2017 BACK TO SCHOOL SUPPLEMENT
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In Memoriam Dr. Calvin W. Rolark, Sr. Wilhelmina J. Rolark THE WASHINGTON INFORMER NEWSPAPER (ISSN#0741-9414) is published weekly on each Thursday. Periodicals postage paid at Washington, D.C. and additional mailing offices. News and advertising deadline is Monday prior to publication. Announcements must be received two weeks prior to event. Copyright 2016 by The Washington Informer. All rights reserved. POSTMASTER: Send change of addresses to The Washington Informer, 3117 Martin Luther King, Jr. Ave., S.E. Washington, D.C. 20032. No part of this publication may be reproduced without written permission from the publisher. The Informer Newspaper cannot guarantee the return of photographs. Subscription rates are $45 per year, two years $60. Papers will be received not more than a week after publication. Make checks payable to: THE WASHINGTON INFORMER 3117 Martin Luther King, Jr. Ave., S.E Washington, D.C. 20032 Phone: 202 561-4100 Fax: 202 574-3785 news@washingtoninformer.com www.washingtoninformer.com
PUBLISHER Denise Barnes STAFF D. Kevin McNeir, Editor Ron Burke, Advertising/ Marketing Director Shevry Lassiter, Photo Editor Lafayette Barnes, IV, Assistant Photo Editor John E. De Freitas, Sports Photo Editor Dorothy Rowley, Online Editor ZebraDesigns.net, Design & Layout Mable Neville, Bookkeeper Dr. Charles Vincent, Social Sightings columnist Tatiana Moten, Social Media Specialist Angie Johnson, Circulation REPORTERS Stacy Brown (Senior Writer), Will Ford (Prince George’s County Writer), Hamil Harris, Tatyana Hopkins, Jade JamesGist, D. Kevin McNeir, Lauren Poteat, Dorothy Rowley, Sarafina Wright (General Assignment Writer) PHOTOGRAPHERS John E. DeFreitas, Shevry Lassiter, Roy Lewis, Demetrious Kinney, Mark Mahonny, Lateef Mangum, Travis Riddick
Educational Achievement Requires a Solid Game Plan It’s that time of the year again when millions of children across the U.S. must say farewell to those fun-filled, lazy days of summer and return to the classroom. But make no mistake – this is more than a perfunctory act and it’s more than an annual ritual demanding the participation of every age-appropriate child (five to 18 depending on the state). In fact, it’s much more than a rite of passage for youth as they move from childhood to adulthood. Providing quality education for all children is without question serious business. In this Back to School supplement, the Washington Informer’s editorial board has chosen the theme “Education: An Engine Powered by Preparation, Patience and Persistence.” We trust that our readers, especially those with schoolage children, whether K-12 or beyond, will find the articles and information included to be of benefit. We could list a litany of reasons why we believe in the ability of “quality education” as the best means to level the playing field which all youth must one day face as they travel along the paths of their chosen careers. But suffice to say, few could argue that education provides unique choices. Gone are the days of it being sufficient to master the three R’s of reading, writing and arithmetic. Today’s schoolchildren must contend with an incredibly longer list of “must learn” academic subjects – and the list faces constant revision at any given moment. As the world has grown smaller, particularly due to the development of the computer, the Internet and most recently the proliferation of and instantaneous nature inherent with social media, today’s youth must do more than just compete against their peers – they must stand toe-to-toe with young scholars from around the world. Perhaps it would be wise for parents to assist their children to develop a strategy – a solid game plan that they can follow throughout their academic journey. I share three life-changing experiences from my own sojourn to further punctuate this supplement’s theme. At the age of 10, I met the Pulitzer Prize-winning poet Gwendolyn Brooks when she came to read to children at the main library in downtown Detroit. Besides Brooks and her publicist, Dudley Randall, only four other Blacks were among the crowd: my aunt, my younger cousin, my mother and, of course, me. I remember telling Ms. Brooks how much I wanted to become a writer one day but was unsure where to begin. Her response: “Let God lead you and always believe in your own abilities. Then work at it every day, work as hard as you can and try to learn something new each day.” In other words, she advised me to ready myself and to prepare. Six years later, while in an advanced high school geometry class, I faced a beast that for a while, had the best of me. No matter how much I studied, the subject matter just did not click. I was dumbfounded. I was sinking fast – something I had never experienced before. But I refused to give up. I got a tutor. I worked with my teacher after school and during free periods. I kept trying and trying and trying. Then, it happened. The light suddenly came on. Theorems, angles, segments and formulas began to make sense – I was going to survive. Patience had paid off. Fast forward close to 20 years. I was a Ph.D. candidate at Princeton, one of only two Blacks admitted, and sitting in my very first class. The professor suggested that I chose another class, a different route after it became apparent that I, and I alone, had never had an academic course in philosophy. He said without hesitation and so loudly that the entire class could hear, that I would never pass his challenging course. But, he added, I might have a chance if I would commit to reading every required and recommended book on his course listing – all 650. So, I did. Later, during our required oral exams, he told my committee that I had “surpassed his wildest expectations.” He applauded my determination and my mastering of the material. And he admitted, he found it impossible to believe. Hours of study had turned into days, weeks, months and years. Persistence had been the key. Do you have your game plan in order? Are you willing to put immediate gratification on hold in order to achieve a future in which your dreams come true? Do you believe in yourself? I have come to realize that the only limits I face are those I impose on myself. So, as Arsenio Hall used to proclaim, it’s time to “get busy.”
