Issuu

2013

Table of Contents............2013

4 .........Education Reform 2.0 Is the D.C. Education Reform Movement Entering Its Second Phase? {by Jonetta Rose Barras 12 .......Student Driven Learning Freedom to choose is a hallmark of Montessori and Reggio Emilia Schools {by Ellen Boomer

18 .......A Proposal To Change How We Fund Public Education An Analysis of the “Fair Student Funding and School-Based Budgeting Act of 2013” {by Soumya Bhat

12 On the Cover

24 .......City For Learning The Washington Metro Area Has Thousands of Opportunities For Kids to Learn In Their Environment {by Kathleen Donner

TOP ROW, LEFT TO RIGHT: 1 ........Kids studying 2 ........BWS Junior-Kindergarten Students 3 ........Maury third graders delighting in the butterfly they raised from larva, giving it love before the big send-off. Photo: Elizabeth Nelson.

28 .......Resources Schools, Preschools, After-Schools and More

MIDDLE ROW: 1 ........Eagle Scout Candidate Patrick B. Merkle organized a volunteer crew to remove non-native plants from the triangular park surrounding the equestrian statue of the Venezuelan leader Simón Bolívar. Photo: Leslie Merkle. 2 ........Maury principal Ms. Albert-Garvey introduces Mayor Gray to the 2nd grade. 3 ........Photo Courtesy: DCYOP BOTTOM ROW: 1 ........CHDS Second-Grader works on vocabulary in class. Photo: Krysta French 2 ........Ward 6 SBOE Representative, Monica Warren-Jones, congratulates a recent graduate. 3 ........St. Peter School 8th graders during school reading celebration. Photo: Megan Wurm

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{Education Special 2013}

Education Reform 2.0

Is the D.C. Education Reform Movement Entering Its Second Phase? {by Jonetta Rose Barras}

HEN newly elected Mayor Vincent C. Gray selected Kaya Henderson as D.C. Public Schools chancellor, many parents and activists, including those with charters, were excited about the education reform movement’s next stage. Phase one, launched by the Public Education Reform Amendment Act of 2007, had been tumultuous, instigating radical changes in the governance and infrastructure. Officials replaced the existing school board with an impotent State Board of Education; implemented a billion-dollar facilities modernization program; and closed dozens of schools. With Mayor Adrian M. Fenty’s enthusiastic backing, then-Chancellor

Michelle A. Rhee fired hundreds of people and hired unprecedented numbers of new principals. She also muscled through a groundbreaking union contract that incorporated a tougher teacher evaluation centered on student test scores. Some people praised Fenty, Rhee and facilities czar Allen Lew for making quality public education the government’s prime directive. “DCPS was so broken, it needed a shock to its system,” Jeanne Contardo, a Ward 7 parent, told me. As Rhee’s former deputy, Henderson inspired residents’ confidence that reforms would continue. Her affable personality persuaded them she would be a warmer, more

Mayor Vincent Gray and DCPS Chancellor Kaya Henderson on a school tour. Photo: Photo: Lateef Mangum, Audiovisual Producer / Photographer, Executive Office of the Mayor

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At-Large Council member David Catania, chairman of the Committee on Education, has introduced several reform proposals designed to spur systemic change. Photo: Office of Council member Catania.

inviting leader. “I hoped there would be more equity, more transparency and a greater willingness to listen to the community,” recalled Peter MacPherson, a Ward 6 parent-leader. But over the past 32 months those hopes have dissipated. The second phase of education reform has remained mostly illusive; some believe it dead—or close to it. “I have become discouraged that we don’t have someone to stand up and change the system,” said Ken Archer, a Ward 2 parent and blogger.

No New Agenda The reform law anticipated a fully involved mayor, driving improvements in DCPS while harnessing the charter movement to enhance citywide academic achievement. It mandated a new regime of reporting and performance requirements for charters but did not interfere with their independence. If

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the panoply of reforms could improve DCPS, it could result in competition between it and charters, benefiting all of the city’s children. But Gray didn’t assume the mantle of reform with the same vigor as his predecessor. “I think Vince got hamstrung by Lorraine Green and that crew,” said Ward 7 parent Greg Rhett, referring to the mayor’s 2010 transition team. “He was up against the wall from day one.” That’s true. Soon after formally taking office in January 2011, Gray was drawn into a personnel controversy: Key political appointees hired their children for government jobs. Exacerbating that controversy, a minor mayoral candidate said Gray’s campaign paid him cash and promised employment if he remained in the primary to trash the incumbent. Multiple investigations ensued, including one by the U.S. Attorney. Thus far, there have been guilty pleas by former Gray campaign aides and allegations of a $653,000 “shadow” operation, allegedly

financed by millionaire businessman Jeffrey Thompson. The new mayor also was distracted by other aspects of his job, including extending various offices and agencies his predecessor had eliminated or downsized. Further, he seemed focused on economic development, including growing the city’s tech-related industry. People, like Rhett, didn’t see the latter economic development and education as mutually exclusive. “How can you hold a separate economic development summit and a separate education summit,” he asked. “People are working in isolated boxes and are not connecting the dots.” When Gray’s commitment to education reform was questioned, as evidence of his allegiance, he cited weekly meetings with the chancellor; the success in bringing District special needs students back from other cities; and his universal pre-kindergarten program. But reforming a massively dysfunctional system like

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DCPS requires extraordinary, consistent involvement and leadership. “The mayor rarely engaged with the community around education,” said Faith Hubbard, chairperson of the Ward 5 Education Council. At-large council member David Grosso said he thought the mayor had not “invested enough personal attention” on the issue. “Nine hundred and one days after taking office, the mayor delivered his first major speech on education reform,” said At-Large Council member David Catania, chairman of the Committee on Education. “Waiting 900 days is not leadership.” Henderson, co-producer of education reform, hasn’t been much better. Speaking on WAMU-FM radio shortly after her appointment, she said that constituents should expect to see “my people more than me.” She may have decided to stay in the background to help reduce tensions created during Phase One, in part, by Rhee’s blunt style. But new chancellor’s decision to morph into a wallflower left residents without a valuable dance partner. “Henderson is not treating us like consumers.” said Rhett, adding she didn’t ask “How do I keep them coming back?” Ward 8 Council member Marion Barry has consistently asserted that school reform “has failed low-income students and their parents. Our achievement gap has not been dramatically closed. We need to speed [it] up.” Feeling jilted or neglected, many parents, particularly those in Wards 5, 7 and 8, have abandoned DCPS for charters. “You can’t complain that we’ve not done schools east of the [Anacostia] River, and then when you come in [office] you don’t do anything for schools east of the river,” said Bryan Weaver, a Ward 1 parent and council candidate. “[Henderson] has not been a public

CCN EDUCATION SPECIAL l AUGUST 2013

official,” asserted Ward 5 parent Chuck Thies. “When school reform is such a marquee issue, we need a leader.”

Achievements Under Gray-Henderson In fairness, the Gray-Henderson team has ushered in some improvements. DCPS adopted the national Common Core standards and was among the first in the nation to develop an accompanying curriculum. The chancellor doubled down on the teacher evaluation system, creating a new category that could jettison poor performing instructors even faster. She also improved opportunities for teacher development. DCPS improved its handling of its truancy problem at the elementary level. More special needs students returned to local schools from expensive private placements. Henderson presented Capital Commitment, a fivepoint strategic plan. “On a school-by-school basis, I think Chancellor Henderson is doing a fair amount of work,” said Matthew Frumin, a Ward 3 resident and founding member of Parents and Communities for Neighborhood Schools. But, argued Weaver, that has become a fundamental flaw in the reform movement. “People don’t think citywide; everyone’s thinking neighborhood.” That balkanization or compartmentalization could be expected from parents, particularly those disillusioned with the movement and feeling forced to effect improvements at their individual schools. But the law mandated that the government operate universally, ensuring quality education for all citywide. That hasn’t happened. Henderson has defended her tenure. In a Washington Post op-ed, she said what she has done may not “generate headlines” or “fit neatly into the box of what others think of as school reform.”

