education supplement 2014

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EDUCATION SPECIAL 2014 w 3

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WARD 7AppleTree Early Learning PCS - Oklahoma Avenue • Cesar Chavez PCS for Public Policy - Parkside Middle School • Cesar Chavez PCS for Public Policy - Parkside High School

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KIPP DC - LEAP Academy PCS • KIPP DC - Promise Academy PCS • KIPP DC – Quest Academy PCS • Maya Angelou PCS - Evans High SchoolMaya Angelou PCS - Young Adult Learning Center • SEED Public Charter School of Washington, DC • St. Coletta Special Education PCS

WARD 8Achievement Prep Academy PCS - Elementary • Achievement Prep Academy PCS - Middle • AppleTree Early Learning PCS - Southeast [Parklands]

AppleTree Early Learning PCS - Southeast [Douglass Knoll] • Cedar Tree Academy PCS • Center City PCS - Congress Heights • Community College Preparatory Academy PCSDemocracy Prep Congress heights PCS • Eagle Academy PCS - The Eagle Center at McGogney • Early Childhood Academy PCS • Excel Academy PCS - DREAM

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CONTENTSEDUCATION SPECIAL 2014

6 Dear Parents w David Catania

8 DistrictEducationChangesw Soumya Bhat

12 TheNewPublicSchool CommonLotteryw E.V. Downey

16 ApplyingtoPrivateSchoolw E.V. Downey

20 Kids&FamilyNotebookw Kathleen Donner

25 Resourcesw compiled by Kira Means

CapitalCommunityNews,Inc.•2247thStreet,SE,Suite300,Washington,DC20003202.543.8300•www.capitalcommunitynews.com

EXECUTIVE EDITOR: Melissa Ashabranner • [email protected]: Jean-Keith Fagon • [email protected]

Copyright © 2014 by Capital Community News. All Rights Reserved.

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EDUCATION SPECIAL 2014

6 Dear Parents w David Catania

8 DistrictEducationChangesw Soumya Bhat

12 TheNewPublicSchool CommonLotteryw E.V. Downey

16 ApplyingtoPrivateSchoolw E.V. Downey

20 Kids&FamilyNotebookw Kathleen Donner

25 Resourcesw compiled by Kira Means

CapitalCommunityNews,Inc.•2247thStreet,SE,Suite300,Washington,DC20003202.543.8300•www.capitalcommunitynews.com

EXECUTIVE EDITOR: Melissa Ashabranner • [email protected]: Jean-Keith Fagon • [email protected]

Copyright © 2014 by Capital Community News. All Rights Reserved.

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July 21, 2014

ince becoming Chairman of the Council’s Committee on Education in January of 2013, I have seen the remarkable promise that exists in our public schools. After engaging in in-depth conversations with

educators across our city and visiting 144 of our schools, it is clear to me that while real challenges remain, we are making great progress every day. Our schools are improving because of the diligent efforts of our dedicated school leaders and talented teachers as well as the work of tens of thousands of parents and community members.

From securing nearly $80 million for at-risk students and ending social promotion to taking on the city’s special education crisis and creating

new avenues for student engagement and par-ent empowerment, I am proud of the work of the Committee on Education in the 19 months since its reconstitution. The Committee has supported the

development of innovative language immersion pro-grams and provided additional resources to support homeless students as many of our families suffer from a lack of affordable housing. During this year’s budget development process alone, the Committee restored nearly $100 million in delayed school mod-ernizations including those at Watkins Elementary, Elliot-Hine Middle, Orr Elementary, Brown Edu-cation Campus, and Marie Reed Elementary.

However, great challenges still exist and we must be honest about these challenges in order to effectively overcome them. In DCPS, fewer than 50% of African American males graduate on time and overall that figure stands at just over 60%. The District has the largest achievement gaps between African American and white students in the nation and despite some recent improvement in

overall scores, these achievement gaps are growing, not shrinking. Address-ing these challenges takes more than platitudes and slogans; it requires hard work, real investment, and collaboration between parents, educators, and govern-ment officials. This is the approach I have taken as Chair of the Committee on Education and it is the approach that I believe will result in continued school improvement.

The District’s future depends on having high quality public schools that prepare students for success in life. All residents have a stake in the success of our public education system and every student deserves the opportunity for a high quality education—in every school, in every neighborhood, no exceptions.

I look forward to continuing our work together to make this vision a reality.

Sincerely,Councilmember David A. CataniaChairman, Committee on Education w

Dear Parents,Thoughts on the Future of Public Education in the District

At-Large Councilmember, David Catania, Chair of the Committee on Education, meets with students. Photo Courtesy David Catania


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he beginning of the new school year is only days away. In between barbeques and trips to the pool, it’s time to reflect and look forward to what the next school year brings.

There will be lots of changes. Many schools will have new resources, especially high-poverty charters and DCPS middle schools. Mayor Gray may make school bound-ary changes – but then the new mayor elected in November may reverse them all. Some schools may have longer days, if the Chancel-lor can work things out with the Washington Teachers’ Union. Six schools will continue efforts to become full-scale community hubs. And changes to improve special education may be on the way.

Here’s a rundown of the funding, policies and program changes slated to take place in the 2014-2015 school year.

New Funding for At-Risk StudentsThe coming school year will bring added

resources to all DCPS and charter schools, but especially to those with high poverty rates. Following recommendations of a mayoral-commissioned study and Council legislation, the school funding formula was changed to add about $2,000 for every “at-risk” student – defined as low-income, homeless or in foster care, or high school students who are over-age for their grade. The added funds, which also are for summer school, will cover 35,000 students across DC Public Schools and public charter schools.

DCPS plans to use those funds for many good things, including adding staff to middle schools and extending the school day at the lowest-performing schools. (As noted below, teachers at many schools are not going along with that plan.)

But there also are a number of problems with the way DCPS is using its new funds.

The money does not follow each at-risk student to his or her school. Until the Council intervened, some schools with a large number of at-risk students, like Anacostia high school,

got almost no new money. DCPS used the new money for already

planned priorities, rather than as a chance to meet the special needs of high-poverty schools. For example, $5 million will go to “Proving What’s Possible: Student Satisfaction” grants that every school received to support things like field trips or anti-bullying campaigns. The goal of providing targeted funds to help on at-risk students gets lost when the funds go towards a pre-determined set of uses.