“...few could argue that education provides unique choices. “
D. Kevin McNeir
Editor Washington Informer
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Early Childhood Education: The Bedrock of All Learning By Elizabeth A. Davis, President, Washington Teachers’ Union and Maurice Sykes, Early Childhood Education Consultant The Washington Teachers’ Union (WTU) views high-quality early childhood programs as the bedrock for all student learning and social-emotional development. The evidence is overwhelming that the early years are the most important learning years, and that children from birth through age 8 are building the brain architecture that will support their success in school and in life. There is a growing consensus that high-quality Pre-K programs have a significant impact on children’s intellectual and social trajectories, especially those who are economically disadvantaged, African American or Latino. Such young children may have early learning experiences in a variety of settings, including community-based programs, but historically early learning programs in community-based settings have
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“The evidence is overwhelming that the early years are the most important learning years...” not prepared youngsters from low-income homes for the elementary schools they enter. Nevertheless, when they enter elementa-
ry school they are expected to keep pace with their middle class peers in meeting increasingly challenging learning goals. In its report, Right from the Start, the American Federation of Teachers cites research that shows the most effective way to improve educational and economic opportunity for children—particularly disadvantaged children—is to provide high-quality early learning experiences that ensure a successful and seamless transition to elementary and secondary school, and beyond. It further states that qualified, competent and confident teachers, steeped in an in-depth understanding of child development and learning, and who know what is individually and culturally appropriate, for each child, are what is needed to promote high-quality learning environments. That’s why the WTU is taking a stand for young children by entering into a collaborative relationship with the DC Association for the Education of Young Children (DC AEYC) to create a plan to improve the quality of professional development opportunities for teachers in public schools as well as teach-
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ers working in community-based programs. We have embraced the Pre-K 3 to Grade 3 conceptual framework that promotes a seamless continuum of instruction that leads to grade-level reading by the end of grade 3. To guide our work, the WTU and the DC AEYC together have established an Early Childhood Teacher Task Force. Additionally, there are plans for an Early Childhood Teacher Collaborative where teachers will conduct teacher action research and learn and how to translate research into practice. Furthermore, we have plans for the creation of an Early Childhood Teacher Leadership Academy that will focus on the training and development of teacher leaders. The District of Columbia has a rich and robust history in terms of early childhood programs going as far back as 1960, with the Anacostia Pre-School Project (a prototype for the national Head Start program), to the landmark legislation, the Pre-K Expansion and Enhancement Act of 2008. However, in spite of this rich, robust history, the learning trajectories for DC’s youngest children are not encouraging. According to
the DC Office of the State Superintendent of Education (OSSE), the statistics are alarming. The school-year 2014-15, baseline data reports the proficiency rates in Reading/Language Arts alone are low: economically disadvantaged students have a proficiency rate of only 14.4 percent. The proficiency rate for African American students’ is 17 percent and for Hispanic/ Latino students 21.8 percent. This data present an alarming narrative regarding the likelihood of our most vulnerable children not reaching their full potential Recently, DCPS Chancellor Antwan Wilson identified a number of priorities to reverse the downward spiral of children’s learning and social trajectories. Chief among them are closing the achievement gap and increasing children’s social and emotional competence. We believe that DCPS cannot close the gap without a robust program to improve early childhood teaching and learning. We in the Washington Teachers’ Union are eager to work with the Chancellor in establishing such a program. BTS
The Washington Teachers’ Union: Fighting for Equity and Social Justice By Elizabeth A. Davis, President, Washington Teachers’ Union
The 5,400 members of the Washington Teachers Union have dedicated their lives to giving each and every DC student the education they need today to reach their full potential. The union, which I am honored to serve as president, works to ensure that the teachers have the resources and support they need to deliver excellence in teaching and learning. Our fight for educational excellence for all students has not been easy. We must continually advocate for equity in the educational opportunities that are made available to low income children of color and children from more affluent families. We know that every child can achieve if given the resources and support they need. But all too often educational resources in DC have been unfairly tilted toward the affluent areas of our city. The result is that over the past decade the gap between children of color and their more affluent white peers has widen by more than 44 scale score points. All too often, children from low income families come to school hungry, suffering from anxiety and unable to concentrate on their studies. But we in the Washington Teachers’ Union believe that if educators, administrators, parents and other community stakeholders collaborate as full and equal partners, we can create a school system in which all students can access educational opportunities and reach their full potential
VOUCHERS ARE NOT THE ANSWER
We do not believe that funneling public funds to private schools through vouchers is the
“We must continually advocate for equity in the educational opportunities that are made available to low income children of color and children from more affluent families.” answer. Enemies of public education say that giving parents vouchers paid for by tax dollars to send their children to for-profit private schools will force schools to compete with each other for “customers” and all schools will improve. This has proven to be nonsense. Voucher advocates say they are promoting “school choice.” But parents and educators are seeing that starving public school of funds merely pre-ordains their failure. So parents end up with no choice at all. They must pay to send their kids to schools where the main goal is making a
profit, not nurturing youngsters. Studies show that the education delivered by private schools is no better than the education delivered by properly funded public schools. The only thing different between private and public schools is that private schools cost both the public and the families that use them more money. (Vouchers never cover the complete costs). For-profit schools treat families as “customers.” Public schools, at their best, treat families, students, and the entire community, as partners striving together for excellence and equity in learning opportunities for all students.