But she said her efforts would result in better student achievement and in more families choosing DCPS. “Do not confuse a lack of controversy with a lack of urgency,” Henderson added. “We’re not telling our story, enough. I’d like to see [Henderson] get out in front more and sell the system,” said State Board of Education member Mark Jones.

Are More Reforms Needed? The complete tale is not so pretty. DCPS has major problems: inherent inequalities in funding; revolving personnel door; declining student proficiency; and a dearth of quality middle schools, which threatens to expedite population erosion. Ward 6 Council member Tommy Wells called the latter an area where the DCPS does “the worst.” The system must become more “entrepreneurial,” he said. David Pickens, director of the nonprofit DC School Reform Now, is more positive. “Things are moving in the right direction. [However] I would like to see more innovation.” Truthfully, most of the changes evident in public schools have been driven in no small measure by parents. Groups of them started many of the city’s charters. On Capitol Hill, Suzanne Wells and other parents led a renaissance of elementary schools and then developed a middle-school reform plan adopted by Rhee. Ward 5 residents’ demands resulted in DCPS deciding to build a middle-school in Brookland. Now, in Ward 7, parents and civic leaders have petitioned the chancellor to establish an application middle-school. Expect the new deputy mayor for education, Abigail Smith to put “everything together with a nice neat bow,” said Pickens. Smith, who had worked for Rhee, rejoined the government in March 2013. Since then, she has been credited with

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goosing the administration to announce a policy for leasing long-empty DCPS buildings to charters—something for which they had been pleading for years. There has been increasing talk about collaboration between DCPS and charters. And there was Gray’s speech: He acknowledged “revolutionary changes” had been made, which were “the right things to do.” But he said, “We must have the courage of our convictions to stay the course – and the smarts to know when to make refinements and adjustments.” That kind of incremental, cautious rhetoric was typical Gray. It frustrated parents and other District officials. “I reject the notion parents should be patient while the government stays the course,” Catania has said, reciting at least one statistic that fuels his impatience. “On our current trajectory, it would take [DCPS] 30 years to reach 75 percent proficiency.” “All reform movements over time become conservative and resistant to change,” said Archer, arguing DCPS is “no longer talking about innovation” and “no longer talking about competition.”

Catania Takes the Wheel, and Gray Follows Neither the council nor the mayor believe the 2007 education reform act is written in stone. In fact, the council’s Office of Policy Analysis, created by Gray during his tenure as council chairman, issued a report about the leg-

CCN EDUCATION SPECIAL l AUGUST 2013

islature’s potential role. “The council has multiple opportunities to support the mayor’s initiatives or alternatively shape education policy through legislative action,” wrote Susan Banta, then head of the OPA. “Likewise, beyond oversight and modifications of the budget, the council may legislate on issues otherwise not addressed.” That’s exactly what Catania did earlier this year, introducing seven proposals that, if approved, would among other things: • remove current political impediments from the state superintendent’s office; • set school performance standards; • create a matrix for innovation in schools that would permit the chancellor to bypass certain rules and regulations; • establish a single lottery for DCPS and public charter schools; and • provide additional funding for low-income students. “We’ve been in a coma,” explained Catania. “This is a way to jump-start education reform.” Gray, perhaps spurred by Catania’s initiative, also introduced his own reform measure. His “Increasing Access to High Quality Education Opportunities Act of 2013” would: • allow the chancellor to authorize charter

•

schools; provide 3 enrollment preferences to charters: one for children of full-time staff; for special education students; and for families in neighborhoods surrounding their facilities; and raise the administrative fee the Public Charter School Board charges to one percent of a school’s total budget.

The Way Forward The mayor and Catania’s legislative proposals have received mixed reviews from parents who said they want more focus on changes more directly targeted to raising academic achievement, including language immersion and other specialized programs; more libraries and full-time librarians; and replication by DCPS of charter school innovations. Few have embraced Gray’s effort to give Henderson chartering authority and the push for neighborhood preference: “It takes us further down the road of getting away from having a strong DCPS system,” said parentleader Suzanne Wells. But many have celebrated the proposals that could enhance parental involvement, including the revival of the Ombudsman, created in the original reform law but left to languish as an unfunded position. They also have suggested that a student advocate could help mediate school-based conflicts, lead-

ing to fewer expulsions. “The public–taxpayers– have got to be players. There has to be a recognition the schools are owned by the people of [DC],” said Ward 6’s Peter MacPherson. “I support all of Catania’s legislation,” said Ward 2’s Ken Archer. In his opinion, the empowerment of the Office of the State Superintendent of Education could help fuel longitudinal, data-inspired reforms and also depoliticize the entire movement. Rhett isn’t so solicitous. He said Catania has replicated Henderson’s flaw; putting out proposals without consulting parents. “We’re not being treated with respect as taxpayers and voters,” he said. ‘It’s like we’re widgets.” Catania spent June through August holding meetings in each of the city’s eight wards to hear parents’ and residents’ concerns and reactions to his proposals. He said he would use those comments to help the committee finalize the bills in the fall. Notwithstanding Rhett ’s criticism, the best thing about what has been happening over the past three months, said Bryan Weaver, is that “finally we’re talking about it again.” Call this The Summer of Education Reform 2.0. Jonetta Rose Barras is a columnist for the washingtonpost.com. jonetta@jonettarosebarras.com ✱

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{Education Special 2013}

Student Driven Learning Freedom to choose is a hallmark of Montessori and Reggio Emilia Schools {by Ellen Boomer} academic exploration without a set curriculum. Teachers crehen I was in kindergarten, I had the freedom to choose ate the curriculum around their students’ interests, and grouphow I spent my mornings: I could construct a tower of blocks, work and collaboration is emphasized. assist a younger classmate as she learned to count beads or “Nothing without joy,” is an integral tenet of this academic find a quiet corner of the classroom and finger paint. I had philosophy. this freedom and au“After World War tonomy because I atTwo, women in Reggio tended a Montessori Emilia, Italy wanted grade school. a quality of learning In an age when for their children that many schools feel would not tolerate inpressured to teach to justice or inequality,” the test, Montessori according to Carolyn and Reggio Emilia-inCobbs, Principal of Ludspired schools prove low-Taylor ES, which that child-centered uses this educational classrooms and stuapproach in their early dent-driven programs childhood classrooms. foster children’s creSimilar to the Regativity and curiosity, gio Emilia Approach, creating independent, Montessori educaself-confident thinktion, named for Italian ers. The programs are physician and educacharacterized by an tor Dr. Maria Montesemphasis on indepensori, emphasizes that dence, freedom within Students work on their own projects depending on their interests in this class at Capitol Hill Montessori at Logan. schools must be childlimits, and respect for centered. Classrooms a child’s natural psyare multi-age and allow students to learn and develop at their chological, physical, and social development. own pace, guided by a Montessori-trained teacher. “Montessori allows you to see where your child’s interests Reggio Emilia and Montessori 101 truly are,” parent Anita Mingo said. Mingo’s daughter attends “The Reggio Approach allows teachers to be co-collaboCapitol Hill Montessori at Logan (CHM@L) and her son attends rators with children, as we investigate and explore together,” Northeast Stars Montessori Preschool. notes Nellie Berkman, Pre-School/Pre-Kindergarten teacher at “Children show interest in something, the teacher introWalker-Jones ES. “Children feel respected and valued, and deduces it, then children learn it,” Mingo explained, describing velop a sense of independence.” the instructional approach at CHM@L and at other MontesThe Reggio Emilia Approach enables children to drive their

CCN EDUCATION SPECIAL l AUGUST 2013

sori programs, which have a set curriculum students move through at their own pace.

