2022 Fall Education Issue – A Resource for District Parents by Capital Community News

A RESOURCE FOR THE EDUCATION AND ENRICHMENT OF STUDENTS IN WASHINGTON, DC

EDUCAT

ION 2022 F ALL

EDITIO

A CAPITAL COMMUNITY NEWS PUBLICATION / CAPITALCOMMUNITYNEWS.COM

N / PR E K-

EDUCATION

Fall 2022 Special Edition 04

How DC Schools Are Funded – A Look at The Changed Funding Model for FY23 by Elizabeth O’Gorek

Meet Two School Boosters – District Schools Benefit from Community Supporters by Elizabeth O’Gorek

A Different Route to Teaching – Enrollment in Teacher Residency Programs on the Rise by Elizabeth O’Gorek

How to Find a Tutor by E.V. Downey

Notebook by Kathleen Donner

Resources A CA P I T A L C O M M U N I T Y N E W S P U BLI CA T I O N

Capital Community News, Inc. PO Box 15477 Washington, DC 20003 202.543.8300 www.capitalcommunitynews.com MIDCITY YOUR COMMUNITY NEWSPAPER

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How DC Schools Are Funded A Look at The Changed Funding Model for FY23 by Elizabeth O’Gorek

CPS takes up about 11 percent of the total District budget‚ about $2.2 billion in taxpayer dollars for the 2023 fiscal year which begins Oct. 1. That comes with a 5.9 percent increase in spending per student. It’s the biggest increase in year-to-year funding since Mayor Bowser took office in 2014. $1.162 billion of the total is allocated to DC Public Schools (DCPS) while $1.101 billion will go to the Public Charter Schools. Those sums are supposed to be allocated through the same process, a budget method that has changed

04 > Capital Community News, Inc.

for FY23 with a view to increased equity, transparency and stability. So how, exactly, are schools funded? And what determines how much each school receives?

Funding Starts with Students

Even experts say that understanding DC’s school budget is a challenging endeavor. But at its core, school funding starts with the student. School funding is largely dictated by enrollment. The basis of both DCPS and DC Public Charter School budgets is local dol-

lars provided via the Universal Per Student Funding Formula (UPSFF). For FY23, the budget proposes a UPSFF foundational level of $12,419 per student, the amount needed to provide a student with general education needs. Each school receives this amount multiplied by expected enrollment. School populations are estimated based on various factors including school counts from previous years. Enrollment counts are finalized on Oct. 5 of the school year, which can lead to budget adjustments.

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The UPSFF base amount is supplemented by targeted support given according to added weights that reflect the costs of serving additional student needs, such as special education (.3 of the base), English Learners (EL, .2 of base) and those considered “at-risk” of academic failure (.2 of base for every student in schools with a population of 40% at risk; another .2 for every student in schools with a population of 70% or greater at risk). Those numbers are multiplied by the number of students in each category; a student may be in more than one category. The sum of these base and supplemental amounts is the foundation of each school’s budget. But schools can also receive supplements in the form of stability funding which is intended to shield schools from the impact of fluctuating enrollment and to ensure year-to-year budgets do not decrease more than five percent, as required by DC Code. Stability funds include one-time stabilization payments provided in the form of the Mayor’s Recovery Fund (to help schools keep up with rising costs) and Hold Harmless Funds (meant to ensure budgets stay consistent year to year). Some–but not all–schools benefit from local, federal and institutional grants for specific programs dictated by school needs, such as reading support, after-school programs, international baccalaureate (IB) or NAF career academies. DC LEAs (Local Education Agencies: DCPS is one LEA and the Charter Schools are 68 LEAs) also receive federal funding, largely directed through the Office of the State Superintendent (OSSE). This can include Title 1 funding, given to schools with a high concentration of low-income students in order to close the achievement gap. All public schools can benefit from private fundraising. A few DCPS schools benefit from strong parent fundraising and some affluent public charter schools have development staff specifically charged with fundraising and financial partnerships. However, individual schools serving disadvantaged populations are unable to raise large donations, furthering resource gaps across both public school systems.

Changes

The biggest difference in the updated model for FY23 is that schools have the flexibility to 06 > Capital Community News, Inc.

make budgetary choices to meet their school needs. In the previous Comprehensive Staffing Model (CSM), central office provided staff and non-personnel services to schools based on enrollment and school level. In the new model, after funding is determined through the UPSFF, the stability funding has four different sub-categories of resources: safety net, stabilization funding, recovery funding, and hold harmless funding. This new method allows principals and Local School Advisory Teams (LSAT) to make decisions about how they spend these funds. But those decisions are within limits. Funding allocations are designated for spending on a scale of 1, 2, or 3 with items designated as 1 having a required use and funds designated 3 being fully flexible. Changes made to level 2 items must be reviewed by DCPS central office. But the new model allows limited leeway for schools to make decisions to cover a mix of what is required and desired as their funding allows.

Public Charters

DC’s charter schools are largely funded in the same way as public schools. The basis of their funding comes from the UPSFF, including the same calculation factoring in base amounts plus additional weights where applicable. They also have access to program funding and make determinations about staffing according to the needs and wants determined by each local educational agency (LEA) and limited by their budget. “For the most part – with some minor exceptions, usually from legislation, all the local money that schools get comes through that formula,” said DC Charter Alliance founder Shannon Hodge. Where there are differences in funding, they are outside that basic method, she said. Advocates for charter schools say that DCPS benefits from its role as a District agency. For instance, the 2013 DC Education Adequacy Study found that District agencies provided services to DCPS to the tune of about $1,434 per student, including legal services from the Office of the Attorney General (OAG) and IT support from the Office of the Chief Technology Officer (OCTO). Charters received benefits valued at about $141 per student. “Our concern is when funds or services

are going to DCPS that charter schools have no access to,” Hodge said. Because DCPS is mandated to operate neighborhood schools, it has to maintain buildings across the city, even if some are underutilized. These schools operate in government buildings that are maintained and modernized from the District’s Capital Budget. In contrast, charter LEAs are independent not-for-profits and must find, improve and maintain their own building, although the District provides a per-pupil facility amount of $3,408. Notably, charter schools do not have to spend this amount on facilities and can redirect unused amounts to other budget items, including anything from supplies to teachers or professional development. The end of FY23 will be the first year that DC Charters will employ a set of common reporting standards, Hodge said. Also, unlike DCPS which sets flexibility levels for some funding allocations, charter schools do not have a single set of guidelines governing spending in each of the 68 charter LEAs. “When the city allocates money to charters through that funding formula, there are no restrictions on that money,” Hodge said. “Each LEA decides how they spend that funding.” There is an expectation that some funds, such as at-risk and English language learning support, go to provide for those student needs, she said. However, budget decisions are independently made by each LEA, including the number and income level for teachers. Finally, independent charter status allows LEA to use some private revenue streams, such as commercial loans. During the pandemic, charter LEAs received $38 million in Paycheck Protection Program (PPP) funds.

A Fiscal Cliff

School watchers say that there is much to praise in the new budget, including the increase to the UPSFF base rate and increased supports for mental health services in the schools. But they also say that the District needs to find a way to sustainably fund schools year over year. Stability funds, especially the tens of millions in one-time payments, are papering over future cuts. A 5.9 percent increase in the UPSFF does not account for 9 percent inflation rate in 2022 or the very real rising

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costs. For the same reason, charter school advocates have also called for a greater increase in the facilities fee they receive. Qubilah Huddleston, a policy analyst with the DC Fiscal Policy Institute (DCFPI) said that the budget actually creates losses for many schools. As proposed, 58 of the 116 schools in DCPS would have FY23 budgets lower than their FY22 submitted budgets, which were buoyed by federal dollars. Many schools used these funds to pay for reoccurring expenses, such as teaching aides and subjectspecific teachers, she said. According to DCFPI analysis, 73 schools have initial FY23 budgets that would not keep up with real costs. “DCPS needs a plan to ensure that local school budgets are sufficient during and beyond the pandemic to avoid a fiscal cliff,” said Huddleston. She said year after year, schools have to trim staff because budgets are not keeping up with costs.