COMMUNITY SCHOOLS PRODUCE HIGH QUALITY EDUCATION
And even if they have good intentions, schools that must make a profit off of their students cannot beat publicly-funded community schools in serving the needs of students burdened by poverty. Mayor Muriel Bowser has pledged to double the number of community schools in DC and the Washington Teachers’ Union has begun a campaign to support this goal. Community schools improve student learning by bringing together many partners to offer a wide range of supports and opportunities to children, youth, families and communities. These include academic resources, health and social services and opportunities for general community engagement. They help build stronger families and healthier communities. What’s more, they offer a personalized curriculum that emphasizes real-world learning and community problem-solving. Along with community schools, WTU has launched a
collaborative effort with DC’s new Schools Chancellor Antwan Wilson to bring The Algebra Project to DC public schools. This is a program to teach math and reasoning using methods tailored to the learning needs of many children who are burdened by Poverty. It was designed by Dr. Robert Moses, a Civil Rights Movement icon and math teacher who says that access to math literacy has all too often been limited to children from more prosperous homes and that such access “is the Civil Rights Movement of today.”
COLLABORATION: THE KEY TO EDUCATIONAL EQUITY
Furthermore, through collaborating with UDC’s Early Childhood Leadership Institute and other organizations, the Washington Teachers’ Union is developing plans to establish an Early Childhood Educator Academy, which will better equip teachers to work with young children, who are at the age when mental, physical and emotional patterns are first established. The Algebra Project, the campaign to increase the number of community schools in DC, and the Early Childhood Educator Academy are just a few of the examples of collaboration in action. For example, the Washington Teachers Union and DCPS have agreed to work together to focus more attention on the social and emotional learning of all students. Furthermore, collaboration is key to addressing another problem faced by DC public schools: the low rate of teacher retention. Much has been written recently about the high levels of teacher turnover that plagues our educational system. But what’s not often said is that the
highest levels of teacher turnover are in schools that can afford it the least: schools serving low income students who suffer the most from not being able to depend upon the type of nurturing that is possible only when teachers stay long enough to get to know the students and their needs. A survey conducted by the Washington Teachers’ Union showed that many teachers left DCPS to work in other school districts because the experienced frustration about the over-testing of children and the highly subjective system of evaluating the performance of educators. They also felt that their professionalism and experience were not valued when it came to developing educational policies Responding, in part, to this problem, Chancellor Wilson has pledged to broaden the decision making processes to include teachers, parents and the community. The Washington Teachers’ Union supports this goal 100 percent. We believe, and studies confirm, that working together, teachers, administrators, parents, students and community members can break down just about every existing barrier to delivering to students the educational opportunities they need and deserve. The Washington Teachers Union, which is the voice of DCPS educators, stands ready, willing, able and eager to work with the DCPS administration and all public school stakeholders to meet the challenges we face. Together, we can create a school system that assures each and every student receives the highest quality education possible, regardless of their race, class, ethnicity of zip code. BTS
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Back to School Preparation: More Families Need Help Arming Students By William J. Ford WI Staff Writer @jabariwill Lesley Spicer of District Heights spends much of her time wrestling with ways to achieve a workable daily budget for her brood of six children. While her teenage boys attended a Teen Summit in Capitol Heights hosted by United Communities Against Poverty [UCAP], the single mother stumbled upon clothing and shoes distributed outside at UCAPs community fair Aug. 5. She also registered to take home a book bag full of school supplies estimating that she’d saved $300 – money needed for other household expenses. “This came right on time. School shopping for shoes for my two boys [at District Heights Elementary] is done,” Spicer said. “To be able to come here and get something means less out of my pocket. Every little bit helps. It is truly a blessing.” As Spicer and thousands of other D.C. area residents prepare for the yearly back to school routine, assistance for these families comes from schools, nonprofit organizations and private businesses who continue to collect and donate basic items to help defray the costs of those less fortunate. Donated items include the ba-
sics: book bags filled with pencils, notebook paper and other essentials estimated at $40 apiece. The cost increases as children enter middle and high school. The state of Maryland requires children to be immunized before the 2017-18 school year begins Sept. 6. Fortunately, several clinics, health care providers and pharmacies offer free checkups and health screenings. Shoppers can currently take advantage of the annual “Shop Maryland Tax-Free Week” where apparel and footwear $100 or less per item are exempt from the state’s 6 percent sales tax. It ends Saturday, Aug. 19. To boost a child’s appearance, the first 350 children ages 5 to 12 whose parents registered for a community event Friday, Aug. 18 at Marlow Heights Community Center will receive free haircuts and hairstyling. The center stands in an underserved community in Prince George’s County whose financially strapped residents can take advantage of a program known as the Transforming Neighborhood Initiative. DC Public Schools doesn’t organize school or community donation events, said Janae Hinson, spokeswoman for the school system. However, people can go online at https://dcps.dc.gov/page/make-donation-dcps and donate art supplies, school uniforms, computers