Where These Approaches Align “Montessori helps kids think outside box,” Brandon Eatman, Principal of CHM@L, said. “It gives kids a sense of freedom to do research on elements that interest them and extend this through a project,” Eatman pointed out. For example, one student’s study of the Middle Ages inspired him to build a castle out of cardboard boxes, enabling him to explore an individual interest while fostering his creativity, spatial sense and fine motor skills. “Some parents don’t see that there is a higher level of responsibility,” in these types of programs and instead may view the student’s autonomy as a lack of academic structure. “If your child has strong executive functioning skills, they will already know the process of how to think creatively,” said Tanya Morgan, Academy Leader at Dorothy I. Height Community Academy Public Charter School (CAPCS), explaining the skills her students are able to apply when taking standardized tests, such as the DC-CAS. “Literacy, math, social studies, science, music

and arts are all emphasized through a framework of hands-on experiences,” according to Bini Silver, Director of Early Childhood, Youth and Family Programming at the Washington DCJCC. “My eight-year-old daughter knows long division and long multiplication,” Mingo said. In both Montessori and Reggio classrooms, students use various manipulatives, such as blocks or beads, to learn core mathematical principals such as multiplication tables and how to count by 10. “Students have an ability to translate skills they learn in school to the world around them,” Sandra Moscoso, a parent at CHM@L, said, describing how during a trip to the National Gallery of Art, her son’s hand continually shot up to answer every one of the guide’s questions. In Reggio-inspired and in Montessori classrooms, students learn life skills as well as academic ones. “Students learn grace, courtesy and all things that should be part of school,” Moscoso noted. Mingo mentioned that her daughter – willingly - helps with household chores, such as cooking dinner.

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The Differences Between Montessori and Reggio Emilia Instead of rows of desks,

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The study of nature is an important part of Montessori philosopy.

a typical Montessori classroom has large tables or mats for children to use as workspaces and features designated quiet spaces, as well. Students learn one skill or concept at a time through various, hands-on activities, and the materials are arranged on open shelves and in order of complexity. In a Montessori classroom, the sense of cooperative learning manifests in the

CCN EDUCATION SPECIAL l AUGUST 2013

multi-age classrooms, which usually span three years. “My daughter is responsible for giving lessons to younger kids,” Mingo mentioned, noting that her daughter seems more confident as a result. “Children have a tendency to listen to their peers,” Mingo said in explaining the efficacy of students helping each other with some lessons. The teacher acts more as a navigator, often

speaking to one student or group at a time rather than the class as a whole. “The students select their work but are still held accountable for common core standards,” Eatman noted. “It’s freedom, but not freedom without limits.” The Reggio Emilia-Approach emphasizes “the hundred languages of children,” or the many ways that children have of expressing themselves. Reggio teachers provide children different avenues for thinking, revising, constructing, negotiating, developing and symbolically expressing their thoughts and feelings. Children have the right to express their theories, knowledge and emotions in a wide variety of ways. Students may use different media and communicate their ideas through drawing, clay, music, or dance. “Through the projects that we work on, children are exposed to academic and social-emotional topics in a meaningful way,” Berkman, WalkerJones ES teacher, noted. Students may work on a particular project for a few days or even for a few months. As such, Reggio Emilia classrooms have an emergent curriculum which is driven by students’ interests rather than a curriculum set by the teacher or by the school. “The skills they use through the Reggio Approach, such as investigation and problem-solving, will carry on through their academic and nonacademic lives,” Berkman explained. Learning is a cooperative venture which includes other children, their teachers, their families and the larger community.

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gaps to be filled,” said Jennifer Azzariti, Reggio Coach at Walker-Jones ES. “We believe that all children have the right to an education which values and nurtures the whole child, her ideas, intelligence and creativity.” Educators find that by allowing children to drive instruction and follow their interests, they internalize more than just literacy and math skills. They also become thoughtful individuals and life-long learners. “By involving parents and other key stake-holders at school, we are also able to extend these learning processes to our children’s lives beyond the classroom walls,” Berkman said. Montessori and Reggioinspired schools have been so successful, in fact, that CHM@L, for example, is adding a middle school over the next few years.

School-Within-School is based on the Reggio Emilia approach to learning. Here kindergartners visit the bridges of Rock Creek Park as part of their final project of the school year.

“There’s a freedom in the hallways,” Moscoso noted, adding, “It seemed like the kids owned the school.” “We’re excited about the expansion of

the program at Capitol Hill Montessori and Langdon Education Campus, so more families can have access to this type of learning,” DCPS Chancellor Kaya Henderson has stated. Henderson herself attended a Montessori school from Pre-K through Kindergarten. As a student in my Montessori school, I learned math skills by building a tower of blocks, my patience and communication skills improved as I worked with younger students and I had the freedom to explore interests on my own. With the growing number of DC schools offering the Reggio Approach and Montessori programs, I hope families will be encouraged to try this non-traditional approach to learning. Their children will thank them for it. Ellen Boomer is a Hill resident, writing tutor and freelance writer. She can be reached at emboomer@gmail.com. Q

A student at Capitol Hill Montessori at Logan works on an individual project.

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{Education Special 2013}

A Proposal To Change How We Fund Public Education An Analysis of the “Fair Student Funding and School-Based Budgeting Act of 2013”

C public school students have a few precious weeks left of vacation, but the debate over education reform hasn’t taken a break. Earlier this summer, a flurry of proposals were introduced in the DC Council that would significantly change how our schools operate and allocate resources, from the granting of surplus DCPS facilities to char-

{by Soumya Bhat} ter schools to what new mechanisms might be put in place to turn around low-performing schools. DC Fiscal Policy Institute has been tracking each of the bills, and a summary of the seven pieces of legislation introduced by Councilmember David Catania, the chair of the education committee, can be found on the

DCFPI website. These bills cover a lot of ground, making it critical that DC residents learn exactly how they would change education in DC, and make their voices heard once the council is back in session. This column will drill down into one of the bills, the Fair Student Funding and School-Based Budgeting Act of

Mayor Vincent Gray and DCPS Chancellor Kaya Henderson observe a DCPS classroom. Photo: Lateef Mangum, Audiovisual Producer / Photographer, Executive Office of the Mayor

CCN EDUCATION SPECIAL l AUGUST 2013

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Weighted Funding Formula vs. Comprehensive Staffing Model DESCRIPTION

PROS

CONS

Weighted Funding Formula (as proposed in Fair Student Funding Bill)

Local school funding is distributed to schools based on student characteristics. School leaders are responsible for creating their budgets and making staffing decisions based on this funding.

Resources are distributed according to individual student needs instead of adults, schools, or buildings. Dollars follow the student regardless of which school they attend. School leaders have greater autonomy and flexibility to create budgets and make staffing decisions.