Declining Enrollment

Declining enrollment is a major concern, as DC school budgets are calculated per student. The office of the Deputy Mayor for Education (DME) projects that DCPS will lose 1,000 students next year, 697 of them from schools in Wards 7 and 8–DC’s Blackest and lowest income communities. Those schools projected to lose a classroom or more worth of kids will lose significant funding. That creates problems, said Huddleston, because that budget must still fund teachers required for classrooms that might have lost one or two students. Schools are forced to trim around the edges to maintain staffing levels. That means less funding for the schools that already struggle to meet the needs of their students. 08 > Capital Community News, Inc.

The difference is frequently made up using at-risk funding. DCPS is supposed to use those funds to supplement school funding, rather than to replace basic funding. Numerous analyses have shown that is not the case for DCPS. Veteran education analyst Dr. Mary Levy found that 40 percent of at-risk funding in FY23 will cover special education and basic programming, especially true of schools east of Rock Creek Park. This points to the ways the new flexibility can force some school principals and LSATs to make difficult choices. For instance, Ward 7 State Board of Education representative Eboni Thompson told a March DC Council hearing that Beers Elementary in Ward 7 is using at-risk funds in FY23 to fund a music teacher. Meanwhile, Meyer Elementary in Ward 3 pays for music instruction from the base funding. “If we’ve gotten the formula right,” she asked, “shouldn’t Beers be able to cover a music teacher, and then because of additional funds, be able to add more staff and focus on intervention and support?” DCFPI’s Huddleston says there is a lack of data showing where and how money is being spent. The combination makes it difficult to assess if the funds are being targeted to meet the needs of at-risk students. There’s a lot of money, but it is not clear that all District schools are able to provide the basics and then go even deeper to offer additional support or programs such as music and art. With equity and transparency as the explicit focus of the new model, it remains to be seen how well the new model will adapt to school needs in this new phase of the pandemic. u

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Meet Two School Boosters

District Schools Benefit from Community Supporters by Elizabeth O’Gorek

eorge Blackmon remembers well the 100th day of school at Maury Elementary (1250 Constitution Ave. NE), on Feb. 6, 1999. In those days, he said, “the 100th Day” was a big deal; the whole community, including the DC Public Schools (DCPS) “big brass,” would come and gather outside of the school. By that point, Blackmon was well-known in the school community as a volunteer and as a neighborhood resident. That day a student in the crowd noticed a moving van parked outside Blackmon’s house. “Oh, no,” Blackmon recalls the student asking him. “You’re not leaving, are you?” Blackmon was indeed moving—to Takoma in Northwest DC. But the student had no cause for concern. Because from 1976 to the present, George Blackmon has never left Maury. Principal Helena PayneChauvenet is the eighth Maury pPp\rincipal to work with him. “Mr. Blackmon has been one of the longest-serving volunteers at Maury Elementary, and we appreciate all he has done for the school community,” she said, enumerating his many efforts: leading Walk-to-School and Bike-to-School participation, organizing the school lost-and-found and being a recess monitor and sending humorous and encouraging poems George Blackmon marches with Maury Elementary in the Capitol Hill July 4th Parade. Photo: E. O’Gorek/CCN

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to staff and families throughout the school year. “Maury is my go-to,” Blackmon said. Blackmon is only one of the District’s school boosters, individuals who do not have students at the city’s schools but nonetheless pour their time, energy and even finances into keeping them strong. Often, these folks are themselves alumni who want to ensure the pleasant memories of their school experience are kept alive for succeeding generations. Sometimes they are neighbors. Every one of them proves the importance of the connection between schools, communities and the lives of the students they serve.

A Lot of Tradition, A Lot of Memories

In 1976, Blackmon lived on Duncan Place NE, just north of Maury, with his mom and dad and his younger brother, Gregory. George joined a pilot preschool program there the year he was four. The next year, boundaries changed and Blackmon went on to Lovejoy Elementary for kindergarten, then on to Eliot Middle School before graduating from Dunbar High. He studied at Howard and University of the District of Columbia (UDC) before going to work at DC Public Schools (DCPS) central office, still walking by Maury frequently on his way home from work every day. In the 1990s, he started to volunteer to supervise kids as they headed home. That rapidly telescoped into a consistent volunteer role during school activities such as cheerleading competitions (Maury were citywide champions in 1992, Blackmon said). He was helping out to make sure kids were getting in and out of school okay, he said, when a parent noticed and suggested he apply for a teaching aide position at the school, a position he held for two years. When funding cuts eliminated his position in 1997, he volunteered to provide assistance during the day and took a role in aftercare for the next year before starting his current job with Democracy Credit Union in 1998. In the past 25 years, Blackmon has served the school in a variety of positions. Between 1996 and 2008, Blackmon filled roles as Parent Teacher Association (PTA) treasurer, secretary and president. For 17 years, Blackmon has been part of the school’s representation on the Ward 6 Public Schools Parent Organization (W6PSPO). He is also a repository of information about Maury’s past and present. He can rattle off all the principals since the 1980s and key events on the school’s annual events calendar. Years of succeeding PTA presidents have relied on him to outline how traditional events are organized. “Now that it’s been 30+ years, I can pass on that knowledge to the next generation of folks,” he said. “Maybe there were

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Education Special < 11

have a big version of it that they display?” he recalls, 23 years later. “It had been hanging on the wall for the last four years outside the principal’s office. But he, like other people, walked past it every day, so they never looked at it.” And that’s where it started, Gibson said. He has been helping the school find resources ever since. Growing up at 12th Street and Maryland Avenue, Gibson entered Eastern from Hine Middle School (then located at 310 Seventh St. SE) in 1989, one of 1,000 tenth graders that year. It wasn’t even his preferred choice at the time; wanting a change of scenery, he’d hoped to follow his sisters to HD Woodson. But the extracurriculars got him. He said Principal Ralph Neal really did a masterful job of focusing on every component of the school. “The choir was world renowned; obviously the marching band. Then there were all the various clubs and opportunities. There was just this energy around Eastern,” he said. He remembers walking to the school every day and hearing the announcements, which always ended with the tagline, “Eastern is indeed proud.” “So we had this almost swagger about attending the school,” he said. After graduating from Eastern, Gibson he worked for Senator Barbara Boxer, then onto the Department of Agriculture under the Clinton administration, probably as the youngest aide to a secretary at the time. He led a trip on behalf of the department to South Africa, meeting Nelson Mandela at his home. Gibson is now the Vice President, External and Multicultural Affairs for the Motion Picture Association (MPA), the pre-eminent trade association for the movie industry, where he created the diversity equity inclusion program. So, back in 1997, when he heard the band wasn’t getting paid to entertain, he knew he was well-suited to shifting that trend. Organizations hosting conventions in the District were willing to pay tens of thousands of dollars for catering, but only a couple of hundred to the band, he said, not even enough to cover transportation. “We’re not going to do that,” he would tell them. “The band is an artist.” He served on the PTA executive from 1999

John Gibson gives remarks at a Motion Picture Association (MPA) event attended by Eastern Students. Courtesy: J. Gibson

things that we did that could be used. In that time, a whole lot of things have changed.” Now, he said, although the school has grown so much, there are students that still tell Blackmon that their parents know him. They probably do. Everyone at Maury knows George Blackmon. But the reverse has become a little challenging, he said. “You got 500 plus students now, and it’s hard to know everybody like I did back then. You have to be a little more intentional in terms of reaching out.” But he still tries. “I feel that I’m still a valuable part of the school,” he said, “and I like the community feel.”

