Hillrag Educational Supplement 2013

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

4 .........Education Reform 2.0Is the D.C. Education Reform MovementEntering Its Second Phase?{by Jonetta Rose Barras

12 .......Student Driven LearningFreedom to choose is a hallmark ofMontessori and Reggio Emilia Schools{by Ellen Boomer

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

24 .......City For LearningThe Washington Metro Area HasThousands of Opportunities For Kidsto Learn In Their Environment{by Kathleen Donner

28 .......ResourcesSchools, Preschools, After-Schoolsand More

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12On the CoverTOP ROW, LEFT TO RIGHT:1 ........Kids studying2 ........BWS Junior-Kindergarten Students 3 ........Maury third graders delighting in the butterfl y they raised from larva, giving it love before the big send-off.Photo: Elizabeth Nelson.

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 French2 ........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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4 CCN EDUCATION SPECIAL l AUGUST 2013

WHEN newly elected Mayor Vincent C. Gray selected Kaya Henderson as D.C. Public Schools chancellor, many parents and acti vists, including those with charters, were excited about the educati on reform movement’s next stage.

Phase one, launched by the Public Educati on Reform Amendment Act of 2007, had been tumultuous, insti gati ng radical changes in the governance and infrastructure. Offi -cials replaced the existi ng school board with an impotent State Board of Educati on; implemented a billion-dollar faciliti es modernizati on program; and closed dozens of schools. With Mayor Adrian M. Fenty’s enthusiasti c backing, then-Chancellor

Michelle A. Rhee fi red hundreds of people and hired unprec-edented numbers of new principals. She also muscled through a groundbreaking union contract that incorporated a tougher teacher evaluati on centered on student test scores.

Some people praised Fenty, Rhee and faciliti es czar Allen Lew for making quality public educati on the government’s prime directi ve. “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’ confi dence that reforms would conti nue. Her aff able per-sonality persuaded them she would be a warmer, more

{Education Special 2013}

Education Reform 2.0Is the D.C. Education Reform Movement

Entering Its Second Phase?

{by Jonett a Rose Barras}

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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inviti ng leader.“I hoped there would be more eq-

uity, 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 educati on reform has re-mained 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 Ar-cher, a Ward 2 parent and blogger.

No New AgendaThe reform law anti cipated a fully

involved mayor, driving improvements in DCPS while harnessing the charter movement to enhance citywide aca-demic achievement. It mandated a new regime of reporti ng and performance requirements for charters but did not interfere with their independence. If

the panoply of reforms could improve DCPS, it could result in competi ti on be-tween it and charters, benefi ti ng all of the city’s children.

But Gray didn’t assume the mantle of reform with the same vigor as his pre-decessor. “I think Vince got hamstrung by Lorraine Green and that crew,” said Ward 7 parent Greg Rhett , referring to the mayor’s 2010 transiti on team. “He was up against the wall from day one.”

That’s true. Soon aft er formally tak-ing offi ce in January 2011, Gray was drawn into a personnel controversy: Key politi cal appointees hired their children for government jobs. Exacerbati ng 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. Multi ple investi gati ons ensued, includ-ing one by the U.S. Att orney. Thus far, there have been guilty pleas by former Gray campaign aides and allegati ons of a $653,000 “shadow” operati on, allegedly

fi nanced by millionaire businessman Jef-frey Thompson.

The new mayor also was distracted by other aspects of his job, including extending various offi ces and agen-cies his predecessor had eliminated or downsized. Further, he seemed fo-cused on economic development, in-cluding growing the city’s tech-related industry. People, like Rhett , didn’t see the latt er economic development and educati on as mutually exclusive.

“How can you hold a separate eco-nomic development summit and a sepa-rate educati on summit,” he asked. “Peo-ple are working in isolated boxes and are not connecti ng the dots.”

When Gray’s commitment to educa-ti on reform was questi oned, as evidence of his allegiance, he cited weekly meet-ings with the chancellor; the success in bringing District special needs students back from other citi es; and his universal pre-kindergarten program. But reform-ing a massively dysfuncti onal system like

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.

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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 af-ter taking office, the mayor delivered his first major speech on education re-form,” said At-Large Council member David Catania, chairman of the Commit-tee on Education. “Waiting 900 days is not leadership.”