There was a lack of transparency and stakeholder engagement. It took a lot of dig-ging to figure out how DCPS planned to use this substantial influx of funds, and there was almost no involvement of school leaders and parents. The Chancellor says that she faced a lack of time for planning and full engagement and has spoken about engaging stakeholders earlier next time around, through a school budget allocation task force for the 2015-16 school year.

School Boundary Proposals DCPS school boundaries need to be

updated. They haven’t been reviewed compre-hensively since 1968 – 30 years before the first DC charter school opened and many popula-tion and demographic cycles ago. The ultimate challenge is to meet the hopes of parents who want better choices for their children while al-laying the fears some parents have about losing access to their current great school.

The Gray Administration initiated a process to change boundaries and admissions policies, and the mayor is expected to an-nounce his decisions this fall. With an election looming, however, the new mayor may put a halt to any plans adopted this fall, or at least make substantial changes.

Two provisions of the student reassign-ment proposals should be retained by whoever becomes mayor:

Promoting economic diversity. This proposal would alter the lottery to give low-income students a priority for the District’s most affluent and typically high-performing

schools, after all in-boundary students are accommodated. It also would set aside 10 percent of each elementary school’s slots for out-of-boundary students, and phase in the same approach over a few years for grades six - nine. Since out-of-boundary students already make up well over 10 percent of enrollment in most DC schools, this should not create problems at many schools.

This is important because socio-economic diversity in schools improves outcomes for low-income students without adversely af-fecting middle class students, as long as a core of middle class children attend the school. If the District takes this approach, it will be important to also consider new transportation policies to ensure that students can actually take advantage of access to schools.

Improving access to neighborhood early childhood education. Currently, children are admitted to Pre-Kindergarten through the lottery process, without a guaranteed seat at a child’s in-boundary school. The new proposal would give children in high-poverty neigh-borhoods the right to attend Pre-K in their neighborhood school. This makes sense for families with very young children, and it may help alleviate the struggle of lengthy wait lists for early childhood education slots at many DC schools.

Unaddressed: Charter school-DCPS collaboration on admissions. Missing from the boundary proposals are recommenda-tions to improve the coordination and joint planning between DCPS and public charter schools around student assignment. Parents want good schools that are close by that their child can get into. This means that where charter schools are located and how families can access them is increasingly important as charter schools come close to serving half of the students in the city.

Extended School Day The Chancellor wants to extend the

school day by one hour at 52 schools next year – all middle grades and the 40 lowest-per-

What to Watch for the Coming School Year

by Soumya Bhat

District Education Changes


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forming elementary schools – after seeing improvements in student achievement in nine schools that have lengthened their school day.

This effort faltered, however, because the Washington Teach-ers’ Union wanted this issue – with such a significant impact on teachers – to be negotiated through the teachers’ contract. The Chancellor instead asked teachers at each school to vote for a schedule change, but teachers at only a few schools have agreed to extend the school day next year.

We hope that something will be worked out that meets the needs of students and respects the rights of teachers. If that does not happen soon, DCPS should develop alternate plans for the coming year, using the funds for the students most in need. Many of the goals of extending the school day could be accomplished through afterschool “expanded learning programs” that bring community-based groups into the schools to offer arts, sports, tutor-ing, and other services.

The rushed pace to imple-ment extended school days highlights that as a city, we have not yet had thoughtful discussions about how this could best be done to help students succeed in school. That conversation should start with school leaders and parents, and DCPS should craft clear guidelines for how the extra time should be used.

DC Community Schools Initiative Gets Second Year of Funding

The Community Schools model recognizes the value of using schools as a community hub for many activities beyond educat-ing children. Community schools are places where people can access social services and a variety of enriched learning opportunities. Right now, six DC grantees have funding to develop a ‘Community School,’ which means working with several community partners to bring focus on issues such as parental involvement, early child-hood services, or youth develop-ment. The partners also connect students and their families with

outside supports, including medical, dental and mental health services, even outside of normal school hours.

The six grantees received funding through the budget for another year, giving them more time to develop relationships with the community and really start the work of coordinating services for at-risk students and their families.

Improving Special EducationA set of bills to streamline

access and improve the quality of DC’s special education services recently advanced out of the DC Co uncil Education Com-mittee. Two provisions are especially important:

Making it easier for young children with developmental delays to get services. Currently, infants and toddlers can get help only if they show a 50 percent developmental delay in one area or 25 percent in two areas. The Council legislation would give ac-cess to services to children with a 25 percent delay in just one devel-opmental area. Research and logic tell us that early identification of disabilities in children can lead to better academic and behavioral outcomes and also lessen future costs to the city and society.

Giving school-age children timely special education services. Right now, the assessment of a child’s special education applica-tion can take to 120 calendar days, about half the school year. The legislation proposes to change this timeline to 60 days from the student’s referral date. While children wait to be evalu-ated, they go without the services they need, often falling farther behind their peers.

With so many exciting things happening in the District’s educa-tion policy world, the fall will be back before we know it. In the meantime, stay cool and enjoy the rest of summer!

Bhat is an education policy analyst at the DC Fiscal Policy Institute (www.dcfpi.org), which conducts research on tax and budget issues that af-fect low- and moderate-income DC residents. w

EDUCATION SPECIAL 2014 ◗ 11

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lottery should be fun, at least the dream of winning big, but betting on what school your child will attend next year is no fun at all. Previous to this

year, families applied to public schools and charter schools separately, with different applications.

This year almost all DC Public Schools (DCPS) and DC Public Charter Schools (DCPCS) came together in the Common Lottery. The new system was implemented as a way to simplify applications for Pre-kindergarten 3 and 4 (PK3 and PK4), Out of Boundary (OOB) spaces, and charter schools.

MySchoolDC.org is a one-stop resource for information about the process. The web-site includes detailed school profiles as well as the application. The goal is to make the process simpler for families and reduce the amount of wait-list movement, especially in the fall after school starts.