In Plain Sight

In 1997, the Eastern High School (1700 East Capitol St. NE) band performed for a wedding. The Unification Church held a mass ceremony in which 20,000 people were married at RFK Stadium. The band was supposed to be paid $10,000. But two years later, nobody knew what had become of that money, and the band was in financial dire straits. The alumni were asked to petition to the new principal for help. So a group of former students went to talk to school staff, who instead appealed to them for help. John Gibson, a 1992 graduate of Eastern, was part of the group. “No-one could find out what happened to the funding,” he remembered. “There was no record of this donation.” But he located it, hidden in plain sight. “You know when they give a massive check and they 12 > Capital Community News, Inc.

to 2011, a time when Eastern went through some major hurdles and transformations. Beginning with Neal’s departure in 1997, the school went through more than 11 principals in ten years. The building was serious neglected. There was talk of converting Eastern into a charter school or closing it completely. Alumni, including Gibson, watched carefully as decisions about the future of the school were being made. In 2004, he said, over 1200 alumni descended on Eastern for a community meeting. “Tommy Wells was in shock,” Gibson said. Wells is a former Ward 6 Councilmember who currently serves as the Director of the District’s Department of Energy and Environment (DOEE). But in 2004, he had been the Ward 6 representative to the District’s Board of Education for three years. He already had a deep relationship with Eastern, he said, and he knew it was important to support the school administration, but also to hear the parents and the alumni. “I came to trust John Gibson for trying to respect that balance,” Wells reflected. “I felt like he gave me good advice and I respected the volunteer time he put in to make Eastern a better school for our students.” Eastern stopped accepting students in 2009 when it was closed for renovation, restarting in 2011 with only ninth grade and a new principal, Rachel Skerrit. To honor the new beginning, Gibson wound up his last term on the PTA, but he still manages the band’s social media platforms. Gibson said the alumni are a powerful force and a great community. He’s on emails with alumni classes from the 50s and 60s; they are vibrant and active, throwing a BBQ at Eastern in June. “Those folks just dwarf what I do,” he said. “It’s a special place for so many people.” Like them, Gibson isn’t going anywhere. His job forces him to travel more often, so he cannot be physically present like he once was. But he still gives however he can—financial support, opportunities to connect students—particularly in his industry and in his networks. Both Gibson and Blackmon just want to give students the kind of experiences they cherish. Gibson said he wants students to share the feeling he had—that their home city is important and powerful—and so are they. “Revel in that,” Gibson says to District students. “ Take that, and wear it as a backpack to take on the world.” ◆

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Education Special < 13

A Different Route to Teaching Enrollment in Teacher Residency Programs on the Rise by Elizabeth O’Gorek

certification, usually through hen her principal graduate work. approached her Candidates integrate that one day in coursework with mentor2017, Lolita Fields was ships and real-life experience working in the after-school in the classroom alongside program at Appletree Parka lead teacher. In exchange, lands (1801 Mississippi Ave. residents commit to a role as SE), one of 12 campuses oplead teachers at a school for erated by the District Public one to three years. Charter school serving PreK3 and Pre-K4 students. “You’re really good at Program Sketches this,” Fields remembers the In DC, residency programs principal telling her. “You are offered by national should consider getting nonprofits operating in your masters and becoming the District, such as Teach a lead teacher.” for America or DC Urban But Fields wasn’t lookLolita Fields teaches class at Appletree Early Learning Public Charter School’s Teachers (urbanteachers.org). Parklands Campus. Courtesy: L. Fields ing to go back to school. Still others, like the Charter A few years prior, she Capital Teaching Residency had completed a Master’s even as more conventional higher-education (CTR, www.kippdc.org/ in Criminal Justice before retiring from the models are seeing a steep decline. join-our-team/capital-teaching-residency) were Prince George County Police Department. created by KIPP DC but have expanded to serve Two years later, she went to work with the Residency vs. Traditional Preparation multiple schools throughout the District. kids at Appletree, acting on her passion for When the pandemic hit in 2020, it exacerbated District program commitments and outimproving outcomes for the District’s youngest already existing national teacher shortages. The lines vary. Participants in Urban Teachers make residents. Why would she stop doing that to go pandemic stimulated a departure from teacha four-year overall commitment, with regular to school again? ing: in the first sixth months of 2021, about coaching and mentorship throughout. Their Then the principal explained: Fields wouldn’t 250 teachers left DC Public Schools (DCPS), a first year is in the classroom, then they start two have to leave the kids at all. She could join trend mirrored in DC Charter Schools. years of graduate-school classes funded by a stiAppletree’s Early Learning Teacher Residency Given this, training new teachers has taken pend. They receive full pay to lead a classroom program and get her master’s in teaching while on new importance. But, according to a 2022 through years two and three, focusing on career she worked in the classroom. study by Center for American Progress, enrollinterests in year four. “You couldn’t beat what they were offering,” ment in comprehensive college and university Appletree requires a two-year commitment, Fields said. “So I signed up.” education programs declined nationwide by 47 with one year of an in-school apprenticeship Appletree offers one of several alternapercent between the 2010 and 2018 school years. mixed with LEA-based learning and one year of tive teacher certification programs, or teacher However, enrollment in alternative teaching pro- accelerated graduate work with RELAY Graduresidencies, in the District of Columbia. These grams—those not based at institutes of higher ate School of Education (GSE) during their programs provide aspiring educators a training education—increased by 76 percent. second year. By the second year, students are fully alternative to college and university programs, A residency provides an opportunity for certified teachers leading their classroom with offering schools an additional pipeline to new candidates who already have a bachelor’s degree the support of instructional staff and mentors. teachers at the same time as they provide candiin another subject to make education their career The CTR origin comes out in the middle, dates training and support. by offering them an opportunity to learn on the with a three-year commitment required. The Enrollment in these programs is increasing job at the same time as they pursue teaching first year is an in-class fellowship with a mentor

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LEFT: DC Urban Teachers requires a four-year commitment but includes more than 85 hours of coaching in addition to mentorship, graduate coursework and system supports. Courtesy: Urban Teachers

teacher. During the second year, when they become fully-paid and fully-supported lead teachers, they can apply for the accelerated RELAY program as well, finishing that degree as they teach their third year.

DCPS

DCPS has taken advantage of this new approach to teacher training and recruitment. Over 70 resident teachers joined DCPS from 202122. DCPS does not direct its own residency programs but partners with organizations such as RELAY GSE, Urban Teachers and residency programs at American University, Howard University and Georgetown University. ”We believe these commitments are beneficial in deepening connections between resident teachers and the school communities they serve,” a spokesperson said in a statement. “We hope to continue expanding our residencies in the coming years as we know that robust and diverse teacher pipelines are an essential component of our talent acquisition and retention strategy.”