Schools with fewer students may have less resources available for staff beyond general education – such as art, music, and physical education teachers. Some school leaders may not make staffing decisions that reflect the needs of the school population.

Staff and Budget Allocation Model (DCPS’ current Comprehensive Staffing Model, CSM)

Local school funding is distributed to schools based on student enrollment, but staffing resources are guided by a framework. The staffing framework establishes what positions each school is required to have and sets staffstudent ratios for each position to determine the number of staff and the funding each school needs to support those positions.

Staffing resources can be tailored to meet a school’s needs to ensure schools have comprehensive staffing for grades being served and school size.

Funds are distributed based on schools, programs, and student enrollment, but may not reflect individual student needs within a school’s population. School leaders may have less autonomy and the framework can also vary from year-to-year, leaving schools with unanticipated staffing reductions.

2013. The proposed legislation would do four major things: • Invest more local resources into DC public schools and charter schools, particularly for low-income students; • Change the way DCPS schools are funded by requiring 80 percent of local funds to go directly to schools; • Give DCPS principals more control of their school budgets; • Not allow any DCPS school to see more than a 5 percent loss in local funding from the previous year.

CCN EDUCATION SPECIAL l AUGUST 2013

Directing More Local Resources to Low-Income Students The bill adds resources to lowincome students by changing the supplemental weights in the Uniform Per Student Funding Formula, which determines the base amount of local money allocated for each DCPS and public charter school student. This means students who meet certain criteria would get more than the basic level of funding, which is $9,306 per student for this

coming school year. (Examples of students who currently receive additional funding on top of the basic funding level include English language learners and students with special needs.) The bill outlines the following schedule and categories for these additional funds: Starting in the 2014-15 school year: • An additional weight for lowincome students who are eligible to participate in free and reduced price meal programs • An additional weight for students

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Celebrating the re-Opening Of Our SCienCe and digital labS.

Cooperative preschool for 2 to 4 year olds

Back by popular demand!

Full and part-time schedules

Monday-Friday 3:00-6:00 PM $50 Registration Fee • $55 per week Nutritious and Enjoyable Snacks

Convenient Location Dynamic staff Play-based curriculum

40 years on Capitol Hill

337 North Carolina Ave, SE | 202-543-5372 www.thehillpreschool.org | thehillps@verizon.net

• Home Work Assistance • Academic Enrichment • Tutorial Services • STEM

Register on Site: Holy Temple Church of Christ, Inc. 439 12th Street, S.E. WDC, 20003 Directly Across Watkins Elementary School

For more information (888)399-6677

www.dclearningtree.org

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attending a high school with a four-year graduation rate of below 75 percent in the past school year Starting in the 2016-17 school year: • An additional weight for 11th and 12th grade students participating in approved career and technical education programs Increasing funds for these students could help level the playing field by increasing resources to those who need it the most. Research shows us that children who grow up in poverty face a number of challenges outside the classroom – from housing instability to repeated exposure to trauma and stress – that impact their ability to learn. While the bill does not specify how much additional funding should be given to these students, some are estimating $80 million in additional dollars across both sectors, based on the current lowincome student population. One resource to guide policymakers on these issues will be the DC Public Education Adequacy Study commissioned by the Deputy Mayor for Education. The year-long study is examining whether or not DC is spending the right amount on public education and is expected to be completed this September.

Replacing School Staffing Model with Weighted Funding Formula It’s important to remember that the per-student funding formula provides local monies for the entire DCPS school system, including central office functions. To ensure that the new infusion of dollars into the system will follow the students who need it most, the bill also proposes a change to the way that local DCPS school funding is allocated to individual schools, starting in the 2014-15 school year.

CCN EDUCATION SPECIAL l AUGUST 2013

The bill would put DCPS’ central office on a “funding diet” by requiring that DCPS allocate at least 80 percent of its local formula funding directly to schools, leaving 20 percent for central office functions. This would be a significant decline from the approximately 32 percent of funds that currently go to central office administration. The bill outlines what exactly would be considered central functions, including principals’ salaries, transportation, food services, and others. The 20 percent cap will receive a fair amount of debate. While some have expressed concern that the central office at DCPS is unnecessarily large, there are several functions that would remain funded and managed centrally rather than by individual schools. However, there are concerns that the funding limit on central functions may be too rigid and DCPS might have to cut important services like literacy interventions, professional development, or curriculum support outside the school budgets as a result. It would also replace DCPS’ current method of allocating school funding, the comprehensive staffing model, with a weighted funding formula. This was the way DCPS schools received funding prior to the comprehensive staffing model. In a weighted formula, dollars would follow the student regardless of which school they attend and school leaders would have greater flexibility to create budgets and make staffing decisions. The current model sets staff-student ratios for each position to determine the number of staff and the funding each school needs to support those positions. See the accompanying chart for a breakdown of pros and cons of each funding model. One of the downsides of a weighted funding formula is seen in small schools with low and falling enrollment. These schools may not always have enough

funding to hire staff that goes beyond general education, such as art music, or physical education teachers. One of the reasons DC shifted to the comprehensive staffing model in the first place was that many schools were cutting their art and music teachers to address reduced funding tied to falling enrollment. It will be important to ensure that measures are put in place to prevent this from happening again, perhaps through a small school subsidy.

Giving Principals More Control of Budgets and Providing Funding Stability Starting in the 2015-16 school year, the bill would also give principals greater control over how their budget is spent and ask them to provide a clear plan of how their proposed budget will lead to better student achievement. Capacity of principals will be an important piece if this bill passes, since principals see more accountability along with increased budget autonomy. If the Chancellor determines that a school principal does not meet the performance criteria established before the school year, they may see negative results in their evaluation. Additionally, as a safeguard against dramatic losses from year to year, the bill’s school budget stabilization feature would not allow any DCPS school to see more than a 5 percent loss in local funds from the previous fiscal year due to application of the funding formula. DCFPI will continue to provide education and analysis as this and other bills move forward. Bhat is an education policy analyst at the DC Fiscal Policy Institute (www. dcfpi.org), which conducts research on tax and budget issues that affect lowand moderate-income DC residents. Q

Not Sure How to Begin Planning or Paying for College?

The College Information Center Can Help! Educational Advisers can help you research undergraduate and graduate programs, help complete college admission applications, and complete the Free Application for Federal Student Aid (FAFSA) application. Learn more by visiting in-person, online at reach4success.org or calling (202) 442-8398.

Hours: Monday: noon - 7 p.m. Tuesday: noon - 7 p.m. Wednesday: noon - 5 p.m. Thursday: noon - 3 p.m. Friday: 11 a.m. - 3 p.m. Saturday: noon - 5:30 p.m.

All Services are Free of Charge.

Martin Luther King Jr. Memorial Library 901 G st. NW, Room 324

TGIF

After-school tutoriAl & humAnities ProgrAm

Qualified & Experienced Children’s Educators Serving DC youth for over 20 years

Ages 4-14 • Art • Ballet + Modern Dance • Music Participation • Mentoring • Homework Assistance • Tae Kwon Do Karate

OPEN DURING ALL DC SCHOOL CLOSINGS Call 202.520.3819 or email tgifasp@gmail.com for more information.

