to go in a resource packet for LSAT’s
We will follow up with C4DC on getting something out from all groups on the State Superintendent Search to the Mayor and Council.
Update and input on Budget
Follow up on status of Re-Opening.
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Notes for SHAPPE Meeting of August 25, 2020
Zoom
Attending: CHEC, SBOE, Commission on Police Reform, DCPS, Bard, Roosevelt, Dunbar, Woodson, SWW, Ballou, Young Women’s Project, OCA, - 27 folks
Guests: Patrick Davis, Chief Operating Officer of DCPS, Mignon Smith and Ronald Hampton of the DC Council Commission on Police Reform
Discussion: Mr. Hampton: As a member of the Georgia Avenue Collaborative, a former police officer, former UDC instructor and parent of DCPS graduates and of a person with autism, Mr. Hampton is glad to be part of this commission. He has some clear ideas on how things might be improved in the schools. Security guards could have different training and not wear the guard like uniform. This would change their presence in the school. There are other ways we could innovate and re-think the role of police officers and how to focus on safety and relationship building.
Ms. Mignon Smith a member of the commission is here to listen; she is currently a math teacher at Stone Ridge, she has also taught in DC schools.
SHAPPE history on this: SHAPPE was started in response to the high rate of violence. It formed in response to a killing outside of Wilson of one student by a former student. We invited all the DCPS high school parent leaders and principals to a meeting to learn from one another so we would not all be navigating this alone. We have met monthly since then to find our common ground. In 2004 with the killing inside Ballou, the Council transferred school security to MPD. SHAPPE and MPD were not in support. However the transition and planning process were thoughtful and thorough. Now 15 years later security has multiplied and we are back in a climate with more guns, more gangs and many students not feeling safer with the presence of police.
Patrick Davis, DCPS Chief Operating Officer gave some background. There are over 300 guards in our schools supporting arrival and dismissal, after school and athletic events as well as other areas. There are also School Resource officers. The contract for the security guards will be transferred from MPD to DCPS as of October 1st. 4 million dollars was subtracted from the security guard contract, leaving 20 million for security. DCPS will work with schools on allocating the 4 to socio emotional learning and support.
DCPS will be using the first half of this year to engage and plan, building off a group like this. DCPS will engage with teachers, principals and parents all across the wards and across all ages to really talk through how we define how to get to a safe environment. This will effect secondary as well as elementary and early childhood. We are working on creating avenues for having this conversation. The timeline is that this be defined prior to the FY22 Budget process. The issues is: how to approach safety and allocate resources in a way that makes our schools safe using our collective voice. The Office of Socio Emotional supports will be an integral part of our process as we look at either a series of meetings or a task force. We will need to look at all the dimensions including transportation and gang activity.
The year we will use the same security company- the contract is still in force: SAM. Currently they are facilitating food distribution at our sites, supporting social distancing. We are working on whether we can offer some staff access to buildings and they will also assist there.
DCPS has a window now before the students return to the buildings to offer a different kind of training to the guards. This is a window that will quickly close. The current contract does require some specific training which will still be mandated. DCPS is not prepared to offer additional training next month, they welcome suggestions. Bilingual Security Guards this has been an issue all of last year. It was our understanding that the requirement for two years of security guard experience might be waved for bilingual applicants to expand the pool of candidates with the understanding that additional training would be needed. This has not been done yet.
Years ago security guards were employees of DCPS hired by the school and part of their staff. They would then be part of all the community building initiatives to include improving school climate. This did work well at one time maybe this could be considered.
Research into other models: Boston City Schools; Minneapolis uses School Safety Coaches and is promising.
Something Framework for mental health supports is not there adequately. No hotline
Student Voice should be a dimension with weight. Include students in correctional facilities as part of this group.
While the Chancellor cabinets are representative of the different schools, Mr. Davis is leaning toward a process that has diverse voices in the same discussion so they can be informed by one another. Students should be strongly represented in this group. We need to equip the students. There should be follow through that lets them see how what they and everyone contributed is reflected. Work with the students they might understand the system they are working with operates so they can be strategic. It is not one that gives instant gratification. Help them get the big picture and support them in being effective. Patrick Davis is open for comments on the best way to set this up.