When Do You Use theCommon Lottery?

Every domicile in the District has a designated In Bounds (IB) school for each grade. Starting at Kindergarten (K), a student is guaranteed a space at their IB school. Families must submit an application in the common lottery any time they want to:1. obtain a new space for PK3 or PK4,

even at their IB school;2. attend a new charter school;3. switch to an OOB school;4. apply to an application-only school

(high school). This means that the common lottery is

used for kids from PK3 through 12th grade.

School Preferences andApplication Timeline

Each student can apply for up to twelve schools in any combination of public or charter. The schools are ranked by prefer-

ence, from greatest interest to least interest. Preferences such as IB status are automati-cally given by the system. You can input other preferences such as a sibling enrolled.

The application dates for this coming season have not yet been announced, but should be roughly December through Febru-ary. Parents should visit schools of interest this fall and winter. Planned tours are listed at MySchoolDC.org. Narrow down your list and submit the application.

There is no benefit in submitting the ap-plication earlier in the process. Results will be available around late March at MySchoolDC.org, and via e-mail and mail.

MySchoolDC.org will also have infor-mation about individual wait-lists. Students can get a space in only one school. Any school that was ranked above the school that has offered a space will give that student a wait-list number. At any school below, the student will not be on the waitlist and no longer has a possibility of getting a space.

It is possible to get “shut out,” that is, not get any space at all.

Families have roughly one month to make additional visits to schools and do further research be-fore accepting their spots. To accept a spot, families must submit the enroll-ment papers (mailed by the school) and show proof of residency at the school by the designated date.

School Selection andRanking

The common application was created to prevent parents 'gaming the system.' However, there are sev-eral factors that can help you make a more successful list. Practical issues should come first: commute times and family schedules; your student’s academic, social, and behavioral

Understanding How It Works

by E.V. Downey

The New Public SchoolCommon Lottery

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14

needs; the kind of student diversity you would like.

A successful list should contain four to five “reach” schools, three to four middle-range schools, and three to four “safety” schools. If you prefer to stay at a current school or childcare setting rather than at-tending anything other than a reach school, your list can be made up of only those. You can apply to fewer than twelve schools.

Wait-listsIf you do not care to accept a spot that is

offered, simply notify the school so they can offer it to someone else. You will remain on the wait-list for any schools above the school at which you were offered a space.

The wait-lists will start moving in May and will move throughout the summer. Schools will offer you a space via phone call or email. You will be given a deadline by which to decide. You can request an addition-al visit to the school if needed. If you choose not to take that space, you will still remain on the other wait-lists.

Round TwoThe new lottery offers a second round

for those who didn’t get in anywhere or didn’t do the first round. Round Two is identical in

procedure to Round One.Round Two students will be added to

the end of the Round One wait-list with the exception of those with preferences. Those students will be added to the waitlist accord-ing to their preferences.

How Does the LotteryActually Work?

The lottery is run by a complex computer algorithm. Each applicant is randomly given a unique lottery number for his/her grade. The lottery then runs school by school. As each school for which a student has applied comes up, the student is placed on the school’s list.

The school list is ordered according to preferences (IB, sibling, etc.) and then lottery number. So an IB student whose lottery number for PK3 is 1,000 is placed ahead of an OOB student whose lottery number is 500. The better your lottery number, the better you will do across the system, but the lottery number will not trump preferences.

The position in which you rank a school will not change your chances of getting in. That’s why you must rank more highly preferred schools first. If you don’t and get in to a less preferred school,

Spanish Immersion Teacher Ms. Paul, working at Tyler Elementary through a partnership between DCPS and the Spanish government

Ludlowtaylor Elementary teacher Kristen Addison works on reading comprehension with her students.

you will not even be wait-listed at the more preferred school.

Has The Lottery Beena Success?

The lottery has increased the availability of information about schools and has made the ap-plication process significantly easier for families. Wait-lists have been moving a lot which is either a good thing -- families are getting spots at schools they really desire -- or a bad -- a lot of people initially didn’t get spots that they really wanted.

The biggest goal of the new system is to de-crease the “September Shuffle,” students moving to another school after school starts. The Septem-ber Shuffle is hard for families and schools alike. It remains to be seen this fall whether movement has been significantly decreased.

So go out and buy a few lottery tickets and then start your research. Good luck!

E.V. Downey is the principal educational consultant at Downey School Consulting. Each year she works with hundreds of families navi-gating the public/charter school lottery process, applying to private schools, and advocating for special-needs kids. She has taught children of all ages for almost two decades and came to educational consulting after several years in private school admissions. Her experience in special education advocacy started with years of struggling to get a decent public and later private education for her autistic son. A graduate of DCPS, E.V. has one child in private school and another in DCPS. w

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ll Admissions Directors have the stories. The parents who buy test prep books or hire tutors -- for their three-year olds. It is against the rules, of course, and if the

tester suspects something she will write it in the report, but that doesn’t stop people.

Then there are the “innocent” questions during the tour. “My son is SO advanced in reading and I was wondering what you do to accommodate that?”

Yes, again, we are talking about three- year olds.

There’s the eight-page parent letter when the application asks for no more than two. Naturally there are the thinly-veiled offers of “contributions.”

Let’s not forget the letters of recommen-dation from a Board member who knows you from church, but has never actually met your child. Or the parents who try to make an ap-pointment with the Head of School, bypassing the Admissions Office, so they can plead theirr case for why their child should be accepted.

Keeping It SimpleThe private school application process

needs to be conducted carefully to present your child in the best possible light. It also needs to be approached sensibly with research and visits before the application. As with the public school lotteries, there’s also a fair amount of luck involved. Several spots can already be “spoken for” by siblings and kids of teachers.

Admissions teams try to put together a well-rounded class and your child might just not fit into any of those spots. A large portion of the admissions decision rests on the stu-dent visit. In other words, the ability of your child to play nicely with a bunch of strangers on any random Saturday morning. Even so, a well-approached application process can usu-ally result in a successful school match.