Offering art enrichment for children ages 1.5-10 511 11th St SE littleloftdc.com Classes • Aftercare • Workshops • Summer Camps Birthday Parties • Drop-In Hours

Located at Capitol Hill United Methodist Church, 421 Seward Square SE, WDC 20003

SHOP ART SUPPLIES & GIFTS hillrag.com

{Education Special 2013}

A City For Learning The Washington Metro Area has Thousands of Opportunities For Kids to Learn in Their Environment {by Kathleen Donner} Chess Kids at the Chess Center

Kids Get in Newseum Free Through Labor Day

The Newseum offers everything from the Berlin Wall and PuChess Kids is a litzer Prize-winning photos to interactive games and presidential structured program to learn and play pets. And this summer, there’s one more great reason to visit-kids chess for kindergarget in free! Through Labor Day, the Newseum waives admission teners through 6th for visitors age 18 and younger. Up to four kids visit for free with grade. Located at each paid adult or senior admission, or Press Pass membership. 410 8th St. NW, the Whether you have just a few hours or want to spend all day, you’ll program divides the find something for everyone in the Newseum’s 15 theaters and 15 children by age and ability. Their teachgalleries. See “JFK,” an exploration of the life and legacy of presier-to-student ratio dent John F. Kennedy, watch “I-Witness” and take a 4-D adventure is typically about through time and journalism history, or test your reporting skills 1:10. There are two NBC News Interactive Newsroom. in the NBC News Interactive Newsroom. newseum.org groups of students Photo: Maria Bryk/Newseum each week. In one room, students learn factor in lifelong success. They offer the rules, play games quality year-round learning opportuniMarch on Washington 50th and receive lessons to develop their ties for children and young adults ages Anniversary Family Day skills. In another room, those who know 1-18. Imagination Stage, 4908 Auburn Commemorate the 50th anniversary the rules play games and receive lessons Ave. Bethesda, MD. 301-961-6060. of the March on Washington, D.C., during about the strategy of chess. Students regimaginationstage.org this fun event for the whole family. Tour ister for 4-week sessions. The fees for each the exhibition One Life: Martin Luther four-week session are $30 for members of King Jr. to learn more about the civil rights Frederick Douglass House Family the U.S. Chess Center, $50 for non-memleader and his famous “I Have a Dream” Festival (save the date) bers. Center membership dues are $60 speech, enjoy vocal performances by Kim On Saturday, Sept 15, 1-4 p.m., per year. Scholarships are available for all & Reggie Harris, and participate in handscome celebrate summer, Frederick Douwho need them. Players may register on on activities. Saturday, Aug 24, 11:30 glass, family, and fun! They will have live the first Saturday of each four-week sesa.m.-3 p.m. National Portrait Gallery, 8th music, crafts, historic house tours, bike sion. 202-857-4922. chessctr.org and F Sts. NW. npg.si.edu rides, free ice cream and popcorn, and more. Frederick Douglass National HisWatkins Regional Park’s toric Site, 1411 W St. SE (corner of 15th Fabulous Fridays Imagination Stage All ages (family-friendly event). 5:30 and W). 202-426-5961. nps.gov/frdo Imagination Stage is a catalyst for to 8:30 p.m. Spend the evening outcreativity. For over 30 years their doors with unlimited rides on the train dedicated staff of teaching artists has Kids On Ice at Fort Dupont and carousel, as well as rounds of minworked with young people to not only Fort Dupont Ice Arena is home to Kids iature golf. FREE Watkins Regional Park, develop their theatre arts skills, but On Ice, a community ice skating program Upper Marlboro, MD. also to increase their creativity--a key for children ages 5-18, offering free les-

CCN EDUCATION SPECIAL l AUGUST 2013

Register for Fall Classes and Ensembles • All Orchestral Instruments • Beginning to Advanced • Ages 4 ½ to 18 • Tuition Assistance Available • Saturday Classes and Rehearsals on Capitol Hill Eastern High School 1700 E. Capitol Street, NE • For more info: Call (202) 698-0123 Visit dcyop.org or Come to our Open House on Sept. 7th - 9:30 to 4:30

www.dcyop.org

hillrag.com

as he recounts the fascinating story of how we humans first discovered that these creatures were real and how they were even able to get off the ground and indeed soar...until their sudden disappearance from Earth. National Museum of Natural History, 10th St. and Constitution Ave. NW. mnh.si.edu

African Wildlife Day at the Zoo On Saturday, Aug 24, 10 a.m.2 p.m, join them at the Cheetah Conservation Station to learn about African Wildlife and to find out what the National Zoo is doing to preserve these amazing animals. This is a free family-friendly event that offers educational and fun activities for children and adults, keeper talks and animal demonstrations. National Zoo, 3001 Connecticut Ave. NW. Parking at the Zoo costs $16 for the first 3 hours, and $22 for more than 3 hours. nationalzoo.si.edu

Hok-Noth-Da Story Time for Families

sons with all equipment provided. Now in its 16th year, KOI has over 7,000 children participate each year. Instructors include qualified volunteers under the direction of professional figure skating, ice hockey and speed skating directors. The Kids On Ice Program has six components: basic Skills, speed skating, figure skating, ice hockey, Schools Skate for Fitness and freestyle practice sessions. Fort Dupont Ice Arena, 3779 Ely Pl. NE. 202-584-5007. fdia.org

Family-friendly Friday Night Fishing Clinics

The Earth Conservation Corps and the Anacostia Riverkeeper are launching a fishing clinic on Friday nights, 5-8 p.m., through Aug 23. It’s free, no experience necessary, kids are welcome and instructors are available. All participants under 18 must be accompanied by an adult. The fishing is at Diamond Teague Park, 1st St. and Potomac Ave. SE. Street parking is available but not on National’s game days. Navy Yard-Half St. side on the green line is the closest Metro.

Shake Up Your Saturdays! Fun at the Folger

This family workshop provides a morning of history, activity, performance, and fun! Explore the historic Folger Shakespeare Library and learn about Elizabethan life and theatre. What did the world look like when Shakespeare wrote his plays? Come find out! It’s free and

People in all cultures have always told stories as a way to teach children. Most Sundays, Wednesdays and Fridays, 11:1511:45 a.m., through Aug, come hear a Native staff member read stories by or about people from different Native communities throughout the Western Hemisphere. “Hok-noth-da” means “Did you hear?” in the Shawnee language. Program is for ages 4-8. National Museum of the American Indian, on the National Mall between the National Air & Space Museum and the US Capitol Building. 202-633-6644. nmai.si.edu

Two 3-week-old cheetahs at the Smithsonian’s National Zoo. They were born at the Smithsonian Conservation Biology Institute in Front Royal, Va. Photo: Adrienne Crosier, Smithsonian Conservation Biology Institute

CCN EDUCATION SPECIAL l AUGUST 2013

developed for ages 6-12. Reserve your spot (required). Sept 7, 10-11 a.m. Folger Elizabethan Theatre, 201 E. Capitol St. SE. 202-544-4600. folger.edu

Teen-Curated Photography Exhibition Opens at National Building Museum The National Building Museum presents Investigating Where We Live, an exhibition created by teens in an awardwinning annual outreach program that challenges participants to examine the city around them by collaborating with professional photographers, journalists, architects, and historians. Teens explore the relationship between cultural landmarks in both Shaw and the larger city to better understand the importance of preserving DC’s shared history. Through their photography, writings, recordings, and artwork, they work together to brainstorm, design, plan, and install a one-of-a-kind exhibition that tells the unexpected stories they discover. National Building Museum, 401 F St. NW, 202-2722448. nbm.org

G-Rated “Flying Monsters” 3D IMAX at Natural History Museum

Just as dinosaurs began their domination of Earth, pterosaurs ruled the prehistoric skies. Some with wingspans as long as a modern jet plane, these flying reptiles were as spectacular in appearance as they were amazing in flight. Join world-renowned naturalist and documentary filmmaker David Attenborough

Marine Corps Marathon Fun Run Registration Open

The Marine Corps Marathon Healthy Kids Fun Run will be held on Saturday, Oct 26 in the Pentagon North Parking Lot. Nearly 3,600 children ages 5-12 will participate in the one-mile just-for-fun event. All participants receive a t-shirt, medal and snacks at the finish line. The Kids Run hosts six separate starting times. An individual young runner’s designated wave is indicated on the official participant bib as noted by color, start time and bib number. Registration is open. $10. Register at marinemarathon.com.