and printers. “Small things like having a good, sturdy pair of shoes, a clean polo shirt and even a nice haircut help improve [a student’s] self-esteem,” said Steve Majors, spokesman for the nonprofit advocacy group, Communities In Schools. “Over time, parents, members of the community and teachers have realized we have to do more. Just providing the basics and telling them what they need isn’t enough.” The Arlington-based organization has staff and volunteers in 2,300 schools in 25 states that partner with other groups to offer school uniforms, mentoring and tutoring programs. The group doesn’t have partnerships with schools in Maryland but it does with seven schools in the District. For the last three years, Communities In School collaborated with Huntington National Bank headquartered in Columbus, Ohio, on a Backpack Index, an annual survey to assess school supplies, clubs, sports and other expenses. According to the survey conducted in eight states, expenses in the last decade have increased by 88 percent for elementary students, 81 percent for middle school students and 68 percent for high school students. The figures on what parents can expect to spend per child this school year are:
n $662 for those in elementary school – a 1 percent increase from last school year; n $1,000 for middle schoolers – a 5 percent increase; and n $1,489 for high schoolers – about $9 less or a 1 percent decrease. The figures don’t include school uniforms and items teachers will spend and ask parents to help provide such as copy paper, facial tissues and hand sanitizer. Crystal Johnson’s expenses will inevitably rise once she leaves Shephard’s Cove, a shelter for women and children in Capitol Heights. As of Aug. 9, Johnson waited for the local apartment that she’ll soon call home to pass inspection. According to Prince George’s school boundaries based on her
new address, Johnson’s 11-year-old daughter would start sixth-grade at Walker Mill Middle School in Capitol Heights. Her daughter finished the previous school year at Glenridge Elementary in Landover Hills that houses students in pre-kindergarten through sixth grade. “There’s been so much going on but I have received a lot of help,” said Johnson, who’s been living on disability for more than 10 years. “The shelter will help with school supplies and other stuff. Just getting my daughter off to a good start in school and getting settled again is my main [priority].” BTS
Back to School Supplies Based on grade level, here’s a list of some back to school items. Prices may vary:
ELEMENTARY SCHOOL:
Pencil box:..................$1.99 Elmer’s glue: ..............$1.99 Crayola crayons (24):.$2.49 Pencil sharpener: .......$2.49 Two No. 2 pencils from Staples: .............$2.99 Composition notebook: ..................$3.29 T-I 15 calculator: .......$19.99 Backpack from Target: .......................$19.99 Estimated total: ........$55.22
HIGH SCHOOL:
Protractor: .................$1.49 500 index cards: ........ $5.49 SanDisk 8GB flash drive: ................. $8.99 Staples assignment book: .........................$9.99 One foreign language dictionary: ................. $18.99 ACT/SAT prep book: $19.99 Backpack from Target: .......................$32.99 T1-84 Plus graphing calculator: ..................$119.00 Estimated total:.........$216.93 Courtesy: Huntington National Bank
MIDDLE SCHOOL:
Pack of graph paper:...$2.79 Scissors:......................$3.99 Pencil bag:..................$4.59 Spiral notebook from Staples:..............$4.81 10 pocket folders: ......$8.49 Staples sheet protectors: .................$13.79 Backpack from Target:........................$35 T1-84 Plus graphing calculator: ..................$119.00 Estimated total: ........$192.46
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Welcome Back to School!
Helping Your Child Excel Academically Check out the facts:
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3333 14th Street, NW, Suite 210 Washington, DC 20010 202-328-2660 dcpublic@dcpcsb.org dcpcsb.org
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Back-to-School Health: Finding Your Child a Medical Home By Dr. Megan Hollis This August, families are preparing for a new school year. For many parents, that means going to the doctor to get our kids their required check-ups. A yearly well-child visit is a great first step in keeping our children healthy, but is it enough? Children deserve the best healthcare they can get. This begins with having a “medical home,” a place where your doctor knows your whole health story. I have been a primary care doctor in DC since 2012, now working at Community of Hope’s Conway Health and Resource Center. Every day I see why every family should have a medical home. When you have a medical home, you have a relationship with a trusted doctor who knows you. They know your history and keep track of your conditions and medications. People of all ages can benefit from having a medical home, especially children.
“Children deserve the best healthcare they can get. This begins with having a ‘medical home,’ a place where your doctor knows your name and your story.”
In a medical home, your doctor can get to know the big picture of your family’s health. For example, if I am helping a mom manage her diabetes, I know to look for signs of it in her kids. If one child has asthma, I will watch the brothers and sisters for symptoms as well. Medical homes also help guide you through the complex healthcare system. Does your family have many doctors who provide dialysis, physical therapy or other specialty care? It can be a lot to manage. A medical home can help you keep track of it all. A medical home also encourages you to keep coming back to the same doctor over time. Here at Community of Hope, we have some adult patients who have been seeing us since they were children. Some are now bringing their kids to see us, too. In fact, we now have a baby whose mother and grandmother have been our patients too. Those longterm relationships make it easier to give and receive great care. Sadly, less than half of DC
children have a medical home, according to the Child and Adolescent Health Measurement Initiative. Of children whose family income is below the federal poverty line, only 38% are getting the complete care they deserve. What’s the alternative? For families who don’t have a regular doctor, parents may take their children to the emergency room when a problem comes up. In the case of asthma, a good doctor might have spotted symptoms and offered care before it became an emergency.
So as you schedule those backto-school check-ups, maybe now is the time to find your kids a medical home. As a doctor, I urge you to find a provider who will take the time to get to know your family. Community health centers like Community of Hope are a great place to start. We can get you scheduled within just a few days. While you’re here, check out our dentistry and other services. We are accepting new patients of all ages, and hope you will come visit us. BTS
HEADED BACK TO SCHOOL?
VISIT THE CONWAY HEALTH AND RESOURCE CENTER Don't forget to schedule your child's dental cleaning, required shots and annual physical!