How to Select a SchoolMost private schools start at Nursery

(two to three-year olds), Pre-Kindergarten-4

(PK4) or Kindergarten (K). If they don’t serve those ages then they generally start in third, fourth, sixth, seventh, or ninth grades. Most have expansion years at grades such as PK4, K, fourth, sixth, seventh, and ninth. Applying in the entry or expansion years gives you the best chance of getting into a school.

In compiling your private school list, look at location first. Even if you are able to get your child to a distant school, you need to think about the impact of a commute on your child’s life and yours. If the school’s student population is heavily from northwest DC for example, you will spend a lot of time ferrying your child there for parties and other friend and sport events until they are able to navigate the metro system on their own.

After location, look at tuition, educa-tional approach, facilities, and any special areas of interest for your family (religion, diversity, outplacement). All these factors are as important as the school’s reputation.

If your child emerges from a school visit

Presenting Your Child in the Best Light without Going Overboard

by E.V. Downey

Applying to Private School

CHDS Drama Students Take a Bow at Folger Shakespeare Festival. Photo credit: Antoinette Hardy-Jones


beaming with happiness, it is your best indicator that a school is the right fit.

Navigating The ProcessStart the application process at least one year in advance. Unlike

public/charter school applications, the private school application process has a lot to do with you, the parents, especially in the younger grades. Be interested and engaged, but do not present an extra burden to the admissions team.

Attend planned events rather than asking for a private tour. Be on time and turn your cell phone off. Leave young kids at home.

On public tours ask a question or two of general relevance. You may ask more personalized questions at the parent interview.

The parent statement should be no longer than what is asked for and preferably a little shorter. Feel free to be creative and present the best possible version of your child. Don’t drone on unnecessarily. Be honest and realistic about the relative strengths and weaknesses of your kid.

When bringing your child for the school visit, follow the in-structions carefully. Be on time, dress your child appropriately, stay for the parent meeting or leave and come back as indicated.

Prepare your child for the visit. With younger kids, explain that you will need to listen to the adults, wait your turn and share. Tell older kids they should follow along attentively with what the class is doing. The school visit is the major opportunity for a school to see how your child will perform in their classrooms.

Many private schools require standardized testing for applicants. Younger kids take an individual test with a licensed professional, usu-ally the WPPSI (Weschler Preschool and Primary Scale of Intelli-gence) or the WISC (Weschler Intelligence Scale for Children). Older kids take a group test such as the SSAT (Secondary School Admission Test). The WPPSI and WISC attempt to provide a snapshot of a child’s innate cognitive abilities. The SSAT assesses a student’s learned knowledge. Schedule these tests as early as possible in the application process.

Remember, impressions of you are important. If you are pleasant and easy to work with during the application process, the admissions staff will feel that you most likely be pleasant and easy to work with when your child is a student at the school.

Paying for Private SchoolFinancial aid creates a more economically diverse student body

and helps students access an education they could not otherwise afford. Most aid is awarded solely on the basis of the financial need of the applicant. Financial aid is for working and lower middle class families in addition to those living in poverty.

Your income, home equity, savings, non-parent contributions, your child’s assets and any other sources of revenue are considered against what you might be awarded in financial aid. Parents’ student loan debt or current tuition, credit card debt and other discretionary expenses are not considered as a burden against your ability to pay tuition.

Both parents are expected to work and contribute financially,

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18

regardless of marital status. You are absolutely expected to sacrifice financially to contribute as much as possible before you are awarded financial aid.

The financial aid application process is typically done online through a non-school-based company. You input your pertinent information and a report is issued to you and the schools. The report will give an estimated amount that your family can be expected to pay, which the school uses as a starting point in calculating its offer.

You may need to negotiate with the school to increase the initial financial aid award. Be polite but advocate for yourself -- schools want to work with you to make private school affordable. During these discussions you should explain any extenuating circumstances that decrease your ability to pay.

The TimelineYou can expect to visit schools be-

tween September and February. Applica-tions and supporting documents are due from December to February. Student and parent visits/interviews are typically con-ducted between November and February. Testing should be completed as early as possible and by January at the latest.

Most schools notify families about admis-sions decision in late February to mid-March and expect families to commit to the school in March. The standard “binding date” is June 1, but can vary by school. This is the date after which you are obligated to pay the full tuition regardless of whether your child ends up at-tending the school. If you intend to withdraw your enrollment, you must do so in writing before the binding date.

Your Final DecisionAfter the admissions offers are

extended, there will be at least one additional opportunity to visit the school usually in a social setting. This is an important opportunity to determine if that school is really the right fit.

If you are fortunate enough to have been accepted to more than one school, you will need to make your decision based on the same sorts of parameters you used in your original selection process. If the school you truly feel is the right one for your child is not as prestigious as another to which you have been accepted, do not be afraid to choose the “lesser” school.

The best school in the world won’t be the right place for a kid who would better fit at another. Once you have made your decision, embrace it without second-guessing yourself. If you have followed these steps you should have confidence in

the process and in your decision. Good luck at your new school!

E.V. Downey is a professional educa-tional consultant at her business, Downey School Consulting. Each year she works with hundreds of families navigating the public/charter school lottery process, ap-plying to private schools, and advocating for special-needs kids. A graduate of DCPS,

she has taught children of all ages for almost two decades and came to educational consulting after several years in private school admissions. Her experience in special education advocacy started with years of strug-gling to get a decent public and later private education for her autistic son. Her son’s private school decision was made when he came out of the visit day proclaiming that “it was like the school was made for ME.” w

Students get hands-on experience with growing plants on the bucolic campus of Burgundy Farm Country Day School. Photo: courtesy Burgundy Farm

Upper School students in St. Anselm’s Mechanical Engineering class test take advantage of the 40-acre campus to test out the trebuchet they built as a class final project. Photo Yaknoto Udoumoh

20

Healthy Lunchtime ChallengeFirst Lady Michelle Obama hosted a

Kids’ “State Dinner” at the White House on July 18. Mrs. Obama was joined by the winners of the Healthy Lunchtime Challenge, a nationwide recipe challenge to promote healthy lunches as part of the First Lady’s Let’s Move! initiative. The 54 children, representing all U.S. states, three territories, and the District of Columbia, joined the First Lady for a healthy lunch, featuring a selection of the winning recipes, followed by a visit to the White House Kitchen Garden. Ten-year-old Maxwell Lynch submitted the winning District of Columbia recipe, Healthy Grains, Squash, Apples, Sausage and Kale. letsmove.gov

has the recipe and information about the annual competition.