Henderson, co-producer of educa-tion 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 achieve-ment 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 char-ters. “You can’t complain that we’ve not done schools east of the [Anacostia] Riv-er, 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

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

Achievements UnderGray-Henderson

In fairness, the Gray-Henderson team has ushered in some improve-ments. DCPS adopted the national Com-mon Core standards and was among the first in the nation to develop an ac-companying curriculum. The chancellor doubled down on the teacher evaluation system, creating a new category that could jettison poor performing instruc-tors even faster. She also improved op-portunities for teacher development.

DCPS improved its handling of its truancy problem at the elementary level. More special needs students re-turned to local schools from expensive private placements. Henderson pre-sented Capital Commitment, a five-point strategic plan.

“On a school-by-school basis, I think Chancellor Henderson is doing a fair amount of work,” said Matthew Fru-min, 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 compartmen-talization could be expected from par-ents, particularly those disillusioned with the movement and feeling forced to effect improvements at their individ-ual schools. But the law mandated that the government operate universally, en-suring quality education for all citywide. That hasn’t happened.

Henderson has defended her ten-ure. 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 contro-versy with a lack of urgency,” Hender-son 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 in-equalities in funding; revolving person-nel 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 non-profit 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 evi-dent in public schools have been driven in no small measure by parents. Groups of them started many of the city’s char-ters. On Capitol Hill, Suzanne Wells and other parents led a renaissance of el-ementary schools and then developed a middle-school reform plan adopted by Rhee. Ward 5 residents’ demands resulted in DCPS deciding to build a mid-dle-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 ed-ucation, Abigail Smith to put “everything together with a nice neat bow,” said Pick-ens. 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 administrati on to announce a policy for leasing long-empty DCPS buildings to charters—something for which they had been pleading for years. There has been increas-ing talk about collaborati on between DCPS and charters. And there was Gray’s speech: He acknowledged “revoluti on-ary changes” had been made, which were “the right things to do.” But he said, “We must have the courage of our con-victi ons to stay the course –and the smarts to knowwhen to make refi nementsand adjustments.”

That kind of incremental, cauti ous rhetoric was typical Gray. It frustrated parents and other District offi cials. “I reject the noti on parents should be pati ent while the government stays the course,” Catania has said, reciti ng at least one sta-ti sti c that fuels his impati ence. “On our current trajectory, it would take [DCPS] 30 years to reach 75 percent profi ciency.”

“All reform movements over ti me become conserva-ti ve and resistant to change,” said Archer, arguing DCPS is “no longer talking about inno-vati on” and “no longer talking about competi ti on.”

Catania Takesthe Wheel, andGray Follows

Neither the council nor the mayor believe the 2007 educati on reform act is writ-ten in stone. In fact, the coun-cil’s Offi ce of Policy Analysis, created by Gray during his tenure as council chairman, issued a report about the leg-

islature’s potenti al role. “The council has multi ple

opportuniti es to support the mayor’s initi ati ves or alter-nati vely shape educati on policy through legislati ve acti on,” wrote Susan Banta, then head of the OPA. “Like-wise, beyond oversight and modifi cati ons of the budget, the council may legislate on issues otherwise not ad-dressed.”

That’s exactly what Cata-nia did earlier this year, intro-ducing seven proposals that,if approved, would among other things:• remove current politi cal impediments from the state superintendent’s offi ce;• set school performance standards;• create a matrix for innovati on in schools that would permit the chancellor to bypass certain rules and regulati ons; • establish a single lott ery for DCPS and public charter schools; and• provide additi onal funding for low-income

students. “We’ve been in a coma,”

explained Catania. “This is a way to jump-start educati on reform.”

Gray, perhaps spurred by Catania’s initi ati ve, also intro-duced his own reform mea-sure. His “Increasing Access to High Quality Educati on Opportuniti es Act of 2013” would:• allow the chancellor to authorize charter

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schools; • provide 3 enrollment preferences to charters: one for children of full-ti me staff ; for spe-

cial educati on students; and for families in neigh-

borhoods surrounding their faciliti es; and

• raise the administrati ve fee the Public Charter School Board charges to one percent of a school’s total budget.

The Way ForwardThe mayor and Catania’s

legislati ve proposals have received mixed reviews from parents who said they want more focus on changes more directly targeted to raisingacademic achievement, in-cluding language immersion and other specialized pro-grams; more libraries andfull-ti me librarians; and rep-licati on by DCPS of charter school innovati ons.

Few have embraced Gray’s eff ort to give Hender-son chartering authority and the push for neighborhood preference: “It takes us fur-ther down the road of getti ng away from having a strong DCPS system,” said parent-leader Suzanne Wells.