✔ Open Saturdays ✔ Same-day Appointments ✔ Most Insurance and Medicaid Plans Accepted
202.540.9857 This program is funded in part by the District of Columbia Department of Health.
www.communityofhopedc.org
202.540.9862
MEDICAL DENTAL
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Young Adult Learning Center in the cabling field. n Counseling and youth development support services that young people need to get back on the right track.
By Dr. Sean Yisrael
PROGRAM
The Maya Angelou Young Adult Learning Center (YALC) provides academic and workforce development to older youth/young adults, ages 17-24, who do not have a high school credential, and particularly those transitioning from incarceration. The YALC offers: n Academic programs for students to make progress towards their GED. n OSHA 10 Certification and career internships that provide employment and skills training through Home Builders Institute. n Seeds For Success worklearn program through a partnership with the Department of Public Works and Department of Employment Services, offering paid internships with potential full-time employment n Cabling Communications course, offering a C-tech certification, one of the top credentials
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HISTORY
“We are directly tackling a cycle where poverty, poor education, and bad decision making leads to juvenile delinquency...”
When the See Forever Foundation assumed management of the educational program at New Beginnings Youth Development Center (formerly Oak Hill Detention Center) in 2007, we also opened an extended day educational program, The Maya Angelou Young Adult Learning Center (formerly the Maya Angelou Transition Center), to support the young men from New Beginnings to transition back into the community – one of the most vital steps in juvenile rehabilitation and in reducing recidivism. Upon opening the Maya Angelou Young Adult Learning Center (YALC), we quickly realized that existing services and programs for juvenile ex-offenders, court-involved youth, and disconnected and/or disengaged youth throughout the city were fragmented, and
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in many cases, inadequate. This is of particular note with respect to the needs of older, under-credited youth, most of whom face significant academic and socio-emotional deficiencies. While this problem directly affects the youth we work with, it is a systemic problem in Washington, D.C., and nationally for young people who have disconnected from school and work. Through our work at the YALC, we are directly tackling a cycle where poverty, poor education, and bad decision making leads to juvenile delinquency and incarceration
as a youth, and then an adult life of intermittent work and incarceration. Our goal is that the Maya Angelou Young Adult Learning Center serves as a gateway to life success for disengaged, disconnected and disenfranchised students throughout the District of Columbia. 5600 East Capitol Street, NE, Washington DC 20019 (202) 289-8898 | Fax: (202) 289-8897 http://www.seeforever.org/maya-angelou-public-charter-schools/ young-adult-learning-center/ BTS
Four Million Low-Income Americans Have Crossed the Digital Divide Through Comcast’s Internet Essentials Program Comcast recently announced that its acclaimed Internet Essentials program, the nation’s largest and most comprehensive highspeed Internet adoption program, has connected more than four million low-income Americans, about one million households, to highspeed Internet service at home. The company also announced three key program enhancements: n For the fourth time in six years, Comcast will increase the program’s Internet service speeds, this time from 10/1 Mbps to up to 15/2 Mbps. Doing so will enable more family members to connect more devices to the Internet so they can all be online simultaneously. n To help family members connect to the Internet on the go and save money on their wireless bills, Internet Essentials customers will now enjoy 40 hours of free out of home WiFi access per month to the company’s growing network of 18 million Xfinity WiFi hotspots.
n Comcast is also expanding its pilot program for low-income senior citizens from five cities and metropolitan areas to twelve. These enhancements are being offered for no additional cost to either new or existing customers and reaffirm Comcast’s commitment to bringing the transformative power of the Internet into more low-income homes. David L. Cohen, Senior Executive Vice President and Chief Diversity Officer of Comcast Corporation, made the announcement in Miami with six-time Olympic medalist Jackie Joyner-Kersee, who will serve for the second year as Internet Essentials’ national spokesperson. Cohen also introduced Adamari López, host of Telemundo’s Un Nuevo Día, who will become the program’s first ever national Hispanic spokesperson. The three kicked off a multicity tour, which will run through October. “When we started this program
six years ago, we never imagined four million low-income Americans would benefit from it,” said Cohen. “We also never would have reached this milestone without our amazing, dedicated nonprofit partners, elected officials, educators, employees, and advocates who were all united by the belief that the Internet is essential, not only to compete in the 21st century economy, but also to be connected to loved ones and the world. While this milestone is a wonderful moment to celebrate, it also inspires all of us to keep going to connect even more families to all that the Internet has to offer for education, jobs, healthcare information, news, entertainment, and communication.” Since 2011, Comcast has invested nearly $350 million in cash and in-kind support to fund digital literacy initiatives nationally, reaching nearly 5 million people through our nonprofit community partners. BTS
A WORLD OF OPPORTUNITY, NOW FROM HOME WHEN OUR COMMUNITIES THRIVE, SO DO WE.
$9.95 PER MONTH + TAX
NO TERM CONTRACT NO CREDIT CHECK NO INSTALLATION FEE IN-HOME WiFi INCLUDED
LEARN MORE. DO MORE. SHARE MORE. Internet Essentials from Comcast brings affordable, high-speed Internet to your home and greater access to what’s important to you. You may qualify if you have at least one child who is eligible for the National School Lunch Program or if you receive HUD housing assistance. SM
APPLY NOW AT InternetEssentials.com
1-855-339-2238
Restrictions apply. Not available in all areas. Limited to Internet Essentials service for new residential customers meeting certain eligibility criteria. Advertised price applies to a single outlet. Actual speeds may vary and are not guaranteed. After initial participation, if a customer is determined to be no longer eligible for the program but continues to receive Comcast service, regular rates will apply. Subject to Internet Essentials program terms and conditions. Call 1-855-846-8376 for restrictions and complete details, or visit InternetEssentials.com. © 2017 Comcast. All rights reserved. Internet Essentials is a program to provide home Internet service for families. It is not a school program, and is not endorsed or required by your school. Your school is not responsible for Internet Essentials accounts.