Pay-Your-Age and Family Fun Pack at Arena Stage

Patrons ages 30 and under can pay their age. Tickets go on sale eight weeks before the performance date, and patrons may purchase tickets by phone or in person. Pay-Your-Age tickets are limited to four per household. Proof of age for each member of the party will be required at time of purchase or pick-up. They are subject to availability and pur-chase includes any applicable fees. With the Family Fun Pack, purchase four seats for only $125. Must include a minimum of two patrons between ages 5-17 per

Fun Pack; cannot be combined with any other offer or applied to previously purchased tickets; limit two Fun Packs per household. All standard fees apply. Must be purchased by phone or in person. arenastage.org

Kids On Ice at Fort DupontIce Arena

Fort Dupont Ice Arena is home to Kids On Ice, a com-munity ice skating program for children ages 5-18, offering free lessons with all equipment pro-vided. Instructors include quali-fied volunteers under the direction of professional figure skating, ice hockey and speed skating direc-tors. The Kids On Ice Program has six components: Basic Skills, Speed Skating, Figure Skating, Ice Hockey, Schools Skate for

Fitness, and Freestyle Practice Sessions. 202-584-5007. fdia.org

Kids are Welcome at the U.S.Botanic Garden

The U.S. Botanic Garden invites fami-lies to explore a world of plants year round. Let the greenery nurture curiosity, creativ-ity and discovery by helping everyone find fun things they can do on their visit to the U.S. Botanic Garden, or in their very own home. While at the Conservatory, children may begin to enjoy the living classroom, or take a trek through the wilds of the U.S. Botanic Garden to discover the amazing world of plants. Embark on an expedition through the Conservatory recording ob-servations and completing activities in the Family Field Journal. Kids age nine and older will love the Junior Botanist program. Become an Apprentice Junior Botanist by using the backpack of exploration to complete adventures throughout the

Events and Activities for Youths of All Ages

by Ellen Boomer

NOTE BOOK

President and Mrs. Obama greet luncheon guests.Photo: Kathleen Donner

Fiddler on the Roof is at Arena, Oct. 31-Jan. 4.


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22

Conservatory. The Children’s Garden gives kids a chance to get hands-on in a courtyard garden where they can gently explore plants in bloom and play with gardening tools to learn about plants. Visit the West Gallery for a multi-sensory exhibit that shows the human relationship with plants. Looking for some fun activities to do with plants at home? They have some great ideas to get the fun started. usbg.gov/kids-are-welcome-us-botanic-garden.

The Building Zone at theNational Building Museum

The Building Zone is a hands-on introduction to the building arts designed especially for the National Building Mu-seum’s youngest visitors, ages 2-6. Just as a building’s foundation lays the groundwork for a structure, child-initiated play lays a foundation for learning. Through imagina-tive play, children learn to interact with others, to recognize and solve problems, and to gain confidence. Play helps children make sense of their physical and social worlds and their place within them. The National

Building Museum invites their youngest visitors and their families to enjoy The Building Zone space as they explore the universe. Building Zone hours are Monday-Saturday, 10 a.m.–4 p.m. and Sundays, 11 a.m.–4 p.m. For Building Zone only, tickets are $3 ticket per person for ages 3 and up.The Big Build at the National Building Museum is a free annual hands-on family festival of tools, trucks, and building arts. The 2014 Big Build is scheduled for Sept. 20. nbm.org

Washington Youth Choir (Where Excellence has a Voice)

The Washington Youth Choir is a free after school music education and college preparatory program for students ages 13-19. They are look-ing for new singers. Call 202-714-4174 to schedule an audition time.

washingtonyouthchoir.org

DPR Pop Warner FootballThe DC Department of Parks and

Recreation Youth Football program is part of the Pop Warner Football League with participating kids who range in age from 5-15. Founded in 1929, Pop Warner Football is the only youth football pro-gram (local, regional, and national) that sets and enforces a strict age and weight matrix which reduces the risk of injuries. Pop Warner is also the only national youth sports organization that requires its participants to maintain academic standards in order to participate. The DPR Pop Warner Football League has two divisions which compete against each other for the opportunity to represent Pop Warner Football in the regional playoffs in November, and the chance to compete in the National Pop Warner Football Su-per Bowl held every December. For more information or to register, visit a DPR center or contact the DPR Pop Warner

Football League at [email protected]. Registration closes on Aug. 27. dpr.dc.gov DPR Powder Puff Football

The DC Department of Parks and Recreation offers Powder Puff, an all girl Flag Football League, for all girls ages 8-15. This league provides friendly competition in a recreational setting for athletes of all skill levels. DPR asks all players to be competi-tive and courteous at the same time; creating an atmosphere of fair plays and sportsman-ship that is supported by coaches, players, and spectators. Powder Puff Football is for ages 8-12 and 13-15. Registration begins the first week of August and practice begins the first week of September. For more information, contact K’Yanna Blackwell via e-mail [email protected] or at 202-258-7501. dpr.dc.gov

Aspiring Artists Classes atthe Corcoran

Aspiring Artist classes offer hands-on, studio art experiences for ages 8-13. Taught by credentialed art teachers, classes give students one-on-one attention tailored to their skills and interests. In addition to re-ceiving formal instruction, students engage in discussions that add to their knowledge of artistic concepts and broaden their perspec-tive as members of a community of young learners. Pre-College classes, for ages 16-18, expose high school art students to the Corcoran’s challenging and creative environ-ment and help them build strong portfolios for college admission. The primary purpose is to improve the quality of work in students’ portfolios and to assist them in the admis-sions process. Read more at corcoran.org.

