EDUCATION-SUPPLEMENT-2012

AUGUST 2012

THEEDUCATION EDITION

INSCRIBASEAHORA

FREE! GRATIS!

Early Head Start (Home Base)Program for District of Columbia Residents

Kennedy Institute – 801 Buchanan St. NE, DC 20017Please contact Ms. JoAnne Ransome 202-281-2784

What is Early Head Start?The EHS program enhances children’s physical, social, emotional, and intellectual development and assists pregnant women with prenatal and postpartum care through home visits

Who is Eligible?• Pregnant women and children ages 0-3 who meet income guidelines or who have special needs.(Example: TANF, WIC, other Supplemental income)

What Services Does The Program Provide?• Parent/Child Activities/ Parental Education• Support for children with disabilities• Access to Occupational/Physical and Speech Therapy• Child Health and Developmental Screenings• Referrals for health care and other social services resources• Social activities “twice per month” with other children and parents in large and small groups

Programa de Early Head Start (inicio base) parapersonas que viven en Washington

(Districto de Columbia)

Kennedy Institute – 801 Buchanan St. NE, DC 20017Contacte por favor con Sra. Violeta Gonzalez 202-281-2729

¿Qué es Early Head Start (EHS) ? El Programa Early Head Start enriquece el desarrollo fisico, social, emocional e intellectual del niño a traves de visitas peronalizadas con un Educador de Familia capacitado; ayunda a mujeres em-barazadas acceder a cuidado amplio tal como cuidado durante el embarazo como posparto; apoya a los padres en el papel de ser padre Y los ayuda a empezar a lograr la autosuficiencia a traves de visitas en sus casas.

¿Quién es elegible?Mujeres embarazadas y niños con edades de 0-3 anos quienes cumplan con los limites de ingresos o tengan necesidades especiales; Familias que reciban: WIC, TANF, u otro programa suplemntario

¿Cuiles servicios prove el programa?• Actividas para padres y sus hijos/Educacion para padres• Apoyo para niños con discapacidades acceso• Acceso a Terapias Fisicas/Ocupacionales y Terapia del Habla • Evaluaciones de salud y desarrollo para el niño• Referencias para cuidados medicos, servicios sociales y otros recursos comunitarios• Actividades sociales “dos veces al mes” en grupos grandes y pequenos con otros niños y padres.

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We specialize in working withchildren with disabilities.

Kennedy Institute

The Sanchez siblings, grades 2, 7 and 8,attend Perry Street Prep together

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Do you want your child to...Receive a COLLEGE PREP education?Learn from CARING teachers?Enjoy HIGH-TECH classrooms in a safe environment?Take INTERESTING “specials” classes in technology, Spanish, art and music?Participate in SPORTS and CLUBS?Attend the same school as their SIBLINGS?

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Ward 1AppleTree Early Learning PCS - Columbia Heights Campus • Cesar Chavez PCS - Chavez Prep Campus • Community Academy PCS - Butler Bilingual Campus

Creative Minds International PCS • D.C. Bilingual PCS • E.L. Haynes PCS - Georgia Avenue • Howard University Middle School PCSInspired Teaching Demonstration PCS Meridian PCS • LAYC Career Academy • Shining Stars Montessori • Booker T. Washington PCS • Carlos Rosario International PCS

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Ward 2 AppleTree Early Learning PCS - Riverside Campus • Basis DC PCS • Center City PCS - Shaw Campus

KIPP DC: Grow Academy • KIPP DC: WILL Academy • Options Academy

Ward 4Bridges PCS Elementary • Capital City Public Charter School • Center City PCS - Brightwood Campus • Center City PCS - Petworth Campus • Community Academy PCS - Amos ICommunity Academy PCS - Online • E.L. Haynes PCS - Kansas Avenue • Education Strengthens Families PCS • Hope Community PCS - Lamond Campus • Ideal Academy PCS

Latin American Montessori Bilingual PCS (LAMB) • Paul PCS • Roots PCS • Washington Latin PCS • Hospitality SHS PCS

Ward 5Center City PCS - Trinidad Campus • Community Academy PCS - Amos II • Community Academy PCS - Amos III • D.C. Preparatory PCS - Edgewood Campus

Elsie Whitlow Stokes Community Freedom PCS • Friendship PCS - Woodridge Campus • Hope Community PCS - Tolson CampusLatin American Montessori Bilingual PCS (LAMB) • Mary McLeod Bethune PCS • Potomac Lighthouse PCS • Tree Of Life PCS • Washington Yu Ying PCS

William E Doar PCS - Edgewood Campus • Perry Street Prep - (formerly HYDE PCS) • Washington Math Science and Technology High School

Ward 6AppleTree Early Learning PCS - Lincoln Campus, Amidon Campus and Riverside Campus • Center City PCS - Capitol Hill Campus • Eagle Academy PCS - SE & New Jersey Avenue Campus

Friendship PCS - Chamberlain Campus • Options PCS • St. Coletta Special Education PCS • Two Rivers PCS • Cesar Chavez PCHS for Pubic Policy - Capitol Hill Campus

Ward 7AppleTree Early Learning PCS - Oklahoma Avenue (NE) Campus • DC Scholars PCS • KIPP DC: LEAP Academy • Friendship Junior Academy - Blow-Pierce