Anti -racist lens – students are client voice has to outweigh others. As a parent or an adult our perspective is very different. We don’t want a perverse effect of actual policy.
There should be an explicit plan to support the transition for teachers and students back into the school buildings when that eventually takes place. Being at home for so long could have been extremely stressful for many. DCPS central office folks will take this back to their teams.
Including teachers, students, admin, parents and community at the start of these conversations would help a return to more trust and to better policy and implementation. Often we are all in the positon of reacting instead of being able to participate and help create good policy.
Student Safety and the Enormous Cost of our high murder rate: Dunbar: 2 fatal shootings in one day no way to protect themselves; what do we need to have in place? Listen to young people much faster; speaking forcefully and clearly- specific ideas on their walks to schools. Incorporate their solutions. Gun violence and safety are top on their minds and something that they confront daily. This may be different than using a student cabinet. Young people need training and a larger understanding of the issues. Adults also need this. One example would be to take safety transfer requests more seriously.
Citizen responsibility; Mr. Hampton will send on more information on this. He went on to speak of an advocacy group working with families of students with disabilities is working on recommendations that will significantly reduce the interaction communities have with the police. Persons with autism and other disabilities have been adversely affected by interactions with the police at a high rate. We can all get a much deeper understanding of what folks mean by defund or abolish the police.
Immigrant students and families have many groups working with them on these same issues. Among them are United We Dream, LAYC, MLOV . They should be included in any discussion on safety.
Everyone should know about the Language line that translates into a number of different languages.
RE-OPEN
Devices: YSC students were not able to use their tablets or did not have them this summer; they were stuck on paper packets. Kids at the jail are not receiving their services. They have not had direct or virtual instruction since March. There are supply chain issues. While the devices are the ones that the mayor provided from the Banks adjudication, the jail students are part of DCPS. They are our students.
DCPS has procured enough devices for all students. The issue is getting them to those that need them.
Attendance: bound by law but first week will be rough. If students do not log on through Campus, they can be marked attending if we can connect to them by phone.
Can the Mayor or DCPS do a PSA (Public Service Announcement so that PSA announcement about enrollment. Staff at central office and staff in the schools are calling families for both an enrollment and tech sign up. This does not include new students however at the entry grades. Registration is not completed until the student attends. That is the last step of enrollment. There is enormous concern on the enrollment. Large numbers of sudents have not enrolled.
All students should receive a lap top, not a tablet that does not work.
Phone number to get help on any issue: 202-442-5885 or call your school –this can be a hotline for any issue.
DCPS is urging schools to implement a mentor structure. At Roosevelt they are paring each student with a staff member. It is designed to work virtually with touch points throughout the week, during planning periods, on Wednesdays. Period 0 will be there in the schedule as a possible time. Staff can also use journal entries so they can document,
How are students with disabilities receiving services – virtually often one on one depending on IEP.
Note about caring for teachers and teacher wellness – new school, your children at home, teachers married to other teachers. A lot going on for teachers IMPACT will be happening, care and mental health check- ins, support for teaching, not evaluation
Use your voice to advocate how to better support. Understand the difficulty. SHAPPE will follow up on the decision to implement IMPACT with consequences even with some adjustments.
Communication: Mayor could connect every day on COVID-19 - can DCPS do this? What is the most important thing, what should be prioritized when there is so much coming at teachers and principals? Evaluate, kids enrolled, lots of questions that parents have? Don’t know which end is up- isn’t there a better way to communicate to the city that is what DCPS schools
Thank you to everyone for coming.