Dance Place Kids’ ClassesDance Place offers ballet, tap, tumbling

and hip-hop classes for kids. Call them for the fall class schedule of times, days and fees. Dance Place, 3225 8th St. NE. 202-269-1600. danceplace.org

Fun at the National Building Museum. Photo: Kevin Allen

24

Shake Up Your Saturdays atthe Folger

On select Saturdays throughout the year, Folger Shakespeare Library offers specialized children’s programming from 10-11 a.m. These programs are recommended for ages 6-12. The programs are free but reservations are required. Read more at folger.edu.

The First TeeThe First Tee of Greater Washington,

DC provides young people with character-building and life skills lessons using golf as the platform. Through The First Tee, young people discover how skills essential to success on a golf course can also help them flourish in life. The lessons are free. Kids can learn more about it at thefirstteedc.org. On Monday, Aug. 11, 7 a.m., The First Tee of Greater Washington, DC is holding a first annual Golf-a-thon at the Fort Belvoir Golf Club to raise money for The First Tee. Read more at thefirstteedc.org.

Kirov Academy of BalletThe Kirov Academy of Ballet’s mission

is to find, train and educate students who show excellence in their artistic potential for ballet. The school offers full-time academy training, a pre-professional program, a summer ballet intensive and pre-academy programs for girls and boys. The school is at 4301 Harewood Rd. NE. 202-832-1087. kirovacademydc.org

One World, One Sky: Big Bird’s Adventure at Air and Space

Every Friday and Sunday and the first Saturday of every month at 10:30 a.m., join Big Bird and Elmo as they explore the night sky with Hu Hu Zhu, a Muppet from “Zhima Jie,” the Chinese co-production of Sesame Street. Together they take an imagi-nary trip from Sesame Street to the moon, where they discover how different it is from Earth. They also journey to Zhima Jie to learn about the similarities in our view of the

sky. Complimentary tickets for this program are distributed at the Einstein Planetarium and Lockheed Martin IMAX Theater Box Offices on a first come, first served basis. Runtime is 25 minutes. airandspace.si.edu

Joy of Motion Youth Dance ClassesChildren who dance reap benefits that

enrich all facets of their life and enhance their personal growth and development. Joy of Motion Dance Centers provide a wide variety of classes throughout the year for young dancers from early childhood through 12th grade. Youth dance classes and programs are by enrollment only and are designed to be age-appropriate in style of dance and material covered. For early childhood dance (25 months through Kin-dergarten), placement is determined by age on the first day of each semester. For grades 1-12, placement is determined by grade on the first day of the fall semester. Joy of Motion classes are at the Atlas at 1333 H St. NE, 202-399-6763; in Bethesda at 7315 Wisconsin Ave. Suite 180E, 301-986-0016; and in Friendship Heights, 5207 Wisconsin Ave. NW. 202-362-3042. joyofmotion.org/youth-program.

DC Youth OrchestraThe DC Youth Orchestra Program

(DCYOP) is the leading curriculum-based classical music education program in the Washington, DC metropolitan region. Founded in 1960 by Lyn McLain at the request of DC Public Schools, the mission of DCYOP is “music for young people; achievement for life!” DCYOP offers group lessons and ensemble training on all orches-tral instruments for students ages 4 ½-18. The program consists of seven ensembles including the renowned Youth Orchestra.DC Youth Orchestra Program has a place for all students with any level of experience. All students who have prior experience with their instrument will have a placement audi-tion and be assigned to a curriculum level of the program. No auditions are required for

beginners. Beginning students with experi-ence and intermediate students can take a placement audition on Saturday, September 6, 2014 at Eastern High School. Read more at dcyop.org.

DPR Youth BasketballThe Department of Parks and Rec-

reation runs citywide Youth Basketball Leagues for ages 5-16 during the winter months. Their recreation leagues are de-signed to give as many kids as possible the greatest benefits available from participation in an organized sport. Players build coordi-nation, speed, and strength while developing bonds with their teammates, and supportive relationships with positive adult role models. On and off the court, their coaches empha-size determination, team work, and respect. The main objective of the program is fun and good sportsmanship. For more informa-tion, contact Toby Strong at 202-316-2385 or [email protected].

Alexandria BlackHistory Museum

The mission of the Alexandria Black History Museum is to enrich the lives of Alexandria’s residents and visitors, to foster tolerance and understanding among all cultures and to stimulate appreciation for the diversity of the African American experience. The Alexandria Black His-tory Museum accomplishes its mission by inspiring the public to explore the integral relationship between Alexandria’s African American heritage and other cultural tradi-tions. The permanent collection features materials related to slavery in Alexandria and Northern Virginia throughout the Civil War. The museum provides scavenger hunts, word find games and answers to questions aimed at young visitors. The Alexandria Black History Museum is located at 902 Wythe St., Alexandria, VA. 703-746-4356. alexandriava.gov w


Schools, Preschools,After-School

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

Beauvoir, the National CathedralElementary School www.beauvoirschool.orgThe School, founded in 1933, is a pri-mary school dedicated to educating a diverse student body in a caring and creative environment. Beauvoir nurtures the spiritual, ethical, intellectual, emo-tional, 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 Elemen-tary school program. The school is serving Preschool - Second Grade for the 2014-2015 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 appropriate, student and family-centered educa-tional approach nurtures students to expand their developmental 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. Aca-demic excellence grows through work, exploration and play. Children become confident students and collaborative citizens. Explore. Learn. Grow.

Capitol Hill Cooperative Nurserywww.chcns.usCapitol Hill Cooperative Nursery School (CHCNS) is a teacher-led, parent-run, half-day preschool for children between 2.5 and 4 years old. At CHCNS we view the child as one

who is dynamic and curious and who approaches the world with a competent and individual set of learning strategies and abilities.

Capitol Hill Cluster Schoolwww.capitolhillclusterschool.orgCapitol Hill Cluster School is a DC Pub-lic School housed on three campuses (Peabody Primary, Watkins Elementary and Stuart-Hobson Middle) serving children ages 3 to 13. The school has been undergoing major renovations and upgrades, including a new drama and music wing now under construction at Stuart-Hobson. It attracts motivated students from all parts of the city with offerings that include arts and music instruction from the earliest grades, science labs and a STEM program, and honors courses in the upper grades.