High Demand

Residency programs are highly competitive and have a rigorous admission process. Hundreds of people apply for the CTR program annually, outgoing Program Director Tywanna Lesley said. Less than 100 are selected. Last year, Appletree said they admitted a cohort of only 20. Candidates not only have to have a bachelor’s degree, they also need relatively high GPAs; at least 2.5 for Urban Teachers and an ideal of 3.0 for the Appletree and CTR programs. In 16 > Capital Community News, Inc.

addition to the application, there may be interviews, essays and sessions with program representatives. Some require an on-site visit. Once a resident is accepted, they have to manage the workload. In addition to daily classroom teaching, students participate in classes with their master’s institution, instruction provided by the program team, as well as hours spent with coaches or mentors and on coursework. “This is a residency program,” said Rose Silva, the Program Manager for Appletree’s program. “You need to work hard to be successful.” But, Silva said, the program recognizes the need to nurture staff as well as students, providing support such as mental health and exercise programs. Incoming CTR Director Ashley Carter said since residents are going to teach in their schools, in-school programs like CTR have more control over what the experience would look like than an independent program. Their teachers choose to be mentors, rather than are chosen. “Because we don’t have to partner with multiple different entities, we can be really responsive in the service of what our students need,” Carter said.

Who Is Enrolled

These programs also help individual schools recruit and retain teachers during a time when many are leaving the profession and others are reluctant to enter it. Schools with higher at-risk student populations are more likely to face these challenges, and residency programs often make their needs a focus. For instance, as part of their application, DC Urban Schools identifies candidates who have a commitment to working in urban settings and in under-served communities. The residency programs also increase the diversity of the teaching corps by design. With the promise of reduced tuition, stipends and full-time pay while learning, alternative programs are much more accessible to people from lowerincome households. Such programs are also attractive to people making mid- or end-of-career switches. Entering a residency at the end of one’s career, as Fields

did, is not unusual for such a program, representatives say. Alternative programs have also been shown to have greater enrollment among AfricanAmericans and men than conventional routes. According to the Center for American Progress, which aggregated data reported to the US Department of Education, people of color accounted for about 48 percent of enrollment in these alternative programs and about 29 percent in conventional programs. For CTR and Appletree, which serve schools with majority black populations, it is important to have educators that look like and understand their students. “Representation matters,” Silva said. “There are a lot of studies that show the value of students learning from teachers that are similar to them and have similar experiences.”

Staying On

Residency programs have extremely high rates of completion and retention. In part, that’s because teachers completing their residency programs at schools like Appletree and CTR are often offered positions at their school site. At Appletree, that’s the explicit goal, said Silva. Teachers appear to respond to the relationships and support they have built in these communities, often staying on for years. Fields is one of those teachers. She has been a lead teacher at Appletree’s Parkland campus ever since she completed her residency in 2019, only stepping away to help open a new campus in 2020-21. For the retired officer, teaching was a different way to help youth and work with families. “You see children learning and you get better outcomes,” she said. “If you build great relationships, you build great learners.” Residency directors say that in a period of a high-need for teachers, residencies can be a way for more people to fill a need. “A call to action is for people to really look deeply within themselves to find out if teaching and working and doing this important work is for them,” said CTR’s Lesley, “because we need more talented, capable passionate people to do this work.” ◆

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How to Find a Tutor by E.V. Downey

fter months of shuttered schools and virtual learning, many parents worry that their children have fallen behind academically. Other parents see their students excelling in certain areas and want to provide them with more enrichment. So, whether to shore up a lagging skill or to encourage an area of interest, parents often find themselves in need of private instruction for their children. Private tutoring can take place in the family home, at a public space such as the library, at school, in a tutoring center, or in the instructor’s home or office. Tutors range from teachers

18 > Capital Community News, Inc.

moonlighting after school to people who make tutoring their career. What should a parent consider in searching for someone to work with their child?

Basic Qualifications

Elizabeth Kraemer and Joann Hill, co-founders of Capitol Teachers which provides tutoring services, suggest that parents start with some basic questions, such as how long the tutor has been teaching and what grades and subjects they have experience with. Someone who works well with lower elementary students might

not be the best fit for your teenager. As Krista, mother of a rising freshman with dyslexia says, “First and foremost I look for someone that I think will be a good fit for my child – someone who can connect with teenagers well. When it’s a good fit, we see more success.” Capitol Teachers further advises that parents question potential tutors to see if they’re familiar with the child’s grade level standards and skills and how they will use them to guide the tutoring sessions. They suggest asking what assessments the tutor will use to tailor the lessons appropriately so that they can focus on

Education Special < 19

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the problem areas and not waste time. The private instructor should be willing to work with classroom teachers to make the most of work outside school. There should be a clear plan of action on the deficits or areas to improve and how to move forward.

Special Qualifications

If a child has a specific learning disability, it is essential to find an expert in that particular field. Working with an unqualified tutor could be time and money wasted and could even be detrimental. For example, if your child has dyslexia, working with a tutor certified in Orton-Gillingham or a comparable approach is best. This sort of specialization will cost more money in the short term, but will produce better results in the long run. Similarly, if your child has developmental issues such as autism or attention issues, you should seek out a tutor who is experienced with those challenges. A tutor accustomed only to working with typically developing children will not know how to approach these kids, and again it could just mean time wasted and frustration on everyone’s part.

Cost

Cost is, of course, a consideration. A child needing enrichment might be successful with an enthusiastic high school or college student who would be significantly less expensive. On the other hand, someone with a significant learning disability requires an expert in the field. If money is a factor, using an online tutor can be more economical, if that works for your situation. Traveling to the tutor rather than having the tutor come to you can also save money. A tutoring center will generally be less expensive than a private tutor who 20 > Capital Community News, Inc.

comes to your house. Often tutors will negotiate a lower rate for more hours per week or if you can work around their schedule. Pairing up with another student with similar needs can also be cost-effective.

Tutor/Student Fit

Both tutors and parents stress that it is important to find a tutor who works to understand the student as an individual. The tutor/student relationship is a close one, and the right fit is crucial to success. Madison, a mother of three children, was searching for someone to help her kids get back up to grade level after an entire year of online learning. She explains, “I wanted someone who had experience with kids from differing backgrounds and learning styles because no kid learns the same. The same thing would never work for all three of my boys.”

Developing the Relationship

Once you have found the right tutor, it is important to work on the tutor/child relationship. Tutor Jamie Klein notes that she always wants to set her students up for success by matching them with a tutor whom they trust wholeheartedly. She continues, “This means that they spend time getting to know each other and do not jump into academics right away. Maybe they go for a walk for their first session or grab an ice cream. Who wants to do hard things with someone they don’t know? Students can only find success when they can show their most vulnerable selves with their tutor. That’s when the change happens!” E.V. Downey is the principal educational consultant with Downey School Consulting. She also works as a private tutor, behavior therapist, and flute teacher and is the Co-Director of Busy Bees Camps. ◆

Education Special < 21

notebook by Kathleen Donner

Greater DC Diaper Bank Celebrates Wipeout Summer

Photo: Aimee Custis

Family Day at President Lincoln’s Cottage

President Lincoln’s Cottage’s Homecoming is a celebration of Lincoln’s decision to issue the preliminary Emancipation Proclamation—at the very home where he drafted it. This year, it will be held on Saturday, Sept. 17. Celebrations include the Freedom 5k starting at 9 a.m. ($40 fee to run in the 5k) followed by free Family Day activities featuring pony rides, petting zoo, face painting, and other activities for kids and families. There will also be a 100 ft. Tot Dash for kids immediately following the 5k. The Tot Dash is free and doesn’t require registration. From 3 to 6 p.m., there will be a Jazz performance from the Petworth Jazz Project. There is a $40 fee to run in the 5k. Pre-registration is recommended. President Lincoln’s Cottage is at 140 Rock Creek Rd. NW. lincolncottage.org.