D.C. Preparatory - Benning Campus • Arts and Technology Academy PCS • KIPP DC: Promise Academy • KIPP DC: KEY Academy • Cesar Chavez PCS - Parkside CampusMaya Angelou PCS • Cesar Chavez PCS • Parkside Campus • Friendship Collegiate Academy - Woodson Campus • IDEA- Integrated Design and Electronic Academy

Maya Angelou PCS • Richard Wright PCS • SEED School of Washington

Ward 8Achievement Preparatory Academy PCS • AppleTree Early Learning - Douglass Knoll Campus • AppleTree Early Learning - Parkland Campus • Center City PCS - Congress Heights Campus

Eagle Academy • Early Childhood Academy PCS • Excel Academy PCS • Friendship PCS - South East Elementary Academy • Friendship PCS - Tech Prep High SchoolHoward Road Academy PCS - Martin Luther King Av. Campus • Howard Road Academy PCS - Main Campus • Howard Road Academy PCS - Penn Ave Campus

Imagine SE PCS • KIPP DC: AIM Academy • KIPP DC: Discover Academy • KIPP DC: Heights Academy • Septima Clark PCS • KIPP DC: College PreparatoryNational Collegiate PCS • Thurgood Marshall Academy PCS

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

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

4 HILLRAG - EDUCATION SPECIAL l AUGUST 2012

CONTENTSEDUCATION SPECIAL l AUGUST 2012

EXPANDING INTO AN ELEMENTARY SCHOOL PROGRAM

1250 Taylor St. NWWashington, DC 20011

p. 202 545-0515f. 202 545-0517

www.bridgespcs.orgwww.bridgespcs.orgwww.bridgespcs.orgwww.bridgespcs.org

Come Grow with Us!Serving Preschool - Kindergarten for

the 2012-2013 school year.

A new grade will be added each yearthrough 5th grade.

SPACES CURRENTLYAVAILABLE IN OUR

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Apply for admissions at www.bridgespcs.org or by coming to the school.

We are building on our strong foundation as an early childhood program. Come be a founding

member of the elementary school!

Program Features: Before Care starting at 7:30 am and after care until 6:00 pm. Small classroom size and well trained staff. Individual planning for each student.

Hands-on and project-based curriculum.

Bridges Public Charter School is free and open to all DC residents. Tuition paid by non-residents.

4 HILLRAG - EDUCATION SPECIAL l AUGUST 20114 EDUCATION EDITION l AUGUST 2010

EXECUTIVE EDITOR: Melissa Ashabranner • [email protected]

EDITORIAL STAFFMANAGING EDITOR: Andrew Lightman • [email protected] & ASSOCIATE EDITOR: Maria Carolina Lopez • [email protected]

ADVERTISING & SALESSENIOR ACCOUNT EXECUTIVE: Kira Means • 202.543.8300 X16 • [email protected] EXECUTIVE: Maria Carolina Lopez • 202.543.8300 X12 • [email protected] EXECUTIVE: Jennifer Zatkowski • 202.543.8300 X20 • [email protected]

PUBLISHER: JEAN-KEITH FAGON • [email protected]

Copyright © 2010 by Capital Community News. All Rights Reserved.

HILL RAG • MIDCITY DC • EAST OF THE RIVERFAGON COMMUNITY GUIDESTHE EDUCATION EDITION

Capital Community News, Inc.224 7th Street, SE, Suite 300, Washington, DC 20003 202.543.8300 • www.capitalcommunitynews.com

More Than Just a Pretty Face...6 At the state-of-the art H.D. Woodson, education is

what matters. / by Ellen Boomer

The Process of Choosing aMiddle School...10 By the time children are ready to leave behind the

self-contained classrooms of elementary schools and

venture into middle schools, each decision parents make

has the potential to have a more profound, longer-lasting

impact on their children. / by Ellen Boomer

Not Your Everyday PTA...14 Building Strong Schools through a New Kind of

Parent-School Collaboration. / by Suzanne Wells

LEARNING RESOURCES16 Briefs on top schools in the District.


More Than Just a Pretty Face...6 At the state-of-the art H.D. Woodson, education is

what matters. / by Ellen Boomer

The Process of Choosing aMiddle School...10 By the time children are ready to leave behind the

self-contained classrooms of elementary schools and

venture into middle schools, each decision parents make

has the potential to have a more profound, longer-lasting

impact on their children. / by Ellen Boomer

Not Your Everyday PTA...14 Building Strong Schools through a New Kind of

Parent-School Collaboration. / by Suzanne Wells

LEARNING RESOURCES16 Briefs on top schools in the District.


Last August, the new facil-ity for H.D. Woodson High School in Northeast

opened to much fanfare. Mayor Gray and various city officials attended a ribbon cutting ceremony to open the $102 million dollar building. With state-of-the-art classrooms, a 1000-seat auditorium and a swimming pool, this impressive facility has brought to-gether Deanwood and the broader DC community for athletic events, music productions and science competitions. Despite the draw of the impressive fa-cilities, what’s been happening inside the school is what’s truly noteworthy. In just one year, H.D. Woodson has established a reputation for its innova-tive academic programs and the high expectations for student achievement, which can make a profound impact on the broader community.