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SHAPPE Meeting of July 28, 2020 Notes
Attending: CHEC, Dunbar, Woodson, Wilson, Bard, Eastern, McKinley, School Without Walls, Ballou, Young Women’s Project, SBOE, Teaching for Change, UDC Board, DCPS, C4DC, Decoding Dyslexia
Discussion on Re-Opening either virtual or hybrid
Thank you to Dept, Superintendent for Secondary Schools Sito Narcisse, Drewanna Bey , Deitra Mallory and Community Action team members Sharona Robinson and Raquel Ortiz for joining us in this discussion.
The District has convinced a large percentage of the families and staff in our public schools that the Corona Virus represents a large personal and public health threat.
Overall the plan for the high schools with students able to keep their course schedules working virtually has been well received. There are many questions and concerns on the one day a week and how that will be safely implemented. There is also a strong desire to find ways to have the secondary students have ways of connecting and ways of feeling a sense of engagement at each of the pivotal years of high school. The mental health supports are important but don’t completely solve for this.
Mental Health Supports: Senior Deputy Chief for Student Supports Deitra Bryant Mallory spoke to school culture and mental health supports. There will be a School Based Behavioral Health Coordinator in each school. This is an auxiliary role not a primary job for a clinical social worker that is on the staff. DCPS has 350 clinicians in their schools. They are working to make sure that the work is distributed so that the point person has the time and space to do the work. This person will be in charge of the restorative practices, and with supporting the other mental health programs that staff will be using. Sanford Harmony is one of the programs that they will be using. They are also looking at community building techniques that teachers can use as they begin and end each class.
DCPS will also be looking to their partners in the community to support students and schools during this time.
Concern about students that had trouble in the spring: Teachers and school staff did an extraordinary job reaching out to every student. DCPS calculates that they made contact at least once with 90% of students. This does not mean that 90% engaged in a regular way with their classwork. The effort was to make sure they were all right. There was 7 to 10% they were not able to contact. They are planning on a robust outreach using town halls, counselors, and partners to reach out to families this fall. The parent meetings conducted in Amharic and Spanish have been successful and an encouraging start to reach out. This 90% does not represent the number of students that actively engaged in receiving instruction.
Request: Could there be a hotline that students can access for mental health issues? Also while each teacher will do their best to implement a trauma informed approach, an intentional curriculum on the health issues would also make a huge difference. The half credit for health that we have in high schools cannot cover everything.
Request: Transition services for students with an IEP are vital. Could there be clarity on how these will be addressed and well as contact information for these families to get quick answers and support.
Request: Incarcerated students are often left off the list for specialize programming. This has been an extremely challenging time for them. We ask that they be considered and their needs addressed with all programming that is developed.
There continues to be concern computer and internet access. DCPS started a one to one initiative in 2019-2020 that gives to each student a computer device. This program is not being accelerated. School year 2020-2021 will be year two. DCPS has committed to providing computers based on need. DCPS has put out a survey and is broadly contacting families through text, social media and phone. Digital Equity pushed the Council for additional funds (11m) to support the acceleration of the one to one. The concern is with what is Plan B if there are not enough computers to meet the need established with the survey and with student requests?
Secondary students (6 through 12) all have DCPS email addresses to access Microsoft Teams. They can all be reached this way. Students know how to get on teams but do not know how to send and receive emails. That information will need to get to them. Internet access and devices are only part of the issue. Tech support has emerged as another challenge and block.
The help desk noted below has been put in place to support the tech questions. Please let us know your experience with this support. It is an important move to meet this need.
The DC Community Helpdesk provides computer support for Washington DC students, families, and staff to support distance learning in the COVID-19 crisis. Trained students will receive your requests via the following methods:
• Email: helpdesk@onramps-dc.org
• Phone: 202.788.7201 (week days from 11:00 am to 3:00 p.m.)
• Web: https://onramps-dc.org
The student technicians can assist with questions concerning:
• WiFi connectivity
• Printer connections
• Google Docs
• Microsoft Office (including Teams)
• Zoom
• Canvas
Request: This information is not widely known. Can there be an announcement that is shared as widely as the Tech survey on this, so that many of us on this call can share it?
There continues to be concern for the ELL and Special Education students and the strategies needed for them in this time.