Greater DC Diaper Bank, a regional nonprofit founded in 2010, has launched its 2022 Wipeout Summer campaign. The organization, which distributes diapers, formula, period products, and other hygiene essentials to partners throughout the DMV, sent out 9.5 million diapers to families in need in 2021 and is on track to distribute 10 million diapers by the end of this year. This summer Greater DC Diaper Bank is hosting a Wipeout Summer campaign to raise funds to purchase wipes as well as to encourage community members and local businesses to donate wipes. When community partners come to the Greater DC Diaper Bank’s warehouse to shop the Baby Pantry, wipes are one of the most highly requested items. Read more at greaterdcdiaperbank.org/wipeoutsummer.

Activities at the NBM During “A Midsummer Night’s Dream” Run

The National Building Museum, 401 F St. NW, is open Thursdays to Mondays from 11 a.m. to 4 p.m. The activities listed below –and more (see website)– are offered through Aug. 28. They are free with Museum admission; $10 for adults, $7 for ages three to seventeen. nbm.org. • Explore the Midsummer Forest – ALL DAY - self guided - Wander

Anacostia Riverkeeper Friday Night Fishing

Photo: Courtesy of Anacostia Riverkeeper

22 > Capital Community News, Inc.

Who doesn’t love a summer Friday night spent on the river? The Anacostia Riverkeeper’s Friday Night Fishing program is a free, family-friendly, learn-to-fish program. It takes place along the Navy Yard on the Anacostia from June to August each summer. Open to all ages. They provide everything you need for you and your family to learn how to fish in a fun and educational environment. Fishing takes place from 5 to 8 p.m. at the Diamond Teague Park Recreation Dock. Friday Night Fishing runs every Friday through Aug. 19. anacostiariverkeeper.org.

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Education Special < 23

National Book Festival

The 22nd annual Library of Congress National Book Festival will be held at the Walter E. Washington Convention Center, 801 Mount Vernon Pl. NW, on Saturday, Sept. 3, 9 a.m. to 8 p.m. The event is free and open to the public. This year’s theme is “Books Bring Us Together.” The National Book Festival is a literary event that brings together best-selling authors and thousands of book fans for author presentations, conversations, book signings and more. Two-hundred thousand are expected to attend. A selection of programs will be livestreamed online and videos of all programs will be available shortly after the Festival. Attendees may expect enhanced safety and security measures when entering the Convention Center. If you would like to volunteer, contact NBFvolunteers@loc.gov. loc.gov.

•

through a giant pop-up book based on William Shakespeare’s play A Midsummer Night’s Dream. Interactive Scavenger Hunt – ALL DAY – self guided – Discover nine mischievous characters and the delightful plot of A Midsummer Night’s Dream. A Midsummer Night’s Dream Crafts – ALL DAY - Create your own fairy wand, lion mask, or paper moon and you’ll be ready to join in the theatrical fun and match the characters in A Midsummer Night’s Dream! Storytime and Activity – DAILY at 11:30 a.m. Enjoy an interactive story and do a related activity Face Painting – Saturdays and Sundays, 1 to 4 p.m.

Backpack Drive at THEARC

Building Bridges Across the River is having a backpack drive on Saturday, Aug. 27, noon to 3 p.m. at THEARC, 1901 Mississippi Ave. SE. You can support by donative backpacks, other school supplies or cash. For questions, email LJones@thearcdc.org.

Kids Run the Bases at Nat’s Park

Kids ages four to ¬twelve can run the bases after every Sunday day game throughout the season. This season’s remaining dates: July 31; Aug. 14 and 28; Sept. 18; and Oct. 2. Kids Run the Bases begins immediately following the game, weather permitting. An adult must accompany runners to the field. Once the game has ended, it takes the grounds crew approximately 20 minutes to prepare the field. Kids and parents/ guardians can begin lining up at the end of the seventh inning,

24 > Capital Community News, Inc.

Marine Corps Marathon Kids Run Registration Open

The MCM Kids Run is on Saturday, Oct. 29 in Arlington, VA. Children ages five to twelve can participate in the one-mile fun run. Pre- and post-event hospitality, activities, entertainment, games and mascots make this an unforgettable event. The Kids Run offers families eight start time options between 9:30 a.m. and 12:15 p.m. Registration is $15 and is now open at marinemarathon.com/events. Photo: Courtesy of the Marine Corps Marathon

Enroll Today for Day-off Camps & Summer Camps

Fantastagirl & The Math Monster

Fantastagirl, a second-grade superhero who uses words to save the day, comes face to face with her worst nightmare: the Math Monster! When confronted with problems too big for words alone to solve, Fantastagirl must accept help from her friendly, furry, fraction-loving foe. While Fantastagirl and Math Monster use words and numbers to help her friends and scientist moms, something far more sinister than Math brews on the horizon. General admission, $25. Fantastagirl & The Math Monster is at Adventure Theatre at Glen Echo through Aug. 21. adventuretheatre-mtc.org.

Boys and Girls Ages 3-7 Years

Join Tippi Toes® for a magical Princess and Super Hero Dance Camp! Let your child dance into a fairytale... For more information and to register: TippiToesDC.com

JOIN CLASSES ANY TIME!

(L to R) Ariana Caldwell, Candice Shedd-Thompson, Miranda Pepin, Joshua Street. Photo: Ryan Maxwell

however fans who would like to stay and watch the entire game will still be able to line up once the game has ended. Participants must exit the ballpark through the Right Field Gate. The line forms outside of the park on the sidewalk along First St. washington.nationals.mlb.com

Tee DC as a cash donation. The First Tee’s mission is to impact the lives of young people by providing educational programs that build character and instill life-enhancing values through the game of golf. Read more at firstteedc.org/get-involved-2/ donate-golf-equipment.

Donate Your Old Golf Clubs

Cinderella at Glen Echo

Have an old set of golf clubs packed in the corner of your garage? Donating equipment is another way to help support the DC area’s The First Tee. With the 2nd Swing Club Donation Program you can put your old equipment to great use and make a huge impact. The value of your used clubs and equipment is sent to The First

Rod puppets convey the classic tale of rags to riches, love at first sight (twice!), and getting what we all deserve. Don’t miss this fan favorite production or your magical midnight curfew. Cinderella is at the Glen Echo Playhouse, 7300 MacArthur Blvd., Glen Echo, on Thursdays and Fridays at 10:30 a.m. and on Sat-

SMYAL supports and empowers lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth ages 6-24. Through youth leadership, SMYAL creates opportunities for LGBTQ youth to build self-confidence, develop critical life skills, and engage their peers and community through service and advocacy. Committed to social change, SMYAL builds, sustains, and advocates for programs, policies, and services that LGBTQ youth need as they grow into adulthood.

SMYAL.org

202-546-5940 | supporterinfo@smyal.org | 410 7th Street., SE WDC 20003

Education Special < 25

urdays and Sundays at 11:30 a.m. and 1 p.m., through Aug. 28. Tickets are $15. Recommended for ages five, up. thepuppetco.org.

Photo: Courtesy of the Arlington County Fair

Arlington County Fair

The Arlington County Fair, Aug. 17 to 21, is one of the largest free events on the east coast with attendance levels over 84,000 in recent years. Enjoy competitive exhibits, midway rides and games, entertainment, vendors, and more. You can also check out their free kids programming at the Kids Court. Activities include interactive games, live performances and coloring in their giveaway Country Fair Coloring Book. Admission is free; some activities are paid. Hours are Aug. 17 and 18, 5 to 10 p.m.; Aug. 19, 2 to 11 p.m.; Aug. 20, 10 a.m. to 11 p.m.; and Aug. 21, 11 a.m. to 10 p.m. The fair is at the Thomas Jefferson Community Center, 3501 Second St. South. arlingtoncountyfair.us.