The Campus – Then and NowThe original H.D. Woodson High

School, a nine-story concrete structure referred to as the “Tower of Power,” was built 40 years ago. Over time, the heating and cooling systems and the once-impressive escalator broke down; as the building fell apart, the students’ confidence in the city’s investment in their future also started to crack. The new H.D. Woodson facility embodies the city’s reinvestment in this com-munity and has the power to inspire a renewed hope in what’s possible for Woodson students.

In addition to a new facility, the school is offering an innovative aca-demic program: STEM, which stands for Science, Technology, Engineering and Mathematics. Inspired by Presi-dent Obama’s 2011 State of the Union address and American’s waning global economic power, this program offers students the chance to develop skills in high-demand areas. An integral part of the STEM program’s interdisci-plinary, project-based approach is en-

suring that students have a clear career path, so the material they’re learning provides relevant motiva-tion. Fostering Success

An enthusiastic pro-ponent of the STEM program, Principal Thomas Whittle feels “all [academic] pieces should be integrated for students to become lifelong learn-ers.” To foster students’ intellectual curiosity and critical thinking skills, instructors must “teach students how to think.” As Principal Whittle pointed out, “We need to raise our standards for everyone at Woodson,” because, as he said, he’s “never seen anyone rise to low standards.” Sup-ported by the adults in their lives, students have worked to reach high expectations, and they’ve

also learned the importance of self-advocacy. One sophomore reflected, “I learned to consistently ask for help when I needed it,” while another not-ed, “I learned that if you are failing, don’t give up. I also learned how to do more challenging work instead of doing nothing.” In fact, on the DC CAS, a year-end standardized test that students take at nearly every grade lev-el, the sophomores at H.D. Woodson achieved 5.3% overall growth this year.

One of the ways H.D. Woodson is helping its students is through part-nerships with approximately 35 busi-nesses and organizations, such as the Carnegie Institution for Science, Tex-as Instruments and CISCO, which offer high school students internships and grants. Several Woodson stu-dents have summer internships (some of which are paid) with various orga-nizations, including BET, Nationals Park, and the Department of Trans-

EDUCATION SPECIAL l H.D. WOODSON

More Than Just a Pretty FaceAt the state-of the art H.D. Woodson, education is what matters

by Ellen Boomer

A proud HD Woodson student with his new computer after beubg certufued through the Microsoft ITAcademy Certification Program. Photo by Jeralyn Cave



portation. Through the Microsoft IT Academy Certification Program, 21 of 25 students passed the Microsoft certification test for this program and received laptop computers.

Woodson and the CommunityOnce known as a sports school,

Woodson is making a name for it-self by hosting several STEM-related events, including the Solar Flare event, a Robotics competition qualifying event, which 1000 people attended, and the STEM Fair, where Woodson earned four awards and a $1000 Fed-eral Grant from the EPA which can be replenished yearly. “These events are a boost for the entire community,” said Councilmember Alexander, who feels “proud of the students at Woodson.”

Having just completed his eighth year as a member of the Woodson fac-ulty, Mr. Aris Pangilinan reflected on the many academic successes his stu-dents achieved this year. As the 10th grade cohort coordinator, Mr. Pang-ilinan oversaw the 10th grade academic program, collaborated with the faculty and helped manage weekly assess-ments that checked students’ under-standing and progress. Mr. Pangilinan

noted that, while the new STEM pro-gram demanded more work from the faculty, the “parents are proud of their children, and students have confidence in their ability to achieve. Using the STEM curriculum, students will get more job opportunities and the whole community will benefit.”

A modern building is just the first step to inspiring confident students. Parental involvement is integral to a school’s success. Principal Whittle noted that, in order to make disciplin-ary action meaningful, he meets with students and their parents. “I bring the parent in to have a conversation. They welcome that. They want to know if their child isn’t coming to school. The parents come in and see that success is here for their child, and a partnership with the school can make that hap-pen.” In fact, Woodson’s increasingly positive reputation means that parents want their children to attend this high school, with many families applying from out-of-boundary wards.

“More people are returning to public school,” according to Council-member Alexander. For the 2012-13 school year, enrollment at H.D. Woodson is 980 students, but Princi-

pal Whittle anticipates the school’s actual enrollment will be closer to 1100 stu-dents. While increased in-terest in Woodson speaks to the school’s improving reputation, the gap between projected and actual enroll-ment means the school is operating at a budget defi-cit and functioning with a lack of resources. Another potential challenge is that Principal Whittle will be leaving H.D. Woodson af-ter making a profound im-pact in his short, two year tenure. “He always has the interest of the kids at heart,” according to Mary Jackson, Ward 7 ANC Commis-sioner, whose four children attended H.D. Woodson.

Looking AheadTony Robinson, the Director

of Public Affairs in the Office of the City Administrator and an alumnus of H.D. Woodson, feels the new build-ing will “change the mindset of the students.” When he was at Woodson in the late 1970’s, the school was the “envy of other students in the district. Mr. Robinson noted that students at Woodson followed “guiding principles of how you conduct yourself, in and outside of the school.” At this new school, “academics must be on par with the facility” as a “catalyst for the development of the community.”

Councilmember Alexander is hope-ful about Woodson’s future and feels the school is a good model for area schools. “We need to focus on the middle schools to prepare students for high school,” she says. Mr. Pangilinan hopes for the best, as well. “If Woodson continues to use the STEM curriculum, students will get more jobs and opportunities, and the community will benefit.”

