2021 Spring Education Issue – A Resource for District Parents by Capital Community News

EDUCATION 2021 WINTER-SPRING EDITION / PRE K-12

A Resource for the Education and Enrichment of Students in Washington, DC

A CAPITAL COMMUNITY NEWS PUBLICATION / CAPITALCOMMUNITYNEWS.COM

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EDU CA TION

2021 Winter/Spring SPECIAL EDITION

How Some Schools Got Kids Back to the Classroom

How Families are Managing Virtual Learning

Transgender Policy in the Schools

Elizabeth O’Gorek

by Elizabeth O’Gorek

Support Services Make the Transition by E.V. Downey

Kids and Family Notebook

Resources From Our Advertisers

Kathleen Donner

A C A 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 SOME SCHOOLS GOT KIDS BACK TO THE CLASSROOM by Elizabeth O’Gorek

A school farm is part of the program at Truth, where students are currently in the process of constructing a chicken coop. Courtesy: The Sojourner Truth School.

n the spring, the COVID-19 pandemic shut down most of the nation’s schools, forcing most of the District’s students to continue learning virtually at home. Experts have cautioned that the achievement gap will only widen as students continue distance learning, with a disproportionate effect on Black and Latino students and special needs students. While some schools offered variations of in-person learning, many parents hesitated to send their students back to classrooms. For the nine months of the pandemic, the argument that many students are better served academically and socially by in-person learning has been set against concerns that reopening schools will lead

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to increased transmission of the virus, putting everyone present at risk. But many schools, especially private, parochial and charter schools, have relative freedom to address the needs of students as they see fit. They recognize both the need and the risk and each is balancing them differently. They have moved to establish safe in-school environments based on the capacities of teachers, families, staff and students.

Communication is Key

School leaders say that one key element to getting kids back in the classroom is communication between staff, teachers and student families. In

the spring and summer, many schools began talking with families about what in-school instruction could look like in the fall. Both the data and conversation are key to making everyone comfortable with decision-making, said Edmund Burke School Head of School Damian R. Jones. The private middle- and highschool at 4101 Connecticut Ave. NW has been holding monthly town halls since March as well as grade-level meetings and one-on-one meetings. Information about Burke’s COVID-19 precautions and policies is shared to a dashboard on the school website. “We felt it was not only important to generate the information, but to walk them through it,” said Jones, “and then to engage in a conversation with these really important stakeholders so that they’re being brought along.” The stakeholders were just beginning the trip at Sojourner Truth Middle School (1800 Perry St. NW) when the pandemic hit. The new public charter was set to open for the first time in the fall of 2020, offering classes to 92 sixth and seventh graders with plans to expand to include a high school in the future. The school community began regular online meetings in April to talk about what in-school learning could look like, working through what both parents and teachers needed to feel safe. In August, Truth opened with 20 students learning in-person, largely those needing learning supports or with other risk factors. Executive Director Justin Lessek said that the school’s relatively small size allows for greater communication between members of the school community. “I do think that as a small school we were able to be a little more nimble when it came to responding to certain challenges,” Lessek said.