But many have celebrat-ed the proposals that could enhance parental involve-ment, including the revival of the Ombudsman, created in the original reform law but left to languish as an unfund-ed positi on. They also have suggested that a student ad-vocate could help mediate school-based confl icts, lead-

ing to fewer expulsions. “The public–taxpayers–

have got to be players. There has to be a recogniti on the schools are owned by the people of [DC],” said Ward 6’s Peter MacPherson.

“I support all of Catania’s legislati on,” said Ward 2’s Ken Archer. In his opinion, the empowerment of the Offi ce of the State Superintendent of Educati on could help fuel longitudinal, data-inspired reforms and also depoliti cize the enti re movement.

Rhett isn’t so solicitous. He said Catania has replicat-ed Henderson’s fl aw; putti ng out proposals without con-sulti ng 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 meeti ngs in each of the city’s eight wards to hear parents’ and residents’ concerns and reacti ons to his proposals. He said he would use those comments to help the com-mitt ee fi nalize the bills inthe fall.

Notwithstanding Rhett ’s criti cism, the best thing about what has been happening over the past three months, said Bryan Weaver, is that “fi nally we’re talking aboutit again.”

Call this The Summer of Educati on Reform 2.0.

Jonett a Rose Barras is a col-umnist for the washington-post.com. jonett a@jonett a-rosebarras.com ✱

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hen I was in kindergarten, I had the freedom to choose how I spent my mornings: I could construct a tower of blocks, assist a younger classmate as she learned to count beads or fi nd a quiet corner of the classroom and fi nger paint. I had this freedom and au-tonomy because I at-tended a Montessori grade school.

In an age when many schools feel pressured to teach to the test, Montessori and Reggio Emilia-in-spired schools prove that child-centered classrooms and stu-dent-driven programs foster children’s cre-ati vity and curiosity, creati ng independent, self-confi dent think-ers. The programs are characterized by an emphasis on indepen-dence, freedom within limits, and respect for a child’s natural psy-chological, physical, and social development.

Reggio Emilia and Montessori 101“The Reggio Approach allows teachers to be co-collabo-

rators with children, as we investi gate and explore together,” notes Nellie Berkman, Pre-School/Pre-Kindergarten teacher at Walker-Jones ES. “Children feel respected and valued, and de-velop a sense of independence.”

The Reggio Emilia Approach enables children to drive their

academic explorati on without a set curriculum. Teachers cre-ate the curriculum around their students’ interests, and group-work and collaborati on is emphasized.

“Nothing without joy,” is an integral tenet of this academic philosophy.

“Aft er World War Two, women in Reggio Emilia, Italy wanted a quality of learning for their children that would not tolerate in-justi ce or inequality,” according to Carolyn Cobbs, Principal of Lud-low-Taylor ES, which uses this educati onal approach in their early childhood classrooms.

Similar to the Reg-gio Emilia Approach, Montessori educa-ti on, named for Italian physician and educa-tor Dr. Maria Montes-sori, emphasizes that schools must be child-centered. Classrooms

are multi -age and allow students to learn and develop at their own pace, guided by a Montessori-trained teacher.

“Montessori allows you to see where your child’s interests truly are,” parent Anita Mingo said. Mingo’s daughter att ends Capitol Hill Montessori at Logan (CHM@L) and her son att ends Northeast Stars Montessori Preschool.

“Children show interest in something, the teacher intro-duces it, then children learn it,” Mingo explained, describing the instructi onal approach at CHM@L and at other Montes-


Student Driven LearningFreedom to choose is a hallmark of

Montessori and Reggio Emilia Schools

{by Ellen Boomer}

Students work on their own projects depending on their interests in this class at Capitol Hill Montessori at Logan.

hillrag.com 13

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

Where TheseApproaches 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 in-spired him to build a castle out of cardboard boxes, en-abling him to explore an indi-vidual interest while fostering his creati vity, spati al sense and fi ne motor skills.

“Some parents don’t see that there is a higher levelof responsibility,” in these types of programs and in-stead may view the student’sautonomy as a lack of aca-demic structure.

“If your child has strong executi ve functi oning skills, they will already know the process of how to think cre-ati vely,” said Tanya Morgan, Academy Leader at Dorothy I. Height Community Acad-emy Public Charter School (CAPCS), explaining the skills her students are able to ap-ply when taking standardized tests, such as the DC-CAS.