Communication: DCPS learned in the spring that the addresses and contact information on file for many families is not accurate. While older students may be connected to social media, many families are not. Whatever the decision of the Mayor on Friday, we are concerned that there will be families that will not know what it is.
Re-Open with Hybrid
Request: More timely decisions. The delay on releasing the grading policies has had a cost. Teachers are not able to communicate the consequences of student decisions on the work they complete. Central has removed the authority on the final grade from the teacher and student. The late announcement of even the hybrid or all virtual for course work complicated by not knowing which teachers will be able to come and which students will choose to come. While the decision to wait on making these determinations is understandable in one way, it has added to the stress of this time and on the trust in DCPS for families and staff.
Request: Please allow each school to tailor this day for their students. The plan can be submitted to their Instructional Superintendent for feedback and support. This flexibility should extend to students coming for part of the day, or an appointment. Currently there is doubt that high school students would opt to come for one day a week and navigate the travel. A parent on the call also noted that her high school students would not sign up for this even living close to the campus. Possibilities that should be considered to best utilize the day should we be in the hybrid model.
· Support for construction internships (because the construction industry is working) for Phelps students if their safety can be guaranteed.
· Individual support for IT, for counseling; for tutoring that students could sign up for
· High Schools open as a resource for specialized instruction or support
· An opportunity to see how the mental health supports and re-visioning of security can be put in place as DCPS assumes control of security.
Request: Students with special needs, ELL students, etc. need special consideration for all types of instructional strategies. Could we see the additional supports that DCPS central has to offer in this area or a compilation of what has worked for colleagues in schools across our system?
Additional Questions:
Specifics on Attendance policy; how will challenges with technology, childcare etcetera be addressed for those students facing those difficulties
Specifics on Grading: This guidance came late in the spring and again this summer.
Engagement: the DCPS office of engagement has conducted many surveys, focus groups and outreach as well as the Parent Universities that we can see the feedback informed the decisions. This engagement largely gauged parent opinion on the scenarios presented from the Strategic planning team.
This is appreciated and certainly an important dimension. However, there have been some misses in bringing in key groups to problem solve at the beginning of a process instead of putting folks in the position of reacting to plans that have already been developed, even in a draft stage.
The largest miss has been with the teachers. And this rubbed salt in a wound as they were also left off the Mayor’s RE-Opening Committee initially. They were subsequently added to that committee and made valuable contributions composed by a large cohort of teachers.
Teachers are the main point of contact for students and families. The teachers, administrators, custodial staff and security will be the ones with a higher exposure rate along with the students and their families. Their issues with child care and health risks within their families could have been figured in early on. They are now calculating the risk of contracting COVID-19. Involving them now in solving some of these issues even for the secondary schools if the hybrid model is chosen would make a big difference. They can be partners instead of just employees.
Suggestion: DCPS has some amazing resources particularly noted is the Office of Career and College Readiness. Would it be possible for some of these qualified staff to support the high number of people in our city that are now out of work in connecting back into the workplace.
Next meeting will be on August 25th Main Topic will be Transfer of School Security Responsibility to DCPS from MPD
S.H.A.P.P.E. Meeting June 23, 2020
ZOOM. 47 attendees
Schools Represented: Anacostia, Eastern, Coolidge, Roosevelt, Dunbar, CHEC, SWW, Bard, Wilson, Ballou, Woodson, YWP, EmpowerED, C4DC, Ward 7 Ed Alliance, SBOE, Many other community members and schools
Guest: Council Chair Phil Mendelson
Discussion: Proposed Transfer by the Committee on Education as part of the Budget Support Act of 2020, of Security to DCPS from MPD; which is a revision of the School Safety and Security Procedures Act of 2004
Background: The Council is reviewing the Fiscal year 2021 budget and writing the Budget Support Act (BSA) to be voted on in July. With the killing of George Floyd and the nationwide awareness of the racism our country still contends with, the security contract for the schools has come into question.
