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 

https://backtoschool.dc.gov/

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 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!
Laura Fuchs left
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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

1. 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.

2. The DC-wide Graduate Profile has a tentative publication date of the Fall of 2024.

3. The October 1, 2024, State Board of Education working session will include an update on the Reimagining High School Graduation Requirements work.

4. 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

https://survey.zohopublic.com/zs/kPBqZu?emci=b4167daa-8b7a-ef11-991a-6045bdee6681&emdi=f7fb4d1d-907a-ef11-991a-6045bdee6681&ceid=6309851

1. DCPS Budget and Contract Oversight: 10/17 @ 10:30 am

2. B25-741+ Career and Technical Education: 10/24 @ 10:00 am

3. Teacher and Principal Retention Oversight 10/29 @ 4:00 pm

4. B25-800 + Math Achievement Oversight: 11/6 @ 12:00 pm

5. B25-847+ Special Education Oversight:  11/20 @ 12:30 pm

6. Academic Achievement Oversight 12/4 @ 1:00 pm

https://lims.dccouncil.gov/hearings/

DC School Safety Resource Guide

https://dme.dc.gov/sites/default/files/dc/sites/dme/page_content/attachments/SafetyResourceGuideforSchoolsv.2.12.24.pdf

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 

-           

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.