“Literacy, math, so-cial studies, science, music

and arts are all emphasized through a framework of hands-on experiences,” ac-cording to Bini Silver, Director of Early Childhood, Youth and Family Programming at the Washington DCJCC.

“My eight-year-old daugh-ter knows long division and long multi plicati on,” Mingo said. In both Montessori and Reggio classrooms, students use various manipulati ves, such as blocks or beads, to learn core mathemati cal prin-cipals such as multi plicati on 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, de-scribing how during a trip to the Nati onal Gallery of Art, her son’s hand conti nually shot up to answer every one of the guide’s questi ons.

In Reggio-inspired and in Montessori classrooms, stu-dents learn life skills as well as academic ones. “Students learn grace, courtesy and all things that should be part of school,” Moscoso noted. Mingo menti oned that her daughter – willingly - helps with household chores, such as cooking dinner.

The Diff erencesBetween Montessori and Reggio Emilia

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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 ti me through various, hands-on acti viti es, and the materials are arranged on open shelves and in orderof complexity.

In a Montessori classroom, the sense of cooperati ve learning manifests in the

multi -age classrooms, which usually span three years. “My daughter is responsible for giving lessons to younger kids,” Min-go menti oned, noti ng that her daughter seems more confi dent as a result.

“Children have a tendency to lis-ten to their peers,” Mingo said in ex-plaining the effi cacy of students help-ing each other with some lessons. The teacher acts more as a navigator, oft en

speaking to one student or group at a ti me rather than the class asa whole.

“The students select their work but are sti ll held accountable for com-mon core standards,” Eatman noted. “It’s freedom, but not freedom with-out limits.”

The Reggio Emilia-Approach em-phasizes “the hundred languages of children,” or the many ways that chil-dren have of expressing themselves. Reggio teachers provide children dif-ferent avenues for thinking, revising, constructi ng, negoti ati ng, develop-ing and symbolically expressing their thoughts and feelings. Children have the right to express their theories, knowledge and emoti ons in a wide variety of ways. Students may use dif-ferent media and communicate their ideas through drawing, clay, music,or dance.

“Through the projects that we work on, children are exposed to aca-demic and social-emoti onal topics in a meaningful way,” Berkman, Walker-Jones ES teacher, noted.

Students may work on a parti cu-lar project for a few days or even for a few months. As such, Reggio Emilia classrooms have an emergent cur-riculum 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 investi ga-ti on and problem-solving, will carry on through their academic and non-

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“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 Educati on Campus, so more fami-lies can have access to this type of learning,” DCPS Chancellor Kaya Henderson has stated. Henderson herself att ended 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 pati ence and communicati on 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 off ering the Reggio Approach and Mon-tessori programs, I hope families will be encouraged to try this non-traditi onal ap-proach to learning. Their children will thank them for it.

Ellen Boomer is a Hill resident, writi ng tu-tor and freelance writer. She can be reached at [email protected]. Q

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

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.

gaps to be fi lled,” said Jen-nifer Azzariti , Reggio Coach at Walker-Jones ES. “We be-lieve that all children have the right to an educati on which values and nurtures the whole child, her ideas, intelligence and creati vity.”

Educators fi nd that by allowing children to drive instructi on and follow their interests, they internalize more than just literacy and math skills. They also be-come thoughtf ul 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 class-room walls,” Berkman said. Montessori and Reggio-inspired schools have been so successful, in fact, that CHM@L, for example, is adding a middle school over the next few years.

hillrag.com 17

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C public school students have a few precious weeks left of vacati on, but the debate over educati on reform hasn’t taken a break. Earlier this summer, a fl urry of proposals were introduced in the DC Council that would signifi cantly change how our schools operate and allocate resources, from the grant-ing of surplus DCPS faciliti es to char-

ter schools to what new mechanisms might be put in place to turn around low-performing schools.

DC Fiscal Policy Insti tute has been tracking each of the bills, and a sum-mary of the seven pieces of legisla-ti on introduced by Councilmember David Catania, the chair of the educa-ti on committ ee, can be found on the

DCFPI website. These bills cover a lot of ground, making it criti cal that DC residents learn exactly how they would change educati on in DC, and make their voices heard once the council is backin session.

This column will drill down into one of the bills, the Fair Student Fund-ing and School-Based Budgeti ng Act of


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}

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

hillrag.com 19



2013. The proposed legislation would do four major things:• Invest more local resources into DC

public schools and charter schools, particularly for low-income stu-dents;

• 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.