In response to a series of violent incidents and the murder of one student by another inside one of the high schools, the Council transferred the responsibility for security to the Metropolitan Police Dept. in 2005. This included overseeing the contract for the security guards as well as providing and maintaining the metal detectors and any other equipment in the DCPS schools. The transfer process took 6 months and involved extensive community input. The MOU between DCPS and MPD is on the SHAPPE website as is the document on implementation. SHAPPE opposed this transfer but worked to make sure it included the voices of the school personnel and parents and students.
Council Member David Grosso head of the Education Committee has filed a resolution to disallow the current security guard contract which renews for its last year on July 8th. Without this, the contract would be automatically approved without discussion. It was his intent to ensure a discussion. CM Grosso has proposed transferring the full responsibility for security back from MPD to DCPS. The details on this have emerged since our meeting on 6-23. His proposal in the BSA is to transfer the contracting authority for the security guards back to DCPS and to reduce the 25 million dollar contract by 6.7 million dollars. He directs this $6.7 to go to socio-emotional supports in the schools. It would be up to DCPS as to how to distribute these funds between the schools.
For this budget the MPD School Resource Officers and the School Safety Division will remain, as far as we know. There is not a school resource officer or officers for every school. These officers are assigned by need. School resource officers are assigned in a combination of short beats and clusters. The short beat officers serve no more than 4 schools. Other officers check in daily.
If the resolution to disallow the contract were to come up for a vote – it would be an up or down vote. If the contract is to be changed, it would need to be taken out again to be re-bid. 5 Council Members co-signed the resolution – McDuffie, Nadeau, R White, Grosso and Charles Allen. Because the contract is written as guard hours and has a maximum not a minimum, it is possible that the amount specified by the Council could be re-directed as CM Grosso’s amendment suggests since the funds remain available in the DCPS budget. We are waiting to confirm this. The reduced need for security guards because of possible fewer in person sessions in schools is also part of the consideration.
Students were not present at this meeting. The students through the Black Swan Academy and Black Lives Matter have expressed some important truths about their experiences in the current system being one that is punitive and leads to more youths being in the criminal justice system, not fewer. They have made some broad recommendations to provide more proactive and preventative student support measures in place of the current security guards and MPD school resource officers. Their claim and that of some of the SHAPPE parents is that confrontations do escalate and the presence of armed officers in schools sends a powerful message about the environment of the school- it is not one of safety for all students.
At the January and February SHAPPE meetings security was the subject of the meeting. Those meetings highlighted the failure to adequately protect and be available to our immigrant youth. We do not have Spanish speaking guards. Students are harassed coming to and from school and fear of their status in this country and that of their families has heavily affected their ability to complain. The current system is not working for them.
There is agreement that security is an important function. SHAPPE recommendations can be viewed at the end of the document:
Concerns with the Proposed Changes:
· Abrupt change in the absence of a plan: DCPS and the schools do not have the capacity to switch gears and take on the training and hiring of security especially during the pandemic with so much uncertainty as to how and when schools will re-open.
· DCPS central does not support the change, so the rush may lead to poor performance. The discipline bill has led to unintended consequences, due to a failure to staff and provide adequate resources to address the issues of young people who may have been suspended before.
· Inadequate due-diligence – has the incident report data been evaluated? While there is openness and a desire to understand more from those that want to defund and remove the police, there is also concern that the need for security is being underestimated.
· The polarization of the environment has made it difficult for those who want to express a more cautious approach to express it. It would take a lot of courage for young black students to speak up now on their positive relationships and desire to keep the same level of security in the buildings.
· Need for more training and engagement instead of de-funding of the security function
· The school shootings over the past few years and the change in the gun laws here is DC have led to concerns on ensuring that school safety is adequately maintained and that schools and law enforcement have an appropriate partnership.
· The ratio of guards to students versus social workers and counselors to students is misleading. Guards are in schools from 8am to 8pm in many buildings and on duty for sporting and community events over the weekends. We could always use more social workers, counselors and school psychologists as well as smaller class sizes. We are not at a place where one function can just replace the other however.