H.D. Woodson High School, 540 55th St. NE, Washington, DC 20019; Phone: 939-2030 4

Exterior of the new H.D. Woodson High School. Photo Courtesy of Cox Graae & Spack Architects.


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B y the time children are ready to leave behind the self-con-tained classrooms of elemen-

tary schools and venture into middle schools, each decision parents make has the potential to have a more profound, longer-lasting impact on their children. Mary Barnes, whose son is a 7th grader at KIPP KEY Academy, knew that when she was choosing a middle school for her son, it had to be “a strong bridge between lower school and high school.” In middle school, students must “get ready for big-ger responsibilities by remembering what they learned in elementary school to pre-pare for high school and college,” accord-ing to Ms. Barnes. When she selected KEY Academy, one of the deciding factors for Ms. Barnes was the “hands-on method,” and the way the program, “stepped up the requirements” for its stu-dents, whose school day ends at 5pm.

Parents in DC have many choices when considering what’s best for their middle-school aged children. In addi-tion to public charter schools, such as KIPP, parents can choose to send their children to their local public school, an out-of-boundary public school, a paro-chial school or an independent school. For Essence Newhoff, whose daughter

attends Stuart-Hobson Middle School, which is a Capitol Hill Cluster School, “making the neighborhood school work,” and remaining “loyal to the school,” was of paramount importance to her and her family. When choosing a middle school outside one’s neighborhood, Ms. Newhoff recommends parents consider carefully “the ramifications of commut-ing, paying for school and taking children away from their neighborhood friends.” There are several steps parents can take to familiarize themselves with the vari-ous options, and starting the exploration process when children are just learning to read will give parents time to make a decision that’s best for the whole family.

Visit the SchoolThe best way to learn about a school

is to visit it. Many schools offer open houses, which typically provide contact with administrators, teachers, parents and students and which provide parents with literature about the school, such as the school’s curriculum, mission and instructional approach. To gain a bet-ter understanding of a school’s mission statement, prospective parents should ask for specifics, such as: what anecdotes or examples illustrate how the school em-

bodies its mission? If the open house is held when a

school is not in session, parents should visit the school with their children. As much as parents can read information about a school’s educational philosophy, only seeing the students and teachers at work will give families a sense of those in-tangible but critical qualities of a school. When visiting prospective schools, Ms. Barnes suggested parents ask themselves, “What does the school feel like when they walk in?” Examining and understand-ing a school’s unspoken lessons will give parents a more complete picture than the school’s newsletter will.

The most critical piece of a school visit is a child’s behavior during that visit. How comfortable is a prospective stu-dent in that environment? By the time a child is ready for middle school, he or she has spent enough time in school to look for and perceive things that parents may miss, so children’s feedback about the school is critical.

Parents and Teachers: Critical ResourcesThe most successful schools are those

in which parents, school administrators and teachers work in concert to support and care for the students. To capitalize on this partnership, many schools have active parent associations, which provide parents the opportunity to be involved in their child’s school and to get a better sense of what happens in their children’s day-to-day lives. Leslie Tolf, whose chil-dren attended Capitol Hill Day School, liked the “sense of community in a small school,” and “the sense of responsibility to the school” that her son and daugh-ter felt. As her children entered middle school, “the academic demands became more sophisticated and robust;” however, she felt the teachers facilitated a “com-fortable and graceful move to six differ-ent subjects,” while maintaining a level of academic rigor that prepared them for high school.

Ms. Newhoff appreciates that mid-dle-school teachers are “matched to their subject based on their passions.” Another key factor in Stuart-Hobson’s success is

EDUCATION SPECIAL l CHOOSING A MIDDLE SCHOOL

The Process of Choosinga Middle Schoolarticle & photos by Ellen Boomer

Lois Mastel and her daughter, who at-tends St. Peter’s School on Capitol Hill.

Mary Barnes and her son, who attendsKIPP KEY Academy.

Essence Newhoff parent ofa middle schooler.


Pre-School–4th Grade

Intellect InquiryImagination Integrity


the “high level of parent involvement,” which reflects an investment in their school. Talking with other parents will not only provide the facts about schools, but will provide the stories, as well.

The 3 R’sMiddle school is a time when chil-

dren are at a developmental crossroads; they’re learning both academic and criti-cal life lessons while discovering who they are and what is important to them. Parents should examine the curriculum, the learning resources and the ways in which the school fosters social and emo-tional development. Most schools have to adhere to certain standards of learn-ing, but the specific curriculum will vary from school to school.

To gain a better understanding of day-to-day classroom instruction, par-ents should ask specific questions, such as: How is the school providing aca-demic instruction that best suits mid-dle-school aged students? At Stuart-Hobson, Ms. Newhoff noted there’s a “commitment to project-based learning” that interests her daughter. Successful instructional tools at KEY Academy in-clude the use of acronyms to help kids remember steps, and making sure kids understand why they do what they do

to know how to learn, according to Ms. Barnes.

To provide academic support and to ensure students are able to do their best work, schools provide supplemental re-sources for children. With an increasing number of children needing educational support, parents should determine their child’s needs to ensure that the middle school they’re considering will provide the type of instruction and support their child requires to be successful.