Directing More LocalResources toLow-Income Students

The bill adds resources to low-income students by changing the sup-plemental weights in the Uniform Per Student Funding Formula, which deter-mines the base amount of local money allocated for each DCPS and public charter school student. This means stu-dents who meet certain criteria would get more than the basic level of fund-ing, which is $9,306 per student for this

coming school year. (Examples of stu-dents 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 low-

income students who are eligible to participate in free and reduced price meal programs

• An additional weight for students

Weighted Funding Formula vs. Comprehensive Staffing Model

Weighted FundingFormula(as proposed in FairStudent Funding Bill)

Staff and BudgetAllocation Model(DCPS’ currentComprehensiveStaffing Model, CSM)

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

Local school funding is dis-tributed to schools based on student enrollment, but staffing resources are guided by a framework. The staffing framework establishes what positions each school is re-quired to have and sets staff-student ratios for each posi-tion to determine the number of staff and the funding each school needs to support those positions.

Resources are distributed according to individual stu-dent 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 staff-ing decisions.

Staffing resources can be tai-lored to meet a school’s needs to ensure schools have com-prehensive staffing for grades being served and school size.

Schools with fewer students may have less resources avail-able for staff beyond general education – such as art, mu-sic, and physical education teachers. Some school lead-ers may not make staffing de-cisions that reflect the needs of the school population.

Funds are distributed based on schools, programs, and student enrollment, but may not reflect individual stu-dent 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.

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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 in-creasing 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 class-room – from housing instability to re-peated 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 low-income student population.

One resource to guide policy-makers on these issues will be the DC Public Education Adequacy Study commissioned by the Deputy Mayor for Education. The year-long study is ex-amining whether or not DC is spending the right amount on public educa-tion and is expected to be completed this September.

Replacing School StaffingModel with WeightedFunding Formula

It’s important to remember that the per-student funding formula pro-vides local monies for the entire DCPS school system, including central office functions. To ensure that the new infu-sion of dollars into the system will fol-low the students who need it most, the bill also proposes a change to the way that local DCPS school funding is allo-cated to individual schools, starting in the 2014-15 school year.

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 signifi-cant decline from the approximately 32 percent of funds that currently go to central office administration. The bill outlines what exactly would be consid-ered central functions, including princi-pals’ salaries, transportation, food ser-vices, and others.

The 20 percent cap will receive a fair amount of debate. While some have expressed concern that the cen-tral 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 func-tions may be too rigid and DCPS might have to cut important services like lit-eracy interventions, professional devel-opment, or curriculum support outside the school budgets as a result.

It would also replace DCPS’ cur-rent method of allocating school fund-ing, 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 re-gardless 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 posi-tion to determine the number of staff and the funding each school needs to support those positions. See the ac-companying 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 comprehen-sive 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 MoreControl of Budgets andProviding 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 impor-tant piece if this bill passes, since prin-cipals see more accountability along with increased budget autonomy. If the Chancellor determines that a school principal does not meet the perfor-mance criteria established before the school year, they may see negative re-sults 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 edu-cation 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 low- and moderate-income DC residents. Q

hillrag.com 23

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Chess Kids at the Chess Center

Chess Kids is a structured program to learn and play chess for kindergar-teners through 6th grade. Located at 410 8th St. NW, the program divides the children by age and ability. Their teach-er-to-student ratio is typically about 1:10. There are two groups of students each week. In one room, students learn the rules, play games and receive lessons to develop their skills. In another room, those who know the rules play games and receive lessons about the strategy of chess. Students reg-ister for 4-week sessions. The fees for each four-week session are $30 for members of the U.S. Chess Center, $50 for non-mem-bers. Center membership dues are $60 per year. Scholarships are available for all who need them. Players may register on the first Saturday of each four-week ses-sion. 202-857-4922. chessctr.org

Watkins Regional Park’sFabulous Fridays

All ages (family-friendly event). 5:30 to 8:30 p.m. Spend the evening out-doors with unlimited rides on the train and carousel, as well as rounds of min-iature golf. FREE Watkins Regional Park, Upper Marlboro, MD.