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DC’S CHARTER SCHOOLS: LEADING EDUCATION REFORM IN THE NATION’S CAPITAL! WARD 1
AppleTree Early Learning Center PCS - Columbia Heights • Carlos Rosario International PCS • Cesar Chavez PCS for Public Policy - Chavez Prep • E.L. Haynes PCS - Middle School District of Columbia International School • Howard University Middle School of Mathematics and Science PCS • LAYC Career Academy PCS • Meridian PCS The Next Step/El Proximo Paso PCS • YouthBuild PCS
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BASIS DC PCS • Goodwill Excel Center PCS
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Capital City PCS - High School • Capital City PCS - Middle School • Capital City PCS - Lower School • E.L. Haynes PCS - High School • E.L. Haynes PCS - Elementary School Friendship PCS - Online • Hope Community PCS - Lamond • Ideal Academy PCS • Latin American Montessori Bilingual PCS • Paul PCS - International High School Paul PCS - Middle School • Roots PCS • Washington Latin PCS - Upper School • Washington Latin PCS - Middle School • Center City PCS - Brightwood Center City PCS - Petworth • Sela PCS • Breakthrough Montessori PCS
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2017 BACK TO SCHOOL SUPPLEMENT / www.washingtoninformer.com
Parents, Teens Worry About Grades and Friends as School Begins
By Stacy M. Brown WI Senior Writer
Going back to school provides both excitement and anxiety for students and their
parents. At least, that’s what many respondents say in a recently-released survey of children and their guardians. Thirty-one percent of parents
Woodrow Wilson High School in Northwest, D.C. /Photo By DC Schools\
surveyed in an Ebates “Back to School” survey said they aren’t excited about the new school semester because they’ll miss spending time with their children. Meanwhile, students list-
ed free time as the top reason they weren’t excited about the end of summer with 49 percent saying they’ll miss the down time. Eighteen percent of parents said they’re worried about their children being bullied compared to only four percent of the children surveyed. As for that dreaded “H” word – homework – 37 percent of the students listed it as the reason they weren’t anxious to return to school. And although parents frowned upon the prospect of shuttling their children to and from school, only two percent of the students surveyed said they hate riding the school bus. On the other hand, the delights for students included being excited about spending time with their friends and starting sports while parents looked forward to their children learning new subjects and having more “me” time. “The back to school season brings many different emotions and at Ebates we want to make the shopping portion of back to school as easy and stress-free as possible,” said Amit Patel, CEO of Ebates.
“We understand that staying within budget and choosing the right items are important for teens and parents and Ebates makes it easier and more affordable than ever to shop for everything you need – no matter where you are,” Patel said of the reason behind the national survey conducted by Propeller Insights in June. More than 1,000 adults and 500 teens took part in the survey. But, for parents, it’s not just about shopping. “We worry a lot about our son having good teachers and a safe surrounding,” said Denise Fisher whose son attends Woodrow Wilson High School in Northwest. “The fun part is clothes and materials shopping; the hard part is knowing to what degree my child will be educated and how serious the educators are about teaching my child,” Fisher said. The Ebates survey also noted that teen boys and girls revealed that the most important items to have for back to school are new clothes, new shoes and new school gear. They also ranked a new haircut and new makeup as somewhat important. Parents’ opinions stack up similarly. They ranked as very important, a new haircut, new shoes, new clothes and new school gear. Further, almost one-third of teens said the most important thing they wish for on the first day of school is making sure they’re in classes with their best friends and getting the classes they want. Students also listed as important: getting placed in an honors class; being placed in a class with someone for whom they have a crush; and getting the teachers they want. Overall, when asked how teens feel about going back to school, 75 percent said they enjoy it, with nine percent admitting that they really love it. “That’s half the battle,” Fisher said. “If I know my child really loves school, then there’s no pressure on me to have to convince him that it’s best for him and there’s no stress in getting him up in the mornings for school,” she said. BTS
www.washingtoninformer.com / 2017 BACK TO SCHOOL SUPPLEMENT
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Tips for Students : Future Health Professionals and Scientists By Lynne Holden, M.D President Mentoring in Medicine, Inc
Mentoring in Medicine, Inc’s mission is to engage, educate and empower the next generation of health and science professionals.