Beyond the 3 R’s

What happens outside of the class-room can sometimes be just as important as what happens within the classroom walls. To help develop a well-rounded child and to capitalize on lessons learned during the traditional academic day, some schools offer extracurricular pro-grams that enrich children’s lives and of-fer opportunities for children to discover their hobbies and passions. Lois Mastel, whose children attend St. Peter’s School on Capitol Hill, believes that having her “kids participate in Hill-based sports and competing against other schools helps create a larger sense of commu-nity.” In addition to athletic programs in schools and in neighborhoods, some middle schools offer other extracur-ricular activities, such as arts and music programs, Robotics teams, debate, yoga and community service programs. Not only do these programs offer children enrichment, but they also keep children occupied while their parents are at work.

Interpreting the NumbersOne of the ways to learn about a

school is through statistics, but parents should make sure to learn the story be-hind those numbers. Test scores, for ex-ample, will provide information on how students performed when their reading and math skills were assessed at partic-ular intervals. In examining a school’s test scores, parents should look at the past several years of data to determine if a school is trending upward. Students’ growth and resultant test scores should be more like the tortoise than the hare:

slow and steady. Test scores will offer quantitative data to “help gauge what’s being done all year” in the classrooms, according to Ms. Barnes.

What children learn in middle school will capitalize on the lessons they learned in lower school and will pre-pare them for what they’ll learn in high school. Looking at data about where 8th graders go on to high school will provide information about how aca-demically well-prepared students in that middle school are to face the challenges of high school. Ms. Mastel pointed out that parents will choose a middle school that will give their children “the most options when going to high school,” and at St. Peter’s, “most kids get into the schools they applied to and achieve high scores on standardized tests.”

Another type of statistical data that will help paint a picture of a middle school is information about the people at the school. For example, how long has the principal been at the school? What is the attrition rate among the teachers? Ms. Barnes recommended that parents ask about the teachers’ credentials, spe-cialties and passions, to learn more about the school. A school’s ability to capital-ize on teachers’ strengths and to retain teachers and administrators can serve as a barometer for the health of that school environment.

Knowing the demographic profile of a school will offer a sense of its socio-economic environment. When reflect-ing on her choice to send her children to Capitol Hill Day School, Ms. Tolf appreciated that it is one of the most diverse schools, in terms of race, sexual orientation, and income.

After parents have researched vari-ous middle schools and have digested the statistics and the stories, the bottom line may seem obvious: parents know their children the best and their decision when choosing a middle school should be based on that certainty.

Ellen Boomer is an Eastern Market resident, former teacher, writing tutor and freelance writer. She can be reached at [email protected]. 4

Resources for ResearchingDC Middle Schools

Public Schools• /dcps.dc.gov/portal/site/DCPS/• dcps.dc.gov/DCPS/Learn+About+Schools/ Step+1+-+Get+Ready/ Find+Your+Assigned+Schools• profiles.dcps.dc.gov/

Public Charter Schools• http://www.dcpubliccharter.com/

Independent Schools• www.independenteducation.org/

Parochial Schools• www.parochial.com/washingtondc/list.html

Recommended ReadingOur Last Best Shot: Guiding our Children Through Early Adolescence by Laura Sessions Stepp


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P arents have long been ac-tive supporters in their children’s schools. Wheth-

er raising much needed funds for the school, providing an extra set of hands and eyes on a field trip, or assisting in the classroom, parents have been part of the village that it takes to create quality schools. Here on Capitol Hill, parents have taken that involvement to the next level through the Capitol Hill Public Schools Parent Organiza-tion or CHPSPO.

Founded in 2005, CHPSPO brings together parent leaders and the school leadership from the elementary and middle schools on Capitol Hill. The mission of CHPSPO is to pro-

mote cooperation among the parent organizations of the public schools on Capitol Hill in order to improve the education received by all children at-tending our schools. The idea behind forming CHPSPO is that collabora-tion, and not competition, among the public schools on the Hill will lead to stronger schools for all students.

The power of collaboration has has proven, again and again, that our collective voices are stronger than our individual voices, and thoughtful dis-cussions among parent and school leadership can lead to meaningful improvements in our neighborhood public schools. For example, discus-sions from some of the initial CHP-

SPO meetings lead to the idea that our neighborhood school libraries had to be transformed. Back in 2005, most of the libraries had very dated book col-lections, and all of the libraries were housed in uninviting and drab rooms. The School Libraries Project grew out of those early CHPSPO discussions and with the support of the Capitol Hill Community Foundation eight elementary and middle school libraries were renovated by what grew to be a $2.4 million public private partnership with the DC public schools. Multiple funders told us they never would have supported the renovation of an indi-vidual school library, but they were drawn to the School Libraries Project

EDUCATION SPECIAL l PARENT-SCHOOL COLLABORATION

Not Your Everyday PTABuilding Strong Schools through a New Kind of Parent-School Collaboration

by Suzanne Wells

Mayor Gray and Maury Elementary Principal Albert-Garvey with second grade students in the library beautifully reconstructed through the School Libraries Project, which grew out of CHPSPO discussions. Photo: School Libraries Project


because of the multi-school collabora-tive nature of the project.