March on Washington 50thAnniversary Family Day

Commemorate the 50th anniversary of the March on Washington, D.C., during this fun event for the whole family. Tour the exhibition One Life: Martin Luther King Jr. to learn more about the civil rights leader and his famous “I Have a Dream” speech, enjoy vocal performances by Kim & Reggie Harris, and participate in hands-on activities. Saturday, Aug 24, 11:30 a.m.-3 p.m. National Portrait Gallery, 8th and F Sts. NW. npg.si.edu

Imagination Stage Imagination Stage is a catalyst for

creativity. For over 30 years their dedicated staff of teaching artists has worked with young people to not only develop their theatre arts skills, but also to increase their creativity--a key

factor in lifelong success. They offer quality year-round learning opportuni-ties for children and young adults ages 1-18. Imagination Stage, 4908 Auburn Ave. Bethesda, MD. 301-961-6060. imaginationstage.org

Frederick Douglass House FamilyFestival (save the date)

On Saturday, Sept 15, 1-4 p.m., come celebrate summer, Frederick Dou-glass, family, and fun! They will have live music, crafts, historic house tours, bike rides, free ice cream and popcorn, and more. Frederick Douglass National His-toric Site, 1411 W St. SE (corner of 15th and W). 202-426-5961. nps.gov/frdo

Kids On Ice at Fort DupontFort Dupont Ice Arena is home to Kids

On Ice, a community ice skating program for children ages 5-18, offering free les-


A City For LearningThe Washington Metro Area has Thousands of Opportunities

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Kids Get in Newseum Free Through Labor DayThe Newseum offers everything from the Berlin Wall and Pu-

litzer Prize-winning photos to interactive games and presidential pets. And this summer, there’s one more great reason to visit-kids get in free! Through Labor Day, the Newseum waives admission for visitors age 18 and younger. Up to four kids visit for free with each paid adult or senior admission, or Press Pass membership. Whether you have just a few hours or want to spend all day, you’ll find something for everyone in the Newseum’s 15 theaters and 15 galleries. See “JFK,” an exploration of the life and legacy of presi-dent John F. Kennedy, watch “I-Witness” and take a 4-D adventure through time and journalism history, or test your reporting skills in the NBC News Interactive Newsroom. newseum.orgNBC News Interactive Newsroom.

Photo: Maria Bryk/Newseum

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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 NightFishing Clinics

The Earth Conservation Corps and the Anacostia Riverkeeper are launch-ing a fishing clinic on Friday nights, 5-8 p.m., through Aug 23. It’s free, no expe-rience 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 Eliz-abethan life and theatre. What did the world look like when Shakespeare wrote his plays? Come find out! It’s free and

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 pres-ents Investigating Where We Live, an exhibition created by teens in an award-winning 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 land-marks in both Shaw and the larger city to better understand the importance of preserving DC’s shared history. Through their photography, writings, record-ings, and artwork, they work together to brainstorm, design, plan, and install a one-of-a-kind exhibition that tells the un-expected stories they discover. National Building Museum, 401 F St. NW, 202-272-2448. nbm.org

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

Just as dinosaurs began their domi-nation of Earth, pterosaurs ruled the pre-historic skies. Some with wingspans as long as a modern jet plane, these flying reptiles were as spectacular in appear-ance as they were amazing in flight. Join world-renowned naturalist and docu-mentary filmmaker David Attenborough

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 sud-den disappearance from Earth. National Museum of Natural History, 10th St. and Constitu-tion Ave. NW. mnh.si.edu

Hok-Noth-Da Story Time for Families

People in all cultures have always told stories as a way to teach children. Most Sundays, Wednesdays and Fridays, 11:15-11:45 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 Ameri-can Indian, on the National Mall between the National Air & Space Museum and the US Capitol Building. 202-633-6644. nmai.si.edu

Marine Corps Marathon Fun RunRegistration 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 par-ticipate 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 indi-vidual young runner’s designated wave is indicated on the official participant bib as noted by color, start time and bib num-ber. Registration is open. $10. Register at marinemarathon.com.

Be a Mentor for Middle SchoolersThere is a need for mentors and

study hall aides at six Achievement Cen-ters in DC (Capitol Hill, Petworth, Adams Morgan, Benning Road, Anacostia) and Alexandria. The greatest need is in Ana-costia and Benning Road. The commit-ment is one evening per week-Monday, Tuesday, or Thursday-study hall aides from 4-6 p.m. and mentors-6-8 p.m. Q

African Wildlife Day at the ZooOn 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 do-ing to preserve these amazing an-imals. 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. Park-ing at the Zoo costs $16 for the first 3 hours, and $22 for more than 3 hours. nationalzoo.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, Smith-sonian Conservation Biology Institute

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AppleTree Early Learning PCS www.AppleTreePCS.org

AppleTree Early Learning PCS’s full-day program is a fun, engaging, and rigorous pre-school that gets children ready for kinder-garten and elementary school. AppleTree’s evidence-based program, Every Child Ready, provides three- and four-year-olds with the social, emoti onal, and cogniti ve foundati ons that enable them to succeed in school.