Be a Mentor for Middle Schoolers

There is a need for mentors and study hall aides at six Achievement Centers in DC (Capitol Hill, Petworth, Adams Morgan, Benning Road, Anacostia) and Alexandria. The greatest need is in Anacostia and Benning Road. The commitment is one evening per week-Monday, Tuesday, or Thursday-study hall aides from 4-6 p.m. and mentors-6-8 p.m. Q

Terry Victor, DDS

Your Smile Deserves It

Holistic, Biological and Eco-Friendly Dentistry

$25 OFF YOUR CHILD’S VISIT We can complete dental records for school. Expires September 30, 2013

509 11th Street SE (near Fragers Hardware) 202.544.3626 | www.thedcdentist.com

National Speech / Language Therapy Center

• Language delays • Special needs • Articulation • Hearing impairment • Developmental delays • Autism

FREE SCREENINGS

412 First St SE Rear Building, Lower Level Washington, DC 20003 www.nationalspeech.com | 202-470-4185

The Reading and Language Learning Center

Speech Therapy for Children

Receptive Language ~Expressive Language ~Articulation Fluency ~Reading ~Executive Function ~Reading Comprehension Programs from 2 to Age 19

Two locations: Capitol Hill & Vienna, VA

202-253-1654

703-830-1136

www.readingllcenter.com hillrag.com

{Education Special 2013}

Resources

Schools, Preschools, After-Schools AppleTree Early Learning PCS www.AppleTreePCS.org

AppleTree Early Learning PCS’s full-day program is a fun, engaging, and rigorous preschool that gets children ready for kindergarten and elementary school. AppleTree’s evidence-based program, Every Child Ready, provides three- and four-year-olds with the social, emotional, and cognitive foundations that enable them to succeed in school.

Arts & Technology Academy PCS www.dcata.org

Are you looking for a safe, nurturing, artsbased and academically positive educational experience for your child? Located in Ward 7, the Arts & Technology Academy offers you that option. ATA has an outstanding early childhood education program beginning at age three which is designed to lay the foundation for a successful school experience. Contact us today on 202-398-6811.

Beauvoir, the National Cathedral Elementary School www.beauvoirschool.org

The School was founded in 1933, is a primary school dedicated to educating a diverse student body in a caring and creative environment. Beauvoir nurtures the spiritual, ethical, intellectual, emotional, physical, and social development of children. We seek to foster a spirit of inquiry and a joy in learning.

Bridges Public Charter School www.bridgespcs.org

Bridges is expanding into an Elementary school program. The school is serving Preschool - First Grade for the 2013-2014 school year and a new grade will be added each year through 5th grade. Bridges PCS provides an exemplary educational program for all students. Their developmentally appropriate, student and family-centered educational approach nurtures students to expand their developmental skills, in order to build a foundation for life-long learning.

CCN EDUCATION SPECIAL l AUGUST 2013

Burgundy Farms Country Day School www.burgundyfarm.org

Each diverse child is respected as an individual. Each child’s innate curiosity is nurtured into a love of learning. Academic excellence grows through work, exploration and play. Children become confident students and collaborative citizens. Explore. Learn. Grow.

Capitol Hill Cluster School www.capitolhillclusterschool.org

Capitol Hill Cluster School is a DC Public School spread across 3 buildings (Peabody, Watkins and Stuart-Hobson) on Capitol Hill for children ages 3 to 13. The school uses the Responsive Classroom Technique, Arts Integration, and Project-Based Learning at each campus and attracts motivated students from all parts of the city.

Capitol Hill Cooperative Nursery www.chcns.us

Spots still available for the 2013 school year! CHCNS is a part time parent-run preschool led by teacher Ms. Frances Slaughter. Eligible children turn 3 by December 31, 2013 (exceptions considered). Intimate nurturing atmosphere; certified preschool teacher; music instructor; learning through play. Visit CHCNS. US to apply.

District of Columbia International PCS www.dcinternationalschool.org

DC International is a cooperative, collaborative venture between five successful language immersion public charter schools. To open in August of 2014, DCI offers advanced French, Spanish and Chinese language as well as the world renowned International Baccalaureate programs to DC public school students.

Eagle Academy PCS www.eagleacademypcs.org/

Founded in 2003, Eagle Academy Public Charter School is Washington DC’s first early childhood public charter school. It is the first exclusively early childhood charter school to receive accreditation from the Middle States

Association for the Accreditation of Schools, Colleges, and Universities. Now Eagle offers our high-quality educational programs for PreK 3 through Grade 3 and provides children with the building blocks for a bright future.

Friends Community School www.friendscommunityschool.org

Experience the joy of an extraordinary education! Friends Community School is a K-8 Quaker School that nurtures lifelong learners, courageous risk-takers, and joyous peacemakers. We welcome students of all backgrounds, and are just 15 min. from The Hill. Our students love to learn, know how to learn, and succeed in leading high schools area-wide.

The Hill Preschool www.thehillpreschool.org

The oldest preschool on Capitol Hill, now in its fortieth year, is a cooperative preschool for 2 to 4 year olds housed in the Church of the Brethren. The Hill Preschool’s philosophy is that children learn through play and socialization. Focusing on the whole child, characteristics of the Creative Curriculum and theme-based instruction are used as resources for instruction that allow the children many opportunities for growth and development.

Inspired Teaching PCS www.inspiredteachingschool.org

The Inspired Teaching Demonstration Public Charter School is focused on developing students’ Intellect, Inquiry, Imagination, and Integrity. The school is centered around the belief that children have an innate desire to learn, that every child can be successful in a school context, and that children’s energy and individuality are assets, not obstacles. Grades Preschool – 5th Grade.

KIPP DC www.kippdc.org

KIPP DC is a network of high-performing, college-preparatory public charter schools. Outstanding educators and staff, more time in school, a rigorous college-preparatory curricu-

lum, and a strong culture of achievement and support help our students make significant academic gains. KIPP DC currently operates twelve schools serving students in grades PreK3-12.

Northeast Stars Montessori Preschool www.nestars.net

Northeast Stars Montessori is a licensed, accredited preschool with locations in Capitol Hill, Arlington and Old Towne. Northeast Stars adheres to rigorous Montessori standards and embraces the concept of a multiage classroom community led by Montessori-trained teachers as optimum for academic, social and emotional learning. Accepts children ages 2 to 5.

Options PCS www.optionsschool.org

Options Public Charter School is the oldest public charter school in the district. Their mission is to provide a high-quality, unique educational experience for all students, including those students most at-risk of dropping out of school because they are underachieving, truant, have experienced behavior problems, or have exceptionalities requiring intensive therapeutic special education services.

Paul Public Charter School www.paulcharter.org

Paul offers an extensive liberal arts and character development curriculum designed to meet the needs of every scholar through the Triple “A” Program, combining Academics, Arts and Athletics. Our graduates will leave ready for college and be prepared to be leaders in a global community. We are accepting applications for grades 6 through 10.