Ward 6 Middle School PlanSimilarly, in 2010, recognizing that

many parents were leaving the public school system when it came time for their children to attend middle school because of perceived shortcomings of the middle schools, CHPSPO mem-bers began discussing what families are looking for in their child’s middle school experience. Working with the school leadership, parents developed a proposal to strengthen the middle schools on Capitol Hill. This proposal was presented to DCPS, and ulti-mately that lead to the DCPS Ward 6 Middle School Plan. This plan in-volves establishing an International Baccalaureate program at Eliot-Hine and Jefferson Middle Schools, and strengthening the museum studies component at Stuart Hobson Mid-dle School (see http://dcps.dc.gov/DCPS/Parents+and+Community/Community+Initiatives/Building+on+Momentum:+Ward+6+Middle+Schools#4 for a complete description of the Ward 6 Middle School Plan). It is highly unlikely that DCPS would have developed a Ward 6 Middle School Plan had it not been for the initial ideas that were brought to DCPS from CHPSPO.

It is this process of parents and school leadership coming together to share thoughts and ideas that is so critical. It is through these discus-sions that common understandings are forged and new ideas are gener-ated. Without an organization like CHPSPO, parents would likely talk with parents from their own chil-dren’s school and might reach out to a circle of friends they know at an-other school, but they wouldn’t have a forum for discussing broader issues beyond their school. While CHP-SPO isn’t the panacea for influenc-ing policy decisions at DCPS, it does give parents more of an opportunity to influence system-wide issues and

play a role in creating quality neigh-borhood schools.

Parent-Led CollaborationsThere are a number of examples

of parent-led collaborations in DC. In the 1990’s there was a Ward 3 collab-orative that led to many of the strong schools and programs Ward 3 enjoys today. SHAPPE, the Senior High Alliance of Parents, Principals and Educators, has been meeting monthly for 13 years to strategically influence policies, practices and budget decisions that impact our city’s teenagers. There are several efforts now to organize communities across the city around education issues, e.g., Empower DC is helping co-host forums across the city on important issues like the gover-nance of the DC public schools.

Over the past year, I’ve had the op-portunity to attend meetings with par-ents in Wards 2 and 8 who are trying to form CHPSPO-like organizations. These groups have successfully brought together parents from multiple schools for initial discussions, but to date they haven’t actually resulted in the forma-tion of established groups.

These groups are actually very important because they help DCPS learn about system-wide improve-ment needs. It is difficult, and not really in DC public schools’ area of expertise, to organize communities around education issues. Without a CHPSPO-like group that has done the community organizing work, it is very difficult for DCPS to gauge when parents raise concerns whether they are individual concerns or concerns shared by a wider group of parents.

Without a parent collaborative, communities risk ending up with little voice in their public schools. I con-tend it is essential for parents who care about public education in DC to invest the time it takes to organize across the schools in their communities. While it takes plenty of volunteer time to get broad-based community groups orga-nized, it is time well spent. I know that

the schools on Capitol Hill are stron-ger today because of CHPSPO than they would be otherwise.

How To OrganizeThe steps to organize a CHPS-

PO-like group are fairly straightfor-ward. It takes a leader, either a parent or a principal to bring together their counterparts in the schools across their ward, neighborhood, or the feeder schools to a high school. It is important to bring together those who are committed to be involved for regularly scheduled meetings to dis-cuss issues and concerns. It is critically important to quickly move beyond the talking stage to the stage where you are taking actions to address common issues and concerns. It is not easy coming to agreement on the common concerns, and it is even harder coming to agreement on the actions that need to be taken to address the concerns. In order to create schools in DC that students deserve, it is critically impor-tant that these conversations happen, and that the follow up work be done.

So what lies ahead for CHPSPO? While there has been tremendous prog-ress at the elementary school level, and most of our neighborhood schools are experiencing wait lists, we still see fami-lies not satisfied at the middle school level. CHPSPO is committed to stay-ing involved with the implementation of the Ward 6 Middle School Plan, and committed to taking a stand on education issues that affect all students attending schools across DC. CHP-SPO is currently leading an effort to get DCPS to restore funding for school librarians. While CHPSPO has ac-complished much, there is much re-maining to be done. If you’d like to get involved in CHPSPO, visit our website at www.chpspo.org and commit to be-ing in it for the long haul by attending our monthly meetings that are held the third Tuesday of each month.

Suzanne Wells is the Founder of the Capitol Hill Public School Parents Organization. 4


American Youth Choruswww.americanyouthchorus.orgAmerican Youth Chorus is Congressional Chorus’ after-school program at the Atlas for students ages 8-14. Founded on the belief that all chil-dren deserve a high-quality music education, AYC offers students a performance-based cho-ral/musical theatre program that encourages young people to develop their voices, creativity and self-esteem.

Arts & Technology Academy PCSwww.dcata.orgAre you looking for a safe, nurturing, arts-based and academically positive educational experience for your child? Located in Ward 7, the Arts & Technology Academy offers you that option. ATA has an outstanding early childhood education program beginning at age 3 which is designed to lay the foundation for a successful school experi-ence. Contact us today on 202-398-6811.

Atlas Performing Arts Centerwww.atlasarts.orgThe Atlas is a multi-space venue which is home to a variety of arts organizations including Joy of Motion Dance Center, American Youth Chorus and the Capitol City Symphony. The Atlas pres-ents the annual Intersections: A New America Arts Festival which highlights where the arts merge and cultures meet.

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

Bridges Public Charter Schoolwww.bridgespcs.orgBridges is expanding into an Elementary school program. The school is serving Preschool - Kin-dergarten for the 2012-2013 school year and a new grade will be added each year through 5th grade. Bridges PCS provides an exemplary educational program that includes students with special needs. Their developmentally appropri-ate, student and family-centered educational approach nurtures students to expand their de-velopmental skills, in order to build a foundation for life-long learning.