Cesar Chavez Public Charter Schoolsfor Public Policywww.chavezschools.org The Chavez Schools offer a rigorous dual focused college prep and public policy curriculum. Students are em-powered to become civic leaders by gaining the knowledge, skills and beliefs necessary to serve as change agents in our 21st century democracy. The schools serve 1400 students in grades 6-12 in the Capitol Hill, Columbia Heights, and Kenilworth-Parkside communities.

Community EducationalResearch GroupOur philosophy is that education should teach children the basic skills to think, solve problems and cultivate the natural curiosity of every child. Our mission is to develop the child’s social and cogni-tive skills so that he or she can succeed at the next level of learning. We also provide parents with early interven-tion information that gives students the support needed to reach their highest potential in the educational process. District of Columbia International PCSwww.dcinternationalschool.orgDCI inspires inquiring, engaged, knowl-edgeable and caring secondary stu-dents who are multi-lingual, culturally competent, and committed to proactive-ly creating a socially just and sustain-able world. In 2015, applications for 6th, 7th and 8th grade will be accepted. DCI is an IB Candidate school offering Spanish, Chinese and French.

Eagle Academy PCSwww.eagleacademypcs.orgFounded in 2003, Eagle Academy Pub-lic Charter School is Washington DC’s first early childhood public charter school. It is the first exclusively early childhood charter school to receive accreditation from the Middle States Association for the Accreditation of Schools, Colleges, and Universities. Now Eagle offers its high-quality edu-cational programs for PreK 3 through Grade 3 on two campuses, one in Ward 8 and in Ward 6, and provides children with the building blocks for a bright future. At Eagle Academy students are starting early and soar-ing high!

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

The Hill Preschoolwww.thehillpreschool.orgThe oldest preschool on Capitol Hill, now in its 44th 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, charac-teristics of the Creative Curriculum and theme-based instruction are used as resources for instruction that allow the children many opportunities for growth and development.

Inspired Teaching PCSwww.inspiredteachingschool.orgInspired Teaching Demonstration PCS cultivates students’ Intellect, Inquiry, Imagination, and Integrity. Program-ming includes hands-on learning experiences, arts integration, outdoor learning, and challenging academics for all learners. Now accepting ap-plications for preschool – 6th grade. Come see our new campus, which will grow to serve students through 8th grade in 2016!

RESOURCES

26

Kingsbury Daywww.kingsbury.orgKingsbury Day School provides a transformative educational and social experience to students with learning difference (LD) and ADHD through a supportive and differentiated PreK-12 diploma program. Students can receive tutoring and support therapies (diag-nostic and psychological services, OT/PT and speech and language services) on-site and embedded within the aca-demic day.

KIPP DCwww.kippdc.orgKIPP DC is a network of high-perform-ing, college-preparatory public charter schools. Outstanding educators and staff, more time in school, a rigorous college-preparatory curriculum, and a strong culture of achievement and sup-port help our students make significant academic gains. KIPP DC currently op-erates fifteen schools serving students in grades PreK3-12.

Maya Angelou Public Charter Schoolswww.seeforever.orgWe create learning communities in lower income urban areas where all students, particularly those who have not succeeded in traditional schools, can reach their potential and prepare for college, career, and a lifetime of success. Our students develop the aca-demic, social, and employment skills they need, achieved through a demand-ing academic program, socio-emotional learning support, and tiered interven-tions that focus on the whole child.

Northeast Stars Montessori Pre Schoolswww.nestars.netNES is a growing institution with cam-pus locations on Capitol Hill, Old Town Alexandria and Arlington. Our students thrive with the individualized atten-tion they receive from our diverse staff of Montessori certified lead teachers. We deliver “Montessori and more!” through our multi-age classrooms, carefully planned lessons and bridge to traditional curriculum for older students who will transition to more traditional schools. Our Capitol Hill and Alexandria campus accepts children 24 months and older. Our Arlington Campus accepts children 30 months and older.

Paul Public Charter School www.paulcharter.orgPaul 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 Athlet-ics. Our graduates will leave ready for college and be prepared to be leaders in a global community. We are accepting applications for grades 6 through 10.

Perry Street Preparatory PCSwww.pspdc.orgPerry Street Prep uses rigorous aca-demic instruction, a safe and secure learning environment and strong family relationships to empower our students to be ready to thrive in a global society. Our goal is to provide every student, PreK-8, with the knowledge, the abili-ties, the attitudes and the support they will need to succeed in college and beyond.

Randolph-Macon Academy www.rma.edu(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 offers AP and college courses, varsity sports, flight program, music, art, and drama. 100% of graduates accepted to four-year college or university. United Methodist Church-affiliated. 540-636-5484

Richard Wright PCSwww.richardwrightpcs.orgRichard Wright Public Charter School for Journalism and Media Arts is a unique high school offering students, beginning with grade 8, an opportu-nity to explore high school while fo-cusing on their areas of interest within journalism and media arts. Our educa-tional focus is to create great writers, journalists and productive citizens. The school seeks to teach its students to become creative, innovative think-ers regardless of their ethnicity, socio-economic status or gender. It offers a data driven instructional program based on a curriculum designed for students with a wide range of academ-ic skills, which reinforces reading and writing skills through Latin Instruction and innovative use of technology at school and home.

Shining Stars Montessori Academy PCSwww.shiningstarsdc.orgShining Stars Montessori Academy is unique in its design as a free and open to the public Montessori school infused with cultural empowerment principles. Using this holistic approach to educate its target population, Shining Stars will

ensure high academic performance and build children’s confidence.

The SmithsonianEarly Enrichment Center www.SEECstories.com/seeThe Smithsonian Early Enrichment Center (SEEC) is a non-profit model lab school with a museum-based cur-riculum. Children aged infant through kindergarten receive all-day, part-time and community workshop instruction in on-site classrooms and the Smithsonian Institution museums. SEEC extends its expertise within educational and mu-seum communities through seminars, conferences, and consulting.

St. Albanswww.stalbansschool.org St. Albans offers a distinctive edu-cational experience for young men in grades 4–12. We are committed to creating a socio-economically diverse community. With a robust financial aid budget, we actively seek to admit boys from all backgrounds. For more information, please contact our Admis-sion Office at www.stalbansschool.org/admissions or 202-537-6440.