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I wanted to be a doctor since the age of six inspired mostly by the television character Marcus Welby, MD (from the 60’s television show) and my pediatrician, Albert Gaskins, MD. However, without someone to guide me personally along the path to achieve my dream, the journey was challenging. I was fortunate to have a village of supporters-my parents, educator, neighbors, church members- who helped me along the way. However, many young people today struggle to navigate the distractions of society, to find opportunities to enrich their experiential learning and to develop a network of supporters. I have practiced Emergency Medicine in one of the nation’s busiest urban Emergency Departments in the Bronx, NY for twenty-two years. I am also co-founder and president of a nonprofit organization called Mentoring in Medicine, Inc. (www.medicalmentor.org). The mission of Mentoring in Medicine is to engage, educate and empower the next generation of health and science professionals from elementary school to career through school based programs, community events and virtual programs. We have helped over 500 students have achieved their dream of becoming a biomedical professional. As I reflect on my journey, there are many strategies I would have used to better navigate my path. However, there are three that are essential and I wish that I would have known in preparation for a health and science career. Time management is key. It is critical to get into the habit of setting and maintaining a structured schedule accounting for activities during all twenty-four hours. Find out more at http:// www.educationcorner.com/effective-time-management.html. The schedule should be easily accessible and reevaluated every week. Where could time be better utilized—too much television, getting in bed too late? Is there enough time allotted for studying including the weekends? Is there time included for a hobby or fun activity? Is there time
2017 BACK TO SCHOOL SUPPLEMENT / www.washingtoninformer.com
for breakfast, lunch and dinner? What about family time to discuss the events of the day? Students should be encouraged to put upcoming tests and projects on their calendar. Long term assignments should be divided into smaller manageable chunks. Students should complete a little bit each day and to not to wait until the night before. If your child is planning to take the college admissions exam (SAT or ACT), encourage him/her to sign up for a daily practice question beginning in freshman year. The College Board (makers of the SAT) will send an SAT practice question a day http://sat.org/qotd. Although preparation for such standardized exams is necessary, Khan Academy has developed free preparation materials and students should be informed of the need to complete and then review many, many practice questions and full length mock exams to learn the language of the test. Pursue year round learning opportunities inside and outside the classroom. First, even though each of us is a mixed model learner, the predominant type (visual, auditory, reading or kinesthetic) can be identified and specific successful strategies offered by taking a 10 minute quiz at www.vark. com. Students should incorporate specific strategies into their study routine. Secondly, create a space conducive to studying. This space should be quiet and clutter-free with minimal distractions. Thirdly, encourage learning outside the classroom. Encourage reading. Allow students to pursue a hobby. Students should participate in activities after school, on the weekends and especially during the summer. Visit free museums, tour colleges, attend weekend enrichment programs and partic-
ipate in educational fairs. Find out about local opportunities at https://www.dcstemnetwork. org/. Older children should be encouraged to volunteer in their community. It cannot be emphasized enough-summers should be used to gain additional experience in a field of interest. Lastly, caregivers should get involved in their child’s academic journey. Every voice counts! Strive for good mental and physical health. First, communicate with your child routinely. Listen to the concerns and address them in a timely fashion. Children are dealing with many distractions (bullying, drugs, etc.) and need help navigating their world. Next, it is important for children to eat a healthy diet, get plenty of rest and adequate exercise. Visit https://www.choosemyplate.gov/MyPlate for more information. Excessive sugar and salt should be eliminated. Meals and snacks should incorporate mostly fruits and vegetables. Whole grains should be encouraged. Water from safe sources should be consumed limiting soda and drinks containing high fructose corn syrup. Each morning should begin with a healthy breakfast to ensure that the brain has enough fuel to function at its best. For children and adolescents, 60 minutes or more of daily moderately intensive exercise has proven to increase both mental and physical health as described on https://www.choosemyplate. gov/physical-activity. We-parents, educators, neighbors, church members, etc.-are the village that it takes to raise the next generation of health and science leaders in our society. There are nearly 200 health and science careers for children to consider https://explorehealthcareers.org/ and https://www.sciencebuddies. org/science-engineering-careers. Our biomedical leaders have to display academic, social and emotional intelligence. At each stage of the educational journey, there is fundamental preparation that is necessary—and that preparation begins now. To find out more about Mentoring in Medicine, Inc. programs and events, please visit www.medicalmentor.org BTS
‘Extended Year’ Seeks to Enrich Learning But Recently Instituted Program Yields Mixed Reviews By Sarafina Wright WI Staff Writer
Eager school children participate in classroom activities. /Photo courtesy of DCPS.
DOES YOUR SCHOOL HAVE THE NEXT D.C. WINNER?