Richard Wright PCS www.richardwrightpcs.org

The mission of Richard Wright Public Charter School for Journalism and Media Arts is to transform students in grades 8 to 12 into great writers, journalists and productive citizens. Richard Wright provides a student-centered environment that connects its pupils to the classics and modern languages and a curriculum focused on strong writing skills.

Sela Public Charter School www.SelaPCS.org

Sela PCS is the first Hebrew Language Immersion Public Charter School in DC where children will learn all subjects in both English and Hebrew. Sela PCS has an innovative learning culture and will continue to innovate as it grows. Limited space available in Pre-K, Kindergarten, and Grade 1. Free before and after school program and student shuttle available. Small class sizes with two teachers in each classroom.

Shining Stars Montessori Academy PCS www.shiningstarsdc.org

Shining Stars Montessori Academy is unique in its design as a free and open to the public Montessori school infused with cultural empowerment principles. Using this holistic approach to educate its target population, Shining Stars will ensure high academic performance and build children’s confidence.

St. Anselm’s Abbey School www.saintanselms.org

St. Anselm’s was established in 1942 by St. Anselm Monks to provide a classically oriented college preparatory education for boys. St. Anselm’s provides individualized instruction in language, literature, religion, mathematics, the sciences and the fine arts. Enrollment is approximately 250 in grades 6 to 12.

Tyler Elementary School www.tylerelementary.net

Tyler is a public elementary school that offers all students a quality education. It aims to create global learners through high expectations in academics and citizenship. Some Tyler students enjoy Spanish Immersion, while others flourish in Special Education that caters to students with autism. All students benefit from Arts Integration.

Washington International School www.wis.edu

Washington International School is a PreKindergarten to Grade 12 independent school with language immersion, dual language and the International Baccalaureate Primary Years and Diploma Programs. The demanding curriculum supports the School’s mission of providing a demanding international education that will challenge students to become responsible and effective world citizens.

Washington Math Science and Technology PCS www.wmstdc.org

WMST PCS High School provides a rigorous education, integrating mathematics and science instruction with technology that will enhance analytical reasoning development. Our goal is to produce highly motivated, successful students prepared for higher education in mathematics, science, technology and related careers.

Washington Yu Ying PCS www.washingtonyuying.org.

Washington Yu Ying Public Charter School combines Chinese language immersion with the inquiry-based curricula of the International Baccalaureate Organization. We serve Pre-K to 6th grade. In 2014 and beyond, our

6th -12th graders will attend DC International School (dcinternationalschool.org). Applications are accepted until 2nd grade. We have a structured after care program. Apply on line and ttend an information session to learn more - www.washingtonyuying.org.

Waterfront Academy www.waterfronacademy.org

Waterfront Academy is a dual immersion (Spanish and English) faith-based Montessori school with emphasis on charity and stewardship. Now accepting applications for students between the ages of 3 to 9. Two full-day primary classrooms for children ages 2.5-6 years and a lower elementary level classroom for 6-9 yearolds will be open this school year. We aim to include an upper elementary level classroom for 9-12 year-olds in two years.

Other Resources for Kids and Families American Youth Chorus www.americanyouthchorus.org

American Youth Chorus is Congressional Chorus’ after-school program at the Atlas for students ages 8-14. Founded on the belief that all children deserve a high-quality music education, AYC offers students a performancebased choral/musical theatre program that encourages young people to develop their voices, creativity and self-esteem.

Atlas Performing Arts Center www.atlasarts.org

The Atlas Performing Arts Center is home for adventurous audiences, artists and ideas — presenting contemporary music, film, dance, theatre and performing arts unlike anywhere in the city. An artistic anchor in DC’s historic H Street NE corridor, the Atlas is committed to its neighborhood and the arts community.

Capitol Kids Therapy, LLC leslie.humes@capitolkidstherapy.com

Our therapists are PROMPT-trained and have experience implementing oral-motor and feeding therapy. We offer therapies to address: articulation, developmental delays, language delays, auditory processing, and prereading/phonemic awareness skills. We work with children in a variety of settings including clinic, schools, daycares, and in-home. We are a Strong Start partner.

DC Association of Chartered Public Schools www.dcacps.org

The mission of the DCACPS is to increase opportunities and outcomes for students by supporting the development, growth, and sus-

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tainability of quality charter schools in Washington, DC. The Association was created by and for DC public charter schools to serve as their collective voice.

DC Asthma Partnership www.dcasthmapartnership.org

DC Asthma Partnership (DCAP) is the District’s primary tool for addressing and improving asthma management and prevention. DCAP works with multiple partners in a concerted effort to implement the Asthma Strategic Plan’s key strategies. With limited resources and funding in today’s economy, this type of collaboration helps to expand the services and activities towards eliminating asthma.

DC Public Library www.learndc.org/earlychildhood

Early literacy is what children know about reading and writing before they are taught these skills in school. Singing, talking and reading are important parts of early literacy that can start at birth. Even if your child is a little older, you can start singing, talking and reading to help prepare her for success in school and life. Sponsored by the DC Public Library.

DC Youth Orchestra Program www.dcyop.org

DC Youth Orchestra Program offers fall, spring, and summer sessions of instruction as well as seven ensembles for all orchestral and wind ensemble instruments for beginning through advanced students, ages 4½ to 18. No auditions are required to join at the beginning and intermediate levels, only the desire to learn.

Downey School Consulting www.downeyschoolconsulting.com

E.V. Downey, with her nine years in admissions at St. Anselm’s and her personal experience with special needs children in schools, brings her knowledge of DC area schools to helping parents make informed decisions. Save hours of research since she has done the site visits. She can help analyze educational testing and the appropriateness of IEPs and school settings and provide advocacy services if necessary. E.V. customizes a set of best options. Advice on preschool to 12th grade.

The Etiquette Institute of Washington www.washingtonetiquette.com

The Etiquette Institute of Washington offers children, teens and families tailored dining etiquette and manners lessons for the modern age. From 3-week courses, to our signature Inhome Lessons and Girl Scout troop offerings, we pride ourselves on providing the ‘Art of Good Behavior’. Schedule Today at 202.670.7349.

CCN EDUCATION SPECIAL l AUGUST 2013

Joy of Motion Dance Center Atlas www.joyofmotion.org

Joy of Motion Dance Center (JOMDC) is a nonprofit dance education organization offering classes to adults and children 7 days a week throughout the DC region. Recognized in 2009 with the Mayor’s Arts Award for Outstanding Contribution to Arts Education, JOMDC lives its motto “Dance Is for Everyone.”

Kids First Swim Schools www.kidsfirstswimschools.com

The KIDS FIRST® Swim Schools are America’s largest provider of year round warm water swimming instruction, operating 16 locations across 5 states, teaching over 90,000 students annually. Offering Small Group Lessons, Private & Semi-Private Lessons and also Birthday Parties.

Kids Smiles of DC www.KidsSmiles.org.

Kids Smiles nonprofit children’s dental center will help your child keep a bright and healthy smile from the time that they get their first tooth through age 18. Quality care, waiting room education, and free community services. Kids Smiles also provides free dental screenings and dental health education in 60 Metro DC schools! School-based preventive services are also available. For more information call 202650-5238. Located at 4837 Benning Rd., SE.