Burgundy Farms Country Day Schoolwww.burgundyfarm.orgEach diverse child is respected as an individual. Each child’s innate curiosity is nurtured into a love of learning. Academic excellence grows

through work, exploration and play. Children become confident students and collaborative citizens. Explore. Learn. Grow.

Capital City Public Charter Schoolwww.CapitalCityPCS.orgCapital City is a small, award-winning public school for children in PK3 through 12th grade. Our mission is to enable a diverse group of chil-dren to meet high expectations; develop creativ-ity, critical thinking, and problem-solving skills; achieve deep understanding of complex subjects; and acquire a love of learning and a strong sense of community and character.

Capitol Hill Cluster Schoolwww.capitolhillclusterschool.orgA unique DC Public School for students from PK3 through eighth grade, the Capitol Hill Clus-ter School educates more than 1,100 students across three campuses in the heart of DC’s Capi-tol Hill. Peabody Early Childhood Center nurtures young learners in preschool, pre-kindergarten, and kindergarten in a teacher-led, arts integrated program. Watkins Elementary provides students in first through fifth grade with a strong academ-ic foundation and love of learning to carry them through their school years. Stuart-Hobson Middle School prepares students in sixth through eighth grade for success in the city’s top high schools and beyond with rigorous courses, engaging activities, and a caring environment in which students can grow into independent thinkers and responsible young adults.

DC Association of Chartered Public Schoolswww.dcacps.orgThe mission of the DCPCSA is to increase oppor-tunities and outcomes for students by supporting the development, growth, and sustainability of quality charter schools in Washington, DC. The Association was created by and for DC public charter schools to serve as their collective voice.

DCJCC Preschoolwashingtondcjcc.org/kids-and-parents/preschoolThe DCJCC has a full-time Reggio-inspired Pre-school in a nurturing, diverse environment for children 2–5. We offer music, art, yoga, gymnas-tics and Getting Ready for Preschool classes for younger children, plus winter, spring and summer camps, afterschool classes and No School Today program for older children.

DC Teachers Federal Credit Unionwww.dctfcu.orgYou want to see every child thrive. That’s exactly how we feel about our members. DC Teachers Federal Credit Union has been part of the educa-tional community for over 75 years serving the financial needs of DC Public & Charter School employees, the Washington Teachers Union and

the UDC students and employees.

Downey School ConsultingDowneySchoolConsulting@ gmail.comE.V. Downey, with her nine years in Admissions at St. Anselm’s and her personal experience with special needs children in schools, brings her vast knowledge of DC area schools to help-ing busy parents make informed decisions. She can help analyze educational testing and the appropriateness of IEPs and school settings to optimize school placement. If necessary she will facilitate advocacy. E.V. advises from preschool to12th grade and customizes a set of best options by analyzing the wishes of individuals, learning styles and geographical location among others.

Eagle Academy PCSwww.eagleacademypcs.org/ Founded in 2003, Eagle Academy Public Charter School is Washington DC’s first early childhood public charter school. It is the first exclusively early childhood charter school to receive ac-creditation from the Middle States Association for the Accreditation of Schools, Colleges, and Universities. Now Eagle offers our high-quality educational programs for PreK 3 through Grade 3 and provides children with the building blocks for a bright future.

Edmund Burke Schoolwww.eburke.orgBurke is a small, urban, diverse, challenging, coed day school for 300 students in grades 6 through 12. Located two blocks south of the Van Ness metro station, Burke offers a challenging and engaging academic program, exceptional arts programs, and integrates service learning into classrooms at all grade levels.

Friends Community School www.friendscommunityschool.orgFriends Community School is a K-8 Quaker School that nurtures young people to be life-long learners, courageous risk-takers, and joyous peacemakers. We welcome students of all back-grounds, and offer the joy of an extraordinary education. Our students love to learn, know how to learn, and succeed in leading high schools area-wide.

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

development.

Imagine Southeast Public Charter Schoolwww.imaginesoutheast.orgImagine Southeast is a tuition-free public charter school that opened in 2008 to serve 220 students. We now provide a unique education experience to more than 600 children, at both the elemen-tary and middle school levels. Through single-sex classrooms, individualized learning plans and project-based instruction, we are able to maxi-mize each child’s academic and social develop-ment.

Inspired Teaching School www.inspiredteachingschool.orgThe Inspired Teaching Demonstration Public Charter School is focused on developing stu-dents’ Intellect, Inquiry, Imagination, and Integ-rity. 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 as-sets, not obstacles.

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

Kids 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. Through quality care, waiting room education, and free community services, Kids Smiles is helping to make Bright Smiles, Bright Kids, and Bright Futures in DC. 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.

Lieutenant Joseph P. Kennedy Institutewww.catholiccharitiesdc.orgWe believe that children are born with dignity, inner wisdom and peace. Our mission is to nur-ture their potential to live meaningful lives in the community. Every child is the architect of his

EDUCATION SPECIAL l LEARNING RESOURCES

LEARNING Resources



or her own knowledge. We strive to create an environment that supports that child’s active engagement in the creation of opportunities to learn, communicate, and live in harmony.