Arts & Technology Academy PCSwww.dcata.org

Are you looking for a safe, nurturing, arts-based and academically positi ve educati onal experience for your child? Located in Ward 7, the Arts & Technology Academy off ers you that opti on. ATA has an outstanding early childhood educati on program beginning at age three which is designed to lay the foundati on for a successful school experience. Contact us today on 202-398-6811.

Beauvoir, the Nati onalCathedral Elementary School www.beauvoirschool.org

The School was founded in 1933, is a pri-mary school dedicated to educati ng a diverse student body in a caring and creati ve environ-ment. Beauvoir nurtures the spiritual, ethical, intellectual, emoti onal, physical, and social development of children. We seek to foster a spirit of inquiry and a joy in learning.

Bridges Public Charter Schoolwww.bridgespcs.org

Bridges is expanding into an Elementary school program. The school is serving Pre-school - First Grade for the 2013-2014 school year and a new grade will be added each year through 5th grade. Bridges PCS provides an ex-emplary educati onal program for all students. Their developmentally appropriate, student and family-centered educati onal approach nurtures students to expand their develop-mental skills, in order to build a foundati on for life-long learning.

Burgundy Farms Country Day Schoolwww.burgundyfarm.org

Each diverse child is respected as an indi-vidual. Each child’s innate curiosity is nurtured into a love of learning. Academic excellence grows through work, explorati on and play. Chil-dren become confi dent students and collabora-ti ve citi zens. Explore. Learn. Grow.

Capitol Hill Cluster Schoolwww.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 Integra-ti on, and Project-Based Learning at each cam-pus and att racts moti vated students from all parts of the city.

Capitol Hill Cooperati ve Nurserywww.chcns.us

Spots sti ll available for the 2013 school year! CHCNS is a part ti me parent-run pre-school led by teacher Ms. Frances Slaughter. Eligible children turn 3 by December 31, 2013 (excepti ons considered). Inti mate nurturing at-mosphere; certi fi ed preschool teacher; music instructor; learning through play. Visit CHCNS.US to apply.

District of Columbia Internati onal PCSwww.dcinternati onalschool.org

DC Internati onal is a cooperati ve, collabor-ati ve venture between fi ve successful language immersion public charter schools. To open in August of 2014, DCI off ers advanced French, Spanish and Chinese language as well as the world renowned Internati onal Baccalaureate programs to DC public school students.

Eagle Academy PCSwww.eagleacademypcs.org/

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

Associati on for the Accreditati on of Schools, Colleges, and Universiti es. Now Eagle off ers our high-quality educati onal programs for PreK 3 through Grade 3 and provides children with the building blocks for a bright future.

Friends Community Schoolwww.friendscommunityschool.org

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

The Hill Preschoolwww.thehillpreschool.org

The oldest preschool on Capitol Hill, now in its forti eth year, is a cooperati ve preschool for 2 to 4 year olds housed in the Church of the Brethren. The Hill Preschool’s philoso-phy is that children learn through play and socializati on. Focusing on the whole child, characteristi cs of the Creati ve Curriculum and theme-based instructi on are used as resources for instructi on that allow the children many opportuniti es for growth and development.

Inspired Teaching PCSwww.inspiredteachingschool.org

The Inspired Teaching Demonstrati on Public Charter School is focused on develop-ing students’ Intellect, Inquiry, Imaginati on, 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 DCwww.kippdc.org

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


ResourcesSchools, Preschools, After-Schools

hillrag.com 29


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

Northeast StarsMontessori Preschoolwww.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 teach-ers as optimum for academic, social and emo-tional learning. Accepts children ages 2 to 5.

Options PCSwww.optionsschool.org

Options Public Charter School is the old-est public charter school in the district. Their mission is to provide a high-quality, unique ed-ucational experience for all students, including those students most at-risk of dropping out of school because they are underachieving, tru-ant, have experienced behavior problems, or have exceptionalities requiring intensive ther-apeutic 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 applica-tions for grades 6 through 10.