Milo the Magnificent at Glen Echo

The Jim Henson Foundation Grant awarded “Milo the Magnificent” is an engaging puppet show about an aspiring magician. This wordless comedy, inspired by turn of the century vaudeville entertainers, is as physical as it is charming. Using stunningly innovative puppetry, Milo presents a variety of magic tricks which don’t always go as planned. Milo the Magnificent is at the Glen Echo Playhouse, 7300 MacArthur Blvd., Glen Echo, on Thursdays and Fridays at 10:30 a.m. and on Saturdays and Sundays at 11:30 a.m. and 1 p.m., Sept. 1 to 30. Tickets are $15. Recommended for ages four, up. thepuppetco.org.

Imagination Stage Announces 2022-2023 Season PG County Fair Family Fun

The 2022 Prince Georges County Fair is Sept. 8 to 11, at the Show Place Arena, 14900 Pennsylvania Ave., Upper Marlboro, MD. Kids will enjoy the petting zoo (with a camel); carnival rides, games and food; pony rides; and miniature stock car racing. The fair is open 5 to 10 p.m. on Thursday and Friday; 11 a.m. to 10 p.m. on Saturday and 11 a.m. to 6 p.m. on Sunday. Fair admission is $5 for kids up to 13 and 55 and over; $6 for age 13, up. Thursday night is free for ages 55, up and Sunday is free for military personnel and immediate family. Shows and rides are ticketed. countyfair.org. Photo: Courtesy of the Prince Georges County Fair

26 > Capital Community News, Inc.

Imagination Stage, 4908 Ashburn Ave., Bethesda, has announced its six shows for 2022-2023, which include two newly commissioned world premieres, two musicals based on popular books, and two favorites especially for the very youngest theatre goers. The season includes S.P.I.E.S. 2: The Flight of the Hawk, Oct. 29 to Nov. 20; Naked Mole Rat Gets Dressed: The Rock Experience, Nov. 16 to Jan. 8; Aquarium, Jan. 14 to Feb. 12; The Hula-Hoopin’ Queen, Feb. 15 to April 8; Wake Up, Brother Bear, March 18 to April 16; and Nate the Great, June 21 to Aug.

Sonia & the Okees perform on Thursday, Aug. 11. Photo: Jack Hartin

Live from the Lawn Summer Concerts at Strathmore

Through Aug. 24, enjoy free “Live from the Lawn” concerts at Strathmore, 5301 Tuckerman Lane, Bethesda. Here’s the remaining schedule: Aug. 3, The Bobby Thompson Band; Aug. 10, Ladama; Aug. 11, Cool Concerts for Kids—Sonia de Los Santos & The Okee Dokee Brothers; Aug. 17, Ukefest; Aug. 24, Shayna Steele. Shows start at 7 p.m. Strathmore.org. 11. In addition, Imagination Stage is presenting a limited engagement of Honolulu Theatre for Youth’s production of In the Year of the Boar and Jackie

DON’T MISS OUR...

JANUARY WINTER EDUCATION & SUMMER CAMP ISSUE Robinson, Oct. 15 to 22, 2022. Single tickets go on sale Sept. 1. imaginationstage.org.

EDUCAT

ION

Large Selection of Children’s Books at SE Library Monthly Book Sales

The Friends of Southeast Library, 403 Seventh St. SE, book sales are on the second Saturday of every month, 10 a.m. to 3 p.m. The book sales are on the lower level of the library. Most books are $1. Proceeds supplement library programs. Donations are accepted in the blue bin on the side of the building. dclibrary. org/southeast.

La llamada de Sylvia Méndez: Separate Is Never Equal at GALA

La llamada de Sylvia Méndez: Separate Is Never Equal is a joyful, bilingual play that embraces diversity and tolerance through the story of elementary school teacher Sylvia Mendez who fought to end segregation in education in California, paving the way for the national ban on segregated schools. For her legacy and courage, in 2011 she received the Presidential Medal of Freedom from President Obama. La llamada de Sylvia Méndez: Separate Is Never Equal is at GALA Hispanic Theatre, 3333 14th St. NW, on Saturdays, Oct. 15 and 22 at 3 p.m. $12 for adults; $10 for kids, two to twelve. galatheatre.org.

Tethered Hot Air Balloon Rides

The Flying Circus Hot Air Balloon Festival is on Aug. 20 and

Let there be LEGO!

If you missed the 83 years of construction it took to build Washington National Cathedral, now’s your chance to watch the Cathedral rise again—only this time out of LEGO bricks. When completed, an estimated 500,000 LEGO bricks will form a 1:40 scale replica of the Cathedral that’s more than 13 feet long, eight feet tall and bigger than a minivan. It will be the WORLD’S LARGEST Cathedral to be built from LEGO bricks. Read more and learn how to contribute to the build at cathedral.org/lego/. 21. Tethered hot air balloon rides which rise to about 50 feet are $10 for adults and $5 for children (cash only). There are also hot air balloon launches in the early morning, 6 to 9 a.m. and late afternoon, 6 to 8 p.m. Gates open at 6 a.m. You’re invited to take a ride or just come out to see the balloons close-up. Rides are $150 to $250 for the approximately one-hour ride. The regular Flying Circus air show is at 1:30 p.m. Festival admission is $20 for adults; $10 for kids. The Flying Circus Aerodrome is 14 miles SE of Warrenton and 22 miles NW of Fredericksburg, just off Route 17, at 5114 Ritchie Road (Route 644) in Bealeton, VA. (about 60 miles from DC). flyingcircusairshow.com. ◆

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Education Special < 27

Resources THERAPY & SUPPORT Capitol Kids Therapy LLC capitolkidstherapy.com

Founded in 2000 on Capitol Hill, Capitol Kids Therapy provides pediatric speech and language therapy to children up to 12 years old. Located at 2nd and D St. NE, Capitol Kids Therapy offers virtual and in-person office visits. Their therapists address a variety of speech and language areas, including (but not limited to): speech therapy, language therapy, feeding therapy, oral motor, and articulation therapy. Capitol Kids Therapy offers screenings, parent consultation, parent/teacher workshops, evaluations, and treatment. They look forward to helping your child achieve their potential!

Early Stages earlystagesdc.org

Early Stages is an evaluation center that works with families to identify and address developmental delays in children between two years eight months and five years ten months. In addition, a DC Public Schools, Early Stages program provides evaluations for DC child residents who have not yet entered the school system or are currently homeschooled. Early Stages also serves families outside DC if their children attend a DC private school or DC child care center. All Early Stages services are entirely free.

Office of the Student Advocate studentadvocate.dc.gov

We guide and support students, parents, families, and community members in navigating the public-school system in DC. Our mission is to empower DC residents to achieve equal access to public education through advocacy, outreach, and information services. In our opinion, public education is not only a public asset and right but is something that should be community-focused and community-informed. We provide oneon-one coaching for families; facilitate issuespecific or community-specific workshops and training, and connect families directly to additional resources through referrals to other organizations and agencies for further support. We answer our intake line live on 28 > Capital Community News, Inc.

weekdays from 9 a.m. Contact 202-741- 4692 or email studentadvocate.dc.gov

TUTORING SERVICES Frank Tutoring franktutoring.com

Frank Tutoring provides personalized online tutoring, at an affordable rate, to students in grades 5 – 12. They offer SAT/PSAT Math, Calculus, History, Chemistry, Biology, and other sciences. Our tutors will develop the skills, confidence, and motivation to help students of all levels succeed.