The Learning Tree www.dclearningtree.org

The mission of the Learning Tree is to address the academic, social and developmental needs of K-5 students by providing integration and applications of the disciplines of science, technology, engineering and math (STEM). Offering afterschool homework assistance, tutorial service and enrichment programs. Located at the Holy Temple Church of Christ (across from Watkins Elementary School)

Little Loft www.littleloftdc.com

Little Loft opened in October 2012, the vision of a neighborhood mom and former DCPS art teacher. It serves as a creative haven for hundreds of children, both on the Hill and from surrounding neighborhoods. Our focus is on exploration, discovery, and self-expression through art. 511 11th St. SE 202-656-3808

National Speech/Language Therapy Center www.nationalspeech.com

National Speech services include individual and small group treatment for children with hearing impairments, special needs (including autism) and the child who is simply a delayed talker of mispronounces his/her sounds. FREE

screenings for children under 3 years of age. Half-day summer camp programs. Visit www. nationalspeech.com or call (202) 470-4185. 412 1st street SE, Rear Building, Lower Level

Reach 4 Success College Information Center www.reach4success.org

The College Info Center is dedicated to serving residents of the Greater Washington Area. One-on-one advising, specialized programs, and workshops are among the services provided to assist customers with all aspects of the college and financial aid processes as well as career planning. All services are free.

Reading and Language Learning Center www.readingllcenter.com

RLLC was founded in 2002 as a center for the treatment of dyslexia, language and articulation deficits. We also specialize in treatment of Autism spectrum disorders. In addition to treatment, the center provides full evaluations by certified Speech Language Pathologist. We provide services in our offices, client homes and public and private schools.

Technical Learning Center www.tlc-corp.com

Technical Learning Centers is a career training institute offering accredited Medical Assistant, Medical Office Administration, and PC Specialists programs. Transportation assistance, externships, job placement assistance, and financial aid are available for those who qualify. 1720 I St. NW Suite 200, 202-223 – 3500

TGIF After-school Tutorial & Humanities Program Website: Coming Soon

Want your child to blossom? TGIF Afterschool Tutoring and Humanities Program for kids 4 to 14 may be just the place for your child to gain self-confidence, discipline and citizenship skills. Caring youth educators offer homework help, music, dance, art – even basic karate. TGIF is open during all DC school closings, seasonal breaks and some holidays. Call today for more details.

The DC Dentist www.thedcdentist.com

Dr. Terry Victor DDS, is a Holistic and Biological dentist providing an alternative, comprehensive and balanced approached to oral care in a State-of-the-Art Eco-Friendly facility. At the DC Dentist we use advances in science and technology to provide patients with a customized experience that is less invasive, more effective and overall healthier to your oral care. Q

CAPITOL HILL CLUSTER SCHOOL

Peabody Primary Campus (PK3, PK4, K) 425 C Street NE (Newly renovated building) | 202.698.3277 · Responsive Classroom · Nurturing Environment · Arts Integration & Music Instruction · Story of Food Program Watkins Elementary School (Grades 1-5) 420 12th St SE | 202.698.3355 · Extended Project-based Learning · Engineering-focused Science Instruction · Exciting Music Instruction and Performances · Focus on High-Quality Math and Literacy Education Stuart-Hobson Middle School (Grades 6-8) 410 E Street NE (Newly renovated building) | 202.671.6010 · School Enrichment Model · Honors Courses in ELA, Science, Social Studies, Math · Spanish for all grades · Beginning, Intermediate, Jazz and PEP band · School sports teams: Football, volleyball, basketball, track teams & more

www.capitolhillclusterschool.org hillrag.com

DC’S CHARTER SCHOOLS: LEADING EDUCATION REFORM IN THE NATION’S CAPITAL! Ward 1

AppleTree Early Learning PCS - Columbia Heights • César Chávez PCS - Chavez Prep • Creative Minds International PCS • DC Bilingual PCS Briya PCS • E.L. Haynes PCS - Georgia Avenue • Hospitality High PCS • Howard University Middle School PCS • Inspired Teaching Demonstration PCS Meridian PCS • LAYC Career Academy PCS • Shining Stars Montessori Academy PCS • Booker T. Washington PCS • Carlos Rosario International PCS • Mundo Verde International PCS The Next Step/El Próximo Páso PCS • YouthBuild LAYC PCS

Ward 2

AppleTree Early Learning PCS - Riverside • Basis DC PCS

Ward 4

Bridges PCS • Briya PCS • Capital City PCS • Center City PCS - Brightwood • Center City PCS - Petworth • Community Academy PCS - Amos I Community Academy PCS - CAPCS Online • E.L. Haynes PCS - Kansas Avenue (Elementary School) • E.L. Haynes PCS - Kansas Avenue (High School) Hope Community PCS - Lamond • Ideal Academy PCS • Latin American Montessori Bilingual PCS (LAMB) • Paul PCS • Roots PCS • Sela PCS • Washington Latin PCS

Ward 5

Center City PCS - Trinidad • Community Academy PCS - Amos II • Community Academy PCS - Amos III • Community Academy PCS - Butler Global • DC Prep PCS - Edgewood Elsie Whitlow Stokes Community Freedom PCS • Friendship PCS - Woodridge • Hope Community PCS - Tolson • KIPP DC PCS - Connect Academy KIPP DC PCS - Spring Academy • Latin American Montessori Bilingual PCS (LAMB) • Mary McLeod Bethune Day Academy PCS • Potomac Lighthouse PCS • Tree Of Life PCS Washington Yu Ying PCS • William E. Doar, Jr. PCS for Performing Arts • Perry Street Prep PCS • Washington Mathematics Science and Technology PCHS

Ward 6

AppleTree Early Learning PCS - Lincoln • AppleTree Early Learning PCS - Amidon • AppleTree Early Learning PCS - Riverside • Center City PCS - Capitol Hill • Center City PCS - Shaw Eagle Academy PCS - New Jersey Avenue • Friendship PCS - Chamberlain • KIPP DC PCS - Grow Academy • KIPP DC PCS - Lead Academy • KIPP DC PCS - Will Academy Options Academy PCS • Options PCS • Two Rivers PCS • César Chávez PCS for Public Policy - Capitol Hill • Richard Wright PCS for Journalism and Media Arts

Ward 7

AppleTree Early Learning PCS - Oklahoma Avenue (NE) • Arts and Technology Academy PCS • DC Scholars PCS • KIPP DC PCS - Leap Academy • Friendship PCS - Collegiate Academy Friendship Junior Academy PCS - Blow-Pierce • DC Prep PCS - Benning Elementary and Middle • KIPP DC PCS - Promise Academy • KIPP DC PCS - KEY Academy César Chávez PCS - Parkside • Maya Angelou PCS • César Chávez PCS for Public Policy - Parkside • Friendship Collegiate Academy - Woodson IDEA - Integrated Design and Electronic Academy PCS • SEED Public Charter School of Washington, DC • St. Coletta Special Education PCS

Ward 8

Achievement Prep Academy PCS • AppleTree Early Learning PCS - Douglass Knoll • AppleTree Early Learning PCS - Parkland • Center City PCS - Congress Heights Community College Prep Academy PCS • Eagle Academy • Early Childhood Academy PCS • Excel Academy PCS • Friendship PCS - Southeast Elementary Academy Friendship PCS - Technology Preparatory Academy • Cedar Tree PCS - Howard Road • Imagine SE PCS • Ingenuity Prep PCS • KIPP DC PCS - AIM Academy KIPP DC PCS - Discover Academy • KIPP DC PCS - Heights Academy • KIPP DC PCS - College Preparatory National Collegiate Preparatory Public Charter High School • Somerset Prep Academy PCS • Thurgood Marshall Academy PCHS

Visit Our Website: www.dcacps.org or email us: redelin@dcpcsa.org