Richard Wright PCSwww.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 citi-zens. Richard Wright provides a student-cen-tered environment that connects its pupils to the classics and modern languages and a cur-riculum focused on strong writing skills.

Sela Public Charter School www.SelaPCS.org

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

Shining Stars MontessoriAcademy PCSwww.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 ap-proach to educate its target population, Shining Stars will ensure high academic performance and build children’s confidence.

St. Anselm’s Abbey Schoolwww.saintanselms.org

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

Tyler Elementary Schoolwww.tylerelementary.net

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

Washington International Schoolwww.wis.edu

Washington International School is a Pre-Kindergarten to Grade 12 independent school with language immersion, dual language and the International Baccalaureate Primary Years and Diploma Programs. The demanding curric-ulum 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 andTechnology PCSwww.wmstdc.org

WMST PCS High School provides a rigor-ous education, integrating mathematics and science instruction with technology that will enhance analytical reasoning development. Our goal is to produce highly motivated, suc-cessful students prepared for higher educa-tion 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 Interna-tional Baccalaureate Organization. We serve Pre-K to 6th grade. In 2014 and beyond, our

6th -12th graders will attend DC International School (dcinternationalschool.org). Applica-tions 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 Academywww.waterfronacademy.org

Waterfront Academy is a dual immersion (Spanish and English) faith-based Montessori school with emphasis on charity and steward-ship. 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 year-olds 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 forKids and FamiliesAmerican Youth Choruswww.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 performance-based choral/musical theatre program that encourages young people to develop their voices, creativity and self-esteem.

Atlas Performing Arts Centerwww.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, [email protected]

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 pre-reading/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 CharteredPublic Schoolswww.dcacps.org

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


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

DC Asthma Partnershipwww.dcasthmapartnership.org

DC Asthma Partnership (DCAP) is the District’s primary tool for addressing and im-proving asthma management and prevention. DCAP works with multiple partners in a con-certed effort to implement the Asthma Strate-gic Plan’s key strategies. With limited resourc-es and funding in today’s economy, this type of collaboration helps to expand the services and activities towards eliminating asthma.

DC Public Librarywww.learndc.org/earlychildhood

Early literacy is what children know about reading and writing before they are taught these skills in school. Singing, talking and read-ing 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 Programwww.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 begin-ning and intermediate levels, only the desire to learn.

Downey School Consultingwww.downeyschoolconsulting.com

E.V. Downey, with her nine years in admis-sions at St. Anselm’s and her personal experi-ence 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 op-tions. Advice on preschool to 12th grade.

The Etiquette Instituteof Washingtonwww.washingtonetiquette.com

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

Joy of Motion Dance Center Atlaswww.joyofmotion.org

Joy of Motion Dance Center (JOMDC) is a nonprofit dance education organization offer-ing 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 Schoolswww.kidsfirstswimschools.com

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

Kids Smiles of DCwww.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 202-650-5238. Located at 4837 Benning Rd., SE.

The Learning Tree www.dclearningtree.org

The mission of the Learning Tree is to ad-dress 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). Of-fering afterschool homework assistance, tuto-rial service and enrichment programs. Located at the Holy Temple Church of Christ (across from Watkins Elementary School)

Little Loftwww.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/LanguageTherapy Centerwww.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 SuccessCollege Information Centerwww.reach4success.org

The College Info Center is dedicated to serving residents of the Greater Washington Area. One-on-one advising, specialized pro-grams, 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 LanguageLearning Centerwww.readingllcenter.com

RLLC was founded in 2002 as a center for the treatment of dyslexia, language and articu-lation 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 Centerwww.tlc-corp.com

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

TGIF After-school Tutorial & Humanities ProgramWebsite: Coming Soon

Want your child to blossom? TGIF After-school 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 of-fer 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 Dentistwww.thedcdentist.com

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

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www.capitolhillclusterschool.org

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

CAPITOL HILL CLUSTER SCHOOL

Ward 1AppleTree 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 PCSMeridian 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 4Bridges 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 5Center 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 AcademyKIPP 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 6AppleTree 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 AcademyOptions Academy PCS • Options PCS • Two Rivers PCS • César Chávez PCS for Public Policy - Capitol Hill • Richard Wright PCS for Journalism and Media Arts

Ward 7AppleTree 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 AcademyCésar 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 8Achievement 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 AcademyFriendship 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

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

Visit Our Website: www.dcacps.orgor email us: [email protected]

Documents

Hillrag Educational Supplement 2013