PRIVATE/PAROCHIAL Burgundy Farm Country Day burgundyfarm.org

An inclusive, creative, and nurturing environment, engaging the whole child. Burgundy boasts an expansive, wooded 26acre Alexandria campus. Outdoor learning spaces, exterior decking on all academic buildings, two outdoor stages, a barn, natural play spaces, and numerous playgrounds expand our students’ learning space. Discover Burgundy today!

Capitol Hill Learning Group (CHLG) capitolhilllearninggroup.com CHLG is a Christian University-Model® Micro-School (Pre-K - 8th grade) located at 9th & Maryland Avenue, NE. Established in 2006, CHLG boasts small class sizes (10-12 students) and a reduced in-school schedule. Bringing the Christian worldview to bear in all learning is the hallmark of what we do, and our students grow to be responsible, independent, and self-driven learners.

Edmund Burke School burkeschool.org/learn

An independent college prep school for 315 students in Grades 6-12 in Washington, DC, Edmund Burke School consciously brings together students who are different from one another, commits to knowing each of them well, and supports their growth as skilled, independent thinkers.

Friends Community School friendscommunityschool.org

Now in its fourth decade, Friends Community School is a K-8 Quaker progressive school that thoughtfully guides young children through adolescence. Located just 15 minutes from Capitol Hill on 17 acres in College Park, MD, FCS offers small class sizes, a diverse and inclusive community, a commitment to educating the whole child, and a curriculum that emphasizes inquirybased and hands-on learning. FCS students are lifelong learners, courageous risk-takers, and joyous peacemakers who matriculate to rigorous independent, parochial, and public magnet schools. See our website for updates and details regarding our open houses and application process.

Washington School for Girls washingtonschoolforgirls.org

The Washington School for Girls (WSG) ignites the joyful pursuit of learning and inspires lives of faith-filled purpose, leadership, and service. WSG is an all-scholarship, independent, Catholic day school educating girls in grades 3-8. Located in Ward 8 and serving the surrounding communities, the school provides an excellent academic program in a supportive environment that engages families and the community in the social, emotional, and spiritual growth of its students and graduates. WSG offers full scholarships to all admitted students.

PUBLIC CHARTER SCHOOLS Bridges PCS bridgespcs.org

Bridges Public Charter School opened in 2005 and serves a culturally and linguistically diverse student population in Pre-K3 through 5th. The school’s developmentally appropriate, student- and family-centered approach includes small classroom sizes, well-trained staff, and individual planning for students. Bridges PCS incorporates hands-on learning into classroom instruction across grades. The school has both

general education classrooms and high-level special education classrooms. All students receive a computer for virtual teaching, and the school’s specials are Spanish, art, music, physical education, and gardening.

DC Prep PCS dcprep.org

DC Prep is a network of public charter schools serving over 2,100 preschools through 8th-grade students across six campuses in Wards 5, 7, and 8. The school prepares every child for an academically and socially prosperous future by ensuring more class time, targeted interventions, standardsbased instruction, and frequent assessments.

District of Columbia International PCS dcinternationalschool.org

DC International Public Charter School inspires inquiring, engaged, knowledgeable, and caring secondary students who are multilingual, culturally competent, and committed to proactively creating a socially just and sustainable world. Applications are open for grades 6-9. DCI is an authorized IB World School offering Spanish, Chinese, and French.

Eagle Academy PCS eagleacademypcs.org

Eagle Academy Public Charter School, Washington, DC’s first early childhood charter school, employs a variety of educational, technological, physical, and sociological tools to transform its students into active learners. Offering pre-K to third-grade instruction, the school has myriad programs, including STEM, arts, music, foreign language, and adventure activities that encourage student curiosity, which is the key to successful learning.

Elsie Whitlow Stokes PCS ewstokes.org.

The Elsie Whitlow Stokes Community Freedom Public Charter School prepares culturally diverse preschool and elementary school students in DC to be leaders, scholars, and responsible global citizens committed to social justice. Stokes teaches children

to think, speak, read, write and learn in two languages: English and French or English and Spanish.

Girls Global Academy girlsglobalacademy.org

Girls Global Academy is the premier training ground for high school girls in global citizenship, business, and engineering in Washington, DC. Their program ignites female empowerment and develops their confidence to lead and succeed locally or globally.

Idea Public Charter School ideapcs.org

Recognized as a BOLD Performance high school, IDEA prepares scholars with academic, social, leadership, and occupational skills for postsecondary opportunities. We offer construction technology, early childhood education, computer science, business entrepreneurship, and dual enrollment opportunities with local universities. Begin enrollment by ranking IDEA as your #1 school at myschooldc.org.

KIPP DC Public Schools kippdc.org

KIPP DC is a community of high-performing public schools (PreK3 – 12th grade) committed to excellence, equity, and justice. For 21 years, KIPP has aspired to improve life outcomes through highly effective teaching, an extended school day and year, a rigorous college-preparatory curriculum, and a positive and inclusive culture.

Meridian Public Charter School mpcs-dc.org

Meridian is a nurturing and rigorous school serving PK3-8th grade students at all academic and developmental levels. Our collaborative, child-centric school community celebrates student diversity and teaches foundational skills needed to succeed in an increasingly global world. In addition, our Common Core-aligned curriculum encourages students to explore and develop their talents while taking students outside classrooms to learn about their community, city, nation, and world.

Mundo Verde PCS mundoverdepcs.org

Mundo Verde is an EL Education School dedicated to education for sustainability and biliteracy. We believe that education for the 21st century should prepare children to reach their full potential and take on personal responsibility for our world’s sustainability. School culture emphasizes character, mutual respect, global stewardship, and health and wellness, focusing on developing rich cultural awareness, critical problemsolving, and fostering active members of a caring community. Mundo Verde is free and open to all Washington DC students.

Paul Public Charter School paulcharter.org

Paul Public Charter School (Paul PCS), located in Northwest Washington, DC, provides a college preparatory program for grades 6-12, focusing on global awareness and engagement. Paul’s mission is to educate and help students grow into responsible citizens, independent thinkers, and leaders.

Richard Wright PCS richardwrightpcs.org

Richard Wright Public Charter School for Journalism and Media Arts provides a strong, academically enriching, and rigorous program while providing hands-on learning of fundamental concepts and skills essential in the fields of Journalism, Broadcast Journalism, Film, Graphic Design, Visual Art, and Music Production. In addition, the school’s innovative curriculum elevates the literacy levels of all its students. Hybrid and on-site learning are available.

The Riverseed School theriverseedschool.org dcwildflowerpcs.org

The Riverseed School is the first teacherled, two-room Montessori schoolhouse in DC. Located near Deanwood, we prioritize identity-affirming and nature-based education to support the well-being of the whole child. We are enrolling PK3 and PK4 students for our fall launch as part of DC Wildflower PCS.

Education Special < 29

Resources Washington Yu Ying PCS washingtonyuying.org

Washington Yu Ying Public Charter School combines Chinese language immersion with the inquiry-based curricula of the International Baccalaureate Organization. It serves students from PreK 3 through grade 5 and accepts applications through grade 2. Washington Yu Ying also offers a structured aftercare program. To learn more, please attend an open house and visit washingtonyuying. org/enroll. In addition, families can apply to Washington Yu Ying through the DC Common Lottery at myschooldc.org.