Possibilities Regardless of Authority:
· A few years ago Wilson HS piloted a program where a few security guard positions were changed to school support positions. These officers wore did not wear a police or guard uniform, they were specially trained in support and de-escalation as well as weapons abatement.
· School leaders appreciate the flexibility to adjust post orders which was included in the original negotiations but subsequently changed.
· No one saw the need for armed police or guards within the schools. Current officers and guards could come into the building unarmed – a gun free environment
· Uniforms create authority and they can create fear, this can be re-evaluated.
· The job description, evaluate the duties and responsibilities and revise to be more reflective of the environment we are striving to create.
· Should the training and professional development be changed
· Pay and benefits should be evaluated to ensure that they are not underpaid for the work
· Programming helps far more than just a presence
· Relationships matter, many but not all of the current guards and SRO’s have built trusting relationships with students and staff over time. The School Safety Division of MPD has been a strong support partner for many schools, providing mediation and help with safe passage. They have prevented many incidences.
· School security professional development could be integrated into staff training on de-escalation and different approaches to students in difficult or disruptive situations.
SHAPPE Recommendations:
We understand the current emphasis on school security is only one dimension of the structural inequities in our culture and in our schools. This is a larger budget and program question that involves class size, approaches to discipline, after school activities and school culture. We all agree that student and staff safety is important and that the function of school security is an important one. The opportunities for change next year are not dependent on the contracting authority as we have indicated above.
· We support a planning process that re-imagines how we might address the broad needs for safety and security for the students and staff in our schools. It should also be focused on the whole child or adolescent and proactive and preventative measures. This process has to engage students, parents, teachers, school leadership and the community on a committee that makes recommendations. This work will take a minimum of 6 months. The role of MPD and DCPS would be defined in this process. This could take place in a number of places, one suggestion is as part of the Police Reform Commission, and another is to involve the State Board of Education. While it will primarily affect DCPS, the School Safety Division of MPD works with the charters as well. A preliminary draft report of recommendations should be required by the Council by early March of 2021 to ensure time for them to be considered and for a thoughtful implementation period.
· If the Council is to transfer school security in this BSA, they should have the commitment of DCPS that they have the capacity and will take on the responsibility of security in the schools for the 2020-2021 school year starting in July. MPD did not seek this authority in 2005 but they did embrace the job when the change was made. This cannot become a point of contention and blame between agencies. There is no support for abruptly disallowing the security contract for the coming year and leaving schools struggling during a pandemic to fill this need in July.
· Space for the voice of secondary students should be deliberately made in this process as well as Special education and ELL students and staff; this has not been adequately done in the past.
· Any transfer of authority now has to require a planning process that will take longer than 20 days. The two agencies should be given 60 days to re-negotiate the transfer of the security contract if this does go through in this BSA. The revised MOU should be sent back to the Council’s Education and Judiciary committees for review. Ideally the council should hold a roundtable in the fall.
· Recommendation for DCPS: School leadership, parents and the community (many of whom remember when there was no contract), request that we return to the era when guards were DCPS employees. It was a less formal approach, relationships were developed, and quality training was provided by central and the schools. They were part of the school family.
S.H.A.P.P.E. Letter to Re_Open DC Education Committee based on April Meeting
To: Members of the Re-Open DC Education and Childcare subcommittee:
From: Committee Member Cathy Reilly
Schools are vital core institutions for our city’s residents. In re-opening them we will need to ensure that they can attend to the educational and emotional needs of our young people as we create a learning environment that protects their health and safety in this time. This will require creative solutions to their need to be social and the need for exercise. It will have to take into account our most vulnerable populations including children with special needs, English Language learners and immigrants, students at greater risk and our incarcerated students. It will need to attend to the stress and trauma for many with appropriate supports as well as acknowledge the learning loss. We will need to also address how we are connecting with students and families through the summer.
Adults and students that are at higher risk must be protected and supported. This will entail flexibility in attendance and sick leave and the need for more robust and equitable continued distance learning opportunities at every level.