St. Anselm’s Abbey Schoolwww.saintanselms.orgSt. Anselm’s was established in 1942 by St. Anselm Monks to provide a clas-sically oriented college preparatory education for boys. With its roots in the values of the Christian Gospels and Catholic tradition, the school strives to create a community built on respect for truth, love of learning, regard for human dignity, and tolerance. It features individualized instruction in language, literature, religion, mathematics, the sciences and the fine arts. By living and promoting the Benedictine spirit, the school creates an atmosphere of peace, a sense of service to community and a willingness within its students to work toward a balance in mind, body, and spirit. Enrollment is approximately 250 in grades 6 to 12.

St. John’s Community Serviceswww.sjcs.orgSt. John’s Community Services offers unique experiences for students with disabilities ages 4 to 22. SJCS’ Educa-tion Services provides an inclusive aca-demic and vocational education within DCPS where students participate fully in the public school environment, develop relationships, and become empowered to pursue their dreams for the future.


Waterfront Academywaterfrontacademy.orgWaterfront Academy is a dual immer-sion (Spanish and English) faith-based Montessori school with emphasis on charity and stewardship in the Catho-lic tradition. Now enrolling students between the ages of 2.5 to 9. Located at 60 I Street, SW. 202.484.0044.

Washington Yu Ying PCSwww.washingtonyuying.org.Washington Yu Ying Public Charter School combines Chinese language immersion with the inquiry-based cur-ricula of the International Baccalaure-ate Organization. We serve Pre-K, 3 to 5th grade. In 2015 and beyond, our 5th graders will attend 6th -12th grade at DC International School (dcinternation-alschool.org). Yu Ying accepts applica-tions through 2nd grade. We have a structured after care program. Apply on line and attend an information ses-sion to learn more.

Other Resources for Kidsand Families

Black Student Fundwww.blackstudentfund.orgThe October 5th School Fair is a sin-gular opportunity for all Metro parents and children to learn about opportuni-ties at independent schools. This year the BSF and the Latino Student Fund are proud to announce a partnership for the 2014 School Fair on October 5th. LSF and BSF will join forces to ad-vance this historic fair and increasing community participation.

Boy Scoutswww.NCACBSA.org/JoinNational Capital Area Council, Boy Scouts of America is comprised of 23 districts serving ten counties in North-ern Virginia, six counties in Maryland, the District of Columbia, and the US Virgin Islands. We serve over 55,000 youth in traditional Scouting, co-ed outdoor adventure, and career-educa-tion programs. Join the action.

Capitol Kids Therapy, LLCwww.capitolkidstherapy.comOur therapists offer therapies to address: articulation, developmen-tal delays, language delays, audi-tory processing, and pre-reading/phonemic awareness skills. We are PROMPT-trained and have experience implementing oral-motor and feed-

ing therapy. Our therapists work with children in a variety of settings includ-ing clinic, schools, daycares, in-home and through the DC Strong Start pro-gram. Ask us about our social skills groups for a variety of agesand abilities.

DC Association of CharteredPublic Schoolswww.dcacps.orgThe mission of the DCPCSA is to increase opportunities and outcomes for students by supporting the devel-opment, growth, and sustainability of quality charter schools in Washington, DC. The Association was created by and for DC public charter school lead-ers to serve as their collective voice.

Family Psychological Services ofCapitol Hill, PLLCwww.fpsch.comDr. Sweeney is a school psychologist in private practice on the Hill. She offers behavioral and educational consultation, parent coaching, therapy and testing for children, adolescents, young adults, caregivers, and families. Dr. Sweeney has special interest and training serving nontraditional fami-lies and diverse populations.

Clinical PsychologistCheryl Shapiro, PhDLearning SpecialistColleen Buchanan, MS202-827-5669Two Capitol Hill residents (MOTHs) provide private educational services to Metro area families. Cheryl, a Clinical Psychologist formerly from the Lab School of Washington, does Admission Testing for private schools as well as Achievement, Executive Functioning and Psychoeducational evaluations. Colleen, a Learning Spe-cialist, recently retired from Friends Community School in College Park, offers Academic Skills assessments, Readiness and Acceleration planning, Executive Function Skills Coaching, Tutoring and Test-Prep (SSAT/ISEE, SAT/ACT, GRE & Praxis).

Kirov Academy of Ballet, of WDCwww.kirovacademydc.orgAs one of the foremost ballet academies in the world, we’ve been training young dancers to reach their artistic dreams and goals since 1990, using the method-ology of the St. Petersburg-based Vagan-ova Ballet Academy. Located in northeast DC, programs are offered for dancers ages 2 and up. Enrolling year-round!

National Speech/LanguageTherapy Centerwww.nationalspeech.comNational Speech services include in-dividual and small group treatment for children with hearing impairments, special needs (including autism) and the child who is simply a delayed talk-er or 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

Macaroni Kidwww.FunMetroKids.comMacaroni Kid Southern Prince George’s County is a hyper-local, fun, kid-friendly weekly e-newsletter and website that highlights all of the great things that kids and their families can do in their local community. Sign up for FREE weekly newsletter & prizes, articles, activities, giveaways and more.

Reading and LanguageLearning Centerwww.readingllcenter.comRLLC was founded in 2002 as a center for the treatment of dyslexia, lan-guage, accent reduction and articula-tion deficits. We also specialize in early intervention and treatment of autism spectrum disorders. In addi-tion to treatment, the center provides full evaluations by certified Speech Language Pathologist. We provide services in our offices, and public and private schools.

Skills on the Hill, LLCwww.skillsonthehill.comSkills on the Hill offers pediatric occu-pational therapy to children from birth to teenage years. We have experience working with children who have mo-tor skill delays (visual, fine and gross motor), hypotonia, dyspraxia, sensory processing disorders, autism spec-trum disorder and trouble with social and play skills. We work closely with families using a team approach. w

education supplement 2014

Documents

bridges pcs

schoolwide enrichment

basis dc pcsward

grades vibrant music

responsive classroom

curriculum curriculum

nations capital

arts instruction