3 6 TH ANNUAL WASHINGTON INFORMER SPELLING BEE OPEN TO STUDENTS IN GRADES 3 - 8 DC PUBLIC, CHARTER, PRIVATE, PAROCHI AL AND HOME SCHO OLS ARE ELIGIBLE TO PARTICIPATE
EARLY BIRD ENROLLMENT NOW OPEN UNTIL OCTOBER 15, 2017 REGULAR ENROLLMENT: OCTOBER 15 2017 - DECEMBER 12, 2017 WWW.SPELLINGBEE.COM
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In an attempt to curb summer learning loss more than 4,000 students in District of Columbia Public Schools [DCPS] received more time in the classroom this year. Starting with the pilot program at Raymond Education Campus in 2015, the ‘Extended Year’ program branched out to 10 additional schools primarily in Wards 7 and 8. “By combating summer learning loss and giving students more time to learn and explore, Extended Year schools are showing what it means to give all Washingtonians – beginning with our youngest residents – a fair shot at success,” Mayor Bowser said. “I am proud of the students participating in our Extended Year programs and I am grateful for all the educators and families who are making these extra days a success,” she added. With Extended Year, students receive 200 days of learning, or one month of extra instruction. School officials estimate that students who attend an Extended Year school starting in kindergarten gain an additional year of learning by the time they reach the eighth grade. “DC Public Schools is thankful for Mayor Bowser’s investment in Extended Year schools. Additional time in school means our students experience more instructional and enrichment opportunities in everything from math and English language arts to world language and music,” said Antwan Wilson, DCPS chancellor. But one member of the State Board of Education who represents Ward 8 believes that extra time in school brings with it some collateral damage. “I think parents have run into some difficulties from what I’ve heard having one child out of school and one child in, or two in school and one out of school,” Markus Batchelor said. “It’s just a hassle. From the feedback I’ve heard, how parents envisioned planning their summers and their childcare were thrown off.” Batchelor says the intent of
Extended Year remains to give teachers more opportunity to enrich their students doing things they normally wish they had more time to do. “The feedback is mixed from teachers,” he said. “I think they wish that they had been brought in on this plan earlier. It obviously puts an extra obligation on teachers who feel like they didn’t have a choice to work those extra four weeks.” Batchelor contends that for teachers those extra 20 days in the classroom gives them less time to plan and less time to rest. “This was our first year so some of that is growing pains and some of that we’ll have to take a closer look at and try to rectify,” he said. By design, the 11 schools participating such as Garfield Elementary School, Hart Middle School, Hendley Elementary School, Kelly Miller Middle School and Randle Highlands Elementary School can be found in either Wards 7 or 8. Research suggests that time away from school during the summer contributes to the achievement gap. Students from low-income families often lose more than two months of reading achievement during the summer while their middle-class peers continue making gains, DCPS said in a statement while making the case for Extended Year. “Many of our low-performing schools are east of the river and in Ward 8 in particular and so that’s why we got a large amount of Extended Year schools,” Batchelor said. Students at Extended Year schools return Monday, Aug. 14 – one week before most return to school on Aug. 21. “The intent was to pilot the program not in any given sections of the city but at schools that had the hardest time in academic achievement, giving students who were the furthest behind more time to learn and more time in the classroom,” he said. “I think we have to do a better job at engaging our stakeholders at the school and community levels. My hope is that it’s growing pains, but if it’s not we need to figure out what the best fix is.” BTS
www.washingtoninformer.com / 2017 BACK TO SCHOOL SUPPLEMENT
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Twelve Years Later: Class of ‘Katrina’ Set to Graduate But Many Still in Need of Mental Health Services
By Stacy M. Brown WI Senior Writer The Katrina Class – the kindergarteners who entered school after Hurricane Katrina wreaked havoc in New Orleans – will soon begin their senior year of high school. Most say they’re thrilled with the prospect of entering the adult world but questions remain about the educational experience of today’s seniors compares to a dozen years ago. Erika McConduit-Diggs, the president and CEO of the Urban League of Louisiana, said it’s also important to consider whether the students are more likely to graduate, have access to mental health resources and how they may have been affected by changes to the school system – one that’s now rooted in choice. As the parent of a high school senior, McConduit-Diggs has watched the Katrina class grow up. She has also been an influential player in many of the reforms that have transformed public education in New Orleans. “The educational experience of today’s public-school seniors is one of expanded choice. With few exceptions, seniors 12 years ago could not choose which schools they wanted to attend,” McConduit-Diggs said. “Rather, they were assigned to schools based on their zip codes. Additionally, through Louisiana’s Jump Start program, high school students now have the opportunity to obtain additional credentials through dual enrollment in identified demand-sector career tracks, greatly increasing their marketability in the economies of the future,” she said. All students are required to take the ACT – the nation’s most popular college entrance exam that’s accepted by all universities and colleges in the U.S. The ACT, which has been based on what students learn in high school and provides personalized information about their strengths for education and career planning, counts as another change in the post-Ka-
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trina context with New Orleans’ average improving twice as much as the state. Also, nearly half of the senior class of 2016 were eligible for Louisiana’s Taylor Opportunity Program for Students, a state college scholarship initiative, almost doubling the number of students enrolled in college, from 25 percent in 2005 to 64 percent – a dramatic 37 percent increase from 2004, McConduit-Diggs said. “However, achievement gaps continue to persist based on race, economics and for students with disabilities. Advancing equity and excellence must be central to our strategy for success,” she said. With nearly a 20 percentage point jump since Hurricane Katrina, the graduation rate has greatly increased. However, recent fluctuations indicate a leveling-off between a 72 percent and 77 percent graduation rate, evidencing more work to be done, McConduit-Diggs said. She notes that given the impending implementation of Louisiana’s ESSA plan, educators must double-down to quickly advance growth in the city and state. “Sadly, there’s still a great need for mental and behavioral health services for our students. Today’s seniors were Katrina’s kindergarteners,” McConduit-Diggs said. “They have experienced the trauma of being shifted between cities, states, schools, cultures and communities. They’ve witnessed family members deal with the on-going effects of rebuilding after a life-altering and even shattering, unprecedented event. “Layered on top of that is the strong presence of growing poverty and violence in New Orleans – a city with one of the highest instances of shootings and a nation-topping murder rate. As the country struggles with access to healthcare, it is imperative that Louisiana find solutions to ensure the care and success of our students,” she said. BTS
From left to right, Erika McConduit-Diggs, president and CEO of the Urban League of Louisiana; Dr. Evelyn Jackson, program director of Urban League Project Ready; Jomyra Mathis, senior at Landry-Walker High School; Theronae Armstrong, senior at Landry-Walker High School; Mya Cooley, senior at Landry-Walker High School; and Dr. Renee Lewis C
2017 BACK TO SCHOOL SUPPLEMENT / www.washingtoninformer.com
www.washingtoninformer.com / 2017 BACK TO SCHOOL SUPPLEMENT
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