Schools remain the main distribution point for meals and other basic services for many families in our city. Their role as a community resource will need to be maintained and supported.
The Senior High Alliance of Parents, Principals and Educators, a member of C4DC, convened a meeting to address the issues of re-opening schools. There were 37 participants from across all wards of the city including parents, principals, teachers and community members. This is a summary of the priorities we discussed that we would like the committee to include in their planning.
· Collaborative planning that begins now at every level and is inclusive of all the stakeholders. The health and safety measures recommended by John Hopkins include social distancing which reduces the number of students on a site and restricts their movement. While there is capacity at some sites, there is current crowding at others for example SWW, Wilson and Roosevelt. If we need to be at COVID-19 capacity of about 60% there will need to be adjustments in master schedules, consideration of staggered schedules, as well as possible use of additional spaces. All of this will require joint planning and coordination by the principals, teachers, staff, parents and community. Information must flow up. Re-opening will need to occur with the cooperation and active participation of staff, parents and communities at the school level. Here is an outline from one school community that is an example of the thinking happening around the city.
Mary Filardo of the 21st Century School Fund in her work as the Coordinator, National Council on School Facilities; www.facilitiescouncil.org has been working with districts across the nation on a worksheet for opening buildings. This excerpt gives an example of the level of detail that will be needed.
· Clear and Consistent Messaging and Communication on the risks of infection, on the recommended practice for reducing the risk and on the measures that will be put in place. It will be crucial for personnel to have the agreement, support and consent of the staff and students at every school as measures are mandated that could restrict movement and limit desired interactions. They will also need to feel they are adequately protected. It could be an effective social media and publicity campaign.
· Attention to Transportation: Students in DC travel all over the city to attend school. This is particularly true at the high school level. This committee will need to have in place policy and practice on the metro and buses that can reduce the risk of spreading infection if students are to return to school.
· Uniform Guidance: from the city for all school sectors on the measures to protect health and privacy that will be uniformly implemented and enforced. This includes but is not limited to how quarantining will take place, when and how closures will take place if there are people testing positive. It includes the preventive measures taken at entry, temperatures, oxygen levels, diagnostic testing, contact tracing. It also includes the standards of cleaning which will be expanded. What documentation is needed to re-open a school or class? Transparent communication when a closure is needed. Most importantly it should include a trusted and constructive avenue to report problems so they can be addressed.
Clear and Consistent Guidance from each Local Education Agency: this should include flexibility at the local school level in areas where individual discretion will be important. It will need to address at a minimum attendance, discipline, resources and support.
· Adequate Personnel: Even in this time of budget challenges schools will need additional personnel to implement the level of plans being considered for a re-opening. At a minimum this includes a full time school nurse at every site, an expanded pool of qualified substitute teachers and more custodians or personnel to adequately clean and disinfect the surfaces within each building.
· Facilitation of Resources and Support from the City and Partners: We can learn a lot from the childcare centers that have been open since March. Our partners across the spectrum from HS Health Centers, Globalize DC, the Universities should be included as we envision a more equitable and creative approach to schooling. We could also enlist the support of artists to support our students in expressing their emotions and thoughts. Our schools will need the coordinated support of other city agencies and they will absolutely need a budget that covers the considerable extra costs of reducing the risk of spreading infection in this challenging time.
Additional Resources: survey from Ward 3 and one from Ward 6 and a letter on the technology needs submitted this spring.
Quotes to Ground Us in our work:
“I am concerned about students who are very social, with 6 feet of distance and each student brings germs from transportation to school, and if we do rotational basis, will really need to clean building all the time, will we invest in temps, masks, and cleaning, when I go out with a mask, I hate wearing a mask. I can’t imagine teaching with a mask.”
“They touch each other, no matter what I say, I teach 9th grade and kids new to the district; hard for kids transitioning schools; 8th to 9th; 5th to 6th; or new city; to get minimal level of compliance to social distance guidelines, new kids will need a lot more support than students already with relationships in the school.”