PUBLIC SCHOOLS Ballou Senior High School balloudc.org

Ballou Senior High School offers academic and extracurricular programs that enrich its students’ minds, bodies, and spirits. Students may choose from one of four Career Academy Pathways, take over 15 Advanced Placement and Honors courses, explore over 40 unique national and community partner organizations, and participate in over 25 clubs and athletic programs. When students graduate from Ballou, they may have earned a specialized diploma, and industry certifications based on their pathway, traveled abroad and gained real-world experience through a paid internship. In addition, over half of our graduates attend college across 20 states and 30 universities, earning over $1.8 million in scholarships. From our facility, programs, and staff, Ballou has everything for you.

Ron Brown College Preparatory High School rbhsmonarchs.org

Ron Brown College Preparatory High School, DCPS’s all-male public high school, is home to Young Kings who are working to become young men of high character, academically curious, and servants of their communities. RBHS seeks to educate the whole young man through Restorative Practices and Social-Emotional Learning. We at Ron Brown believe that education should 30 > Capital Community News, Inc.

also occur through exposure to real-world opportunities to educate the whole child.

tally appropriate practices and practitioners to facilitate all students’ social, emotional, physical, and cognitive growth.

PRESCHOOL

Northeast Stars Montessori Preschools (NES) nestars.net

AppleTree Schools appletreeschools.org

An exclusive Tier 1, FREE education for three- and four-year-old children to explore the uniqueness of a pre-k experience. Safe, convenient learning spaces near your home or job. The schools use Every Child Ready, their early learning instructional approach focusing on social-emotional learning, mathematics, language, literacy, and STEM.

Capitol Hill Cooperative Nursery School chcns.us

Ms. Frances has nurtured the 2.5-4-year-old of the Hill for over 30 years. She creates a child-directed environment by promoting play and exploration while offering the appropriate structure and boundaries that all young children need. Hours are 8:30-1:30, 3, 4, or 5 days a week. There are still a few slots available for the 2022-23 year! Apply now to secure your spot.

Capitol Hill Learning Group (CHLG) capitolhilllearninggroup.com CHLG is a Christian University-Model® Micro-School that includes a cooperative Pre-K program boasting small class sizes (8-10 students) and a tight-knit learning community. Bringing the Christian worldview to bear in all learning is the hallmark of what we do. Our focus in the Pre-K years is on social-emotional development and exposure to pre-literacy and numeracy activities through hands-on learning.

Community Education Research Group commresh.com

Community Educational Research Group serves the needs of young children who reside in Washington, DC, Wards 7 and 8. CERG provides high-quality early care & education in a culturally diverse and nurturing environment. CERG employs developmen-

Northeast Stars Montessori Preschools are fully licensed preschools in Old Town Alexandria and Capitol Hill, DC. They provide individualized, personal educational opportunities for the whole child. Their teachers deliver “Montessori and More!” through mixed-age (two to five years) classrooms, carefully planned lessons, and the incorporation of music and arts. NES schools offer before-care and extended day learning from 3:00 to 6:00 p.m., space share, and part-time spaces

DANCE AND MUSIC Tippi Toes Dance® TippiToesDC.com

Tippi Toes® provides kid-friendly, highenergy, positive dance classes, camps, and birthday party entertainment for children ages 18 months to 11 years in childcare centers, schools, playgroups, and community centers. This recreational dance program aims to foster a love of dance while building self-esteem and instilling healthy living habits at an early age.

The Washington Ballet washingtonballet.org

The Washington School of Ballet’s Southeast campus at the THEARC (Town Hall Education Arts Recreation Campus) offers full-year dance programs for students ages 3 to 19. Classes include classical ballet technique, pointe work, classical repertoire, modern, jazz, and character, with discounts and scholarships available.

TH DS.

100 Gallatin St. NE Washington, DC 20011

Pre-K 3 through 5th grade Building a strong foundation for learning

PRE-K 3 – 5TH GRADE SPOTS AVAILABLE FOR THE 2022-2023 SCHOOL YEAR

EXPANDED ENROLLMENT IN PREK-3, PREK-4 & KINDERGARTEN

COME LEARN WITH US! ENROLL TODAY Apply for admissions at: www.myschooldc.org or call (202) 888-6336

APPLICATIONS ACCEPTED CONTINUINGLY Scan this QR code to register for an information session or building tour

School Building Tours

August 23 and 31 from 6 – 7 pm

ZOOM Information Sessions

English / Inglés: August 16 and 30 from 6 -7 pm Español / Spanish: 16 y 30 de agosto de 7- 8pm

To register for the ZOOM session, call (202) 545-0515 or email info@bridgespcs.org

w w w. br i d g e sp c s . or g I 2 0 2 . 5 4 5 . 0 5 1 5 Accredited by Middle States Association of Colleges and Schools.

PRE-KLEARN & KINDERGARTEN COME WITH US! SPACE AVAILABLE

DC’s Premier Tuition-Free All-Girls High School Fostering Pathways to lead and learn in engineering and business.

SISTERHOOD

Be challenged. Be heard. Be a leader.

Girls Global Academy is built on 4 pillars. Sisterhood, Scholarship, Service and Safety. Students are challenged with a rigorous, engaging, and globally focused curriculum and supported by a staff that cares deeply about fostering opportunities for their success. We offer small class sizes, wealth management and engineering courses, along with a variety of enrichment programs and sports. We are an International Baccalaureate (IB) candidate school and offer Dual Enrollment to sophomores. Students can count on each other and our entire school community to empower and uplift them as we develop leaders for global benefit.

ACCEPTING POST-LOTTERY APPLICATIONS FOR GRADES 9TH, 10TH, AND 11TH FOR THE 2022-2023 SCHOOL YEAR.

Apply for admissions at:

www.girlsglobalacademy.org Join Us for a Virtual Open House Tuesday, 6:00 pm – 7:00 pm

August 9 I August 23 I September 13

La Primera Escuela Secundaria Gratuita Femenina en Washington, DC Fomentando caminos para liderar y aprender en ingeniería y negocios.

SORORIDAD

Sé desafiada. Sé escuchada. Sé una líder.

Girls Global Academy esta cimentada en 4 pilares: Hermandad, Escolaridad, Servicio y Seguridad. Las estudiantes serán desafiadas con un currículo global riguroso e interesante y serán apoyadas por una facultad altamente comprometida en la creación de oportunidades para el éxito. Ofrecemos clases pequeñas y cursos de gestión de patrimonio e ingeniería, al igual que varios programas enriquecedores y deportes. Somos candidatos de Bachillerato Internacional (IB) y ofrecemos enrollamiento dual paras las estudiantes de segundo año de escuela superior. Las estudiantes pueden contar entre ellas y con la entera comunidad de la escuela para empoderarse y elevarse a medida que desarrollamos lideresas para el beneficio global.

SE ACEPTAN SOLICITUDES DE INSCRIPCION POST-LOTERÍA PARA LOS GRADOS 9, 10 y 11 EN EL AÑO ESCOLAR 2022-2023

APLICAR PARA ADMISISONES:

www.girlsglobalacademy.org Únase a Nosotros en una Sesión Informativa Virtual Martes, 6:00 pm – 7:00 pm

Agosto 9 I Agosto 23 I Septiembre 13

RSVP at girlsglobalacademy.org/admissions

Learn More Today!

¡Aprende Más Hoy!

733 8TH ST NW, WASHINGTON, DC 20001

Visit GirlsGlobalAcademy.org/enrollment or Call (202) 600-4822 ext. 105

Visite GirlsGlobalAcademy.org/enrollment o Llame al (202) 600-4822 ext. 105