Paul Public Charter School www.paulcharter.orgPaul offers an extensive liberal arts and char-acter development curriculum designed to meet the needs of every student through the Triple “A” Program, combining Academics, Arts and Athletics. Our students have a fi rm foundation to enter college preparatory high schools. We are accepting applications for grades 6 and 7.

National Collegiate Preparatory PCHSwww.nationalprepdc.orgBe a part of a wonderful academic community! National Prep is a college prep high school lo-cated in Washington, DC. We offer small class sizes, an international study focus with a rigor-ous curriculum to prepare students for college. Space is available for 9th and 10th grade. Con-tact us about our exciting program.

Perry Street Prep PCSwww.pspdc.orgPerry Street Prep PCS serves a community of di-verse learners, PreK-12. Students are immersed in a college-bound curriculum. We emphasize three core values (Respect, Responsibility and Perseverance) and maintain a safe learning environment through our discipline code and positive behavior reinforcement. We believe in building relationships with our families!

Randolph Macon Academywww.rma.eduRandolph-Macon Academy (grades 6-12) is America’s oldest co-ed boarding school with Air Force JROTC. R-MA provides small classes, mentoring, and supervised study. R-MA of-fers AP and college courses, varsity sports, fl ight program, music, art, and drama. 96% of graduates attend a four-year college or univer-sity. United Methodist Church-affi liated. (800) 272-1172.

Reach 4 Success -College Information Centerwww.reach4success.orgThe College Info Center is dedicated to serv-ing residents of the Greater Washington Area. One-on-one advising, specialized programs, and workshops are among the services provided to assist customers with all aspects of the college and fi nancial aid processes as well as career planning. All services are free.

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

Saint Anthony Catholic School Conveniently located two blocks from the Brookland/ Catholic University metro station. Entering its 90th year of serving students in Pre-Kindergarten3 through the eighth grade. The school’s mission is to prepare servant lead-ers whose lives are modeled on Jesus Christ. We offer an affordable and academically rigor-ous program where you child can succeed. We are proud to share that 100% of our students are accepted into Catholic and private high schools. Opportunity Scholars are welcome to apply. www.stanthonyschooldc.org

St. Anselm’s Abbey Schoolwww.saintanselms.orgSt. Anselm’s was established in 1942 by St. Anselm Monks to provide a classically oriented college preparatory education for boys. St. Anselm’s provides individualized instruction in language, literature, religion, mathematics, the sciences and the fi ne arts. Enrollment is ap-proximately 250 in grades 6 to 12.

Sousa Middle Schoolwww.sousamiddleschool.webs.comSousa Middle School, Arts Catalyst, is a school dedicated to preparing students for the 21st Century. As a Full Service School located in Southeast DC, Sousa is dedicated to provid-ing the highest level of education and social-emotional support to all students by setting the standard of excellence. Sousa enhances the whole child for academic and personal success. Prospective parents are welcomed.

St. Francis Xavier Academywww.stfrancisxavieracademydc.orgSt. Francis Xavier Academy offers small classes in a safe and nurturing Christian environment. A rigorous standards based curriculum promotes whole child development for students on grades PK-8 in a Catholic tradition. Students, ages 3-7, experience the Early Learning Initiative called Castle in the Classroom - emphasizing emergent guided reading. Students, grades 3-8, have a rigorous instructional program which includes Algebra I, Spanish, guitar and tennis.

Tyler Elementary Schoolwww.tylerelementary.netTyler is a public elementary school that offers all students a quality education. It aims to cre-ate global learners through high expectations in academics and citizenship. Some Tyler students enjoy Spanish Immersion, while others fl ourish in Special Education that caters to students with autism. All students benefi t from Arts In-tegration.

Washington Yu Ying PCS www.washingtonyuying.org.Washington Yu Ying Public Charter School combines Chinese language immersion with the inquiry-based curricula of the International Bac-calaureate Organization. We serve Pre-K to 3rd grade. We will continue to serve up to 8th grade by 2015.There is a structured before and after

care program available. 4

National CollegiatePrep PCHS

National Prep Offers:

· College Preparatory and International Studies Program

· Study Abroad with Service Learning Projects

· 9th, 10th and 11th Grade Honors Classes

· World Language Studies

· Small Classroom Sizes

Accepting 9th and 10th graders

Call and enroll your child today

202.832.7737Come tour the campus, meet faculty and

administration and learn about our exciting and competitive programs.

www.nationalprepdc.org

The only IBO World School East of the River

Downey School ConsultingA personalized approach to educationalconsulting from Pre-K to High School

Stressed about school choices for your child?

E.V. Downey brings her vast knowledge of DC area schools to helpingbusy parents make informed decisions.* Years of professional experience in the field of education.* Constantly enhancing knowledge through school visits and meetings with school personnel.* Personal experience with special needs children in schools.

• Toddler Programs• Preschools • Public, Charter, & Private Schools• Relocation Services• Special Needs Schools • Special Needs Advocacy

E.V. Downey, Educational [email protected]

202.531.5386

Offering: Pre-K – 8• Arigorousarts-basedprogram/ worldclassenvironment• Anewliteracyprogramfor ages3-5• AlgebraPrepandSpanish• SmallClassSizes/Personalized Education• WholeChildDevelopment• Tennis/Guitar

(202)581-2010Fax(202)581-1142stfrancisxavieracademydc.org

“SoaringtoNewHeights!”

St.FrancisXavierAcademy2700OStreetS.E.|Washington,DC20020

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