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the middle- and highschool entry grades (6th and 9th) back to campus, and most accepted — about 70 percent of each grade. Burke’s decision to teach all students through technology allows for students to elect to learn at home, and allows the school to easily move between in-person and fully virtual models without losing students in the process. Others schools opted A grade five class at St. Peter School learns in person while the other half of the class, visible on-screen behind the teacher, follows along from home. for a mix. Capitol Hill Teachers simultaneously instruct both virtual and in-person students. Courtesy: Catholic elementary St. Peter School and middle school St. Peter School (422 Third A Variety of Approaches St. SE) is operating on a hybrid schedule. Each These conversations also allowed some schools class is separated into two sections; one reports to be more creative in their operations, choosclass on Monday and Tuesday, and the other on ing different approaches that meet the need of Wednesday and Thursday. Teachers instruct live in-person students as well as those at home with and virtual students simultaneously via a live feed. existing staff. St. Peter Principal Karen Clay said families can Many are offering primarily virtual learning choose to remain 100 percent virtual, and about in the classroom. As of Nov. 18, Stanton Elemen- 50 or so families out of about 240 students have tary School (2701 Naylor Rd. SE) began offering chosen to do so. two CARES classrooms to about 15 students At Sojourner Truth, students were either from kindergarten to grade 5, said Principal taught all-virtually or all-in-person. It was Harold McCray, Jr. teachers who flipped between in-person and While DCPS had initially proposed that remote teaching between periods. “We decidschools offer one in-person class per grade, the ed early on that we felt teaching to a physical decision was later pulled back after opposition group of students is a different art than teachfrom teachers. Students in Stanton’s CARES ing to a group of students remotely,” Lessek classrooms are individually learning from their said. “Both can be effective but use a different teacher via their device. set of skills.” The two in-person classes can The CARES classrooms provide a safe place, also transition to virtual learning. meals and both academic and technological support to students who might not get it at home. At Precautions Gain some DCPS schools, students are supervised by Confidence DCPS staff. McCray said that Stanton received As per DC Health Phase Two recommendaa grant this year for the school’s after-school tions, most every school requires students program co-ordinator, AlphaBETS to function to report daily any symptoms that could as the on-site supervisors as students engage in be linked to COVID; if two or more are virtual learning. indicated, then students are directed to see a While DCPS mandates in-person learning doctor. Buildings have distinct entry and exit guidelines for public schools in the District, pripoints, and even stairwell use is regulated to vate and charter schools, smaller in class size and limit contact and facilitate contact tracing. bureaucracy, are generally more free to customize Everyone must be masked in the school at all their approach. times. Temperatures are taken at entry, and At Edmund Burke, even students who are staff monitor students as they make their way in-classroom watch instruction on their devices; to the classroom, escorting them between teachers teach through technology to the entire classes, monitoring bathroom capacity, or class at once, whether students are present or not. reminding students to pull their masks over At the beginning of December, Burke invited

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their noses and keep a six-foot distance in the school yard or at lunch hour. Some schools go further than that. At Edmund Burke, students must remain masked and ten feet apart throughout the day, whether it be at their desks in class, in circles marked out for them at lunch, or outdoors for “mask free” breaks. Those precautions augment serious investments in facilities. St. Peter invested $45,000 in air purifiers, plexiglass shields for Early Childhood classrooms, PPE and medical equipment. Edmund Burke installed ionizing bars in air handling units throughout the school. At Sojourner Truth, in addition to PPE and touchless thermometers, the school built new, extra-long picnic tables to facilitate socially-distanced outdoor dining and replaced all water fountains with bottle filling stations. Many schools have also hired cleaning crews on top of the usual janitorial staff to deep-clean schools at night. Some, like Edmund Burke, also use an electrostatic machine to disinfect.

Difficulty Integrating Regular Testing

While schools all see the importance of testing, some have found it difficult to integrate regular asymptomatic testing into their protocol. Burke

St. Peter School invested more than $45,000 into building improvements, cleaning and equipment, including this medical tent staffed by school nurse Ester Ackerman. Courtesy: St. Peter School

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requires proof of a negative PCR test less than 7 days prior to student return to campus and has set a goal for regular testing at 3-week intervals, but has not yet implemented this surveillance testing. Sojourner Truth PCS found a testing partner early, entering into an agreement with medical testing company Curative, which provided regular testing as needed to staff and students. Curative also offered testing to the community, erecting a kiosk on the school campus that serves about 100 people a day. DCPS announced regular asymptomatic testing protocols for staff and students doing in-school learning at 10-day intervals. But while Mayor Muriel Bowser (D) later said that access to asymptomatic testing would be expanded to include public charter and private schools, those school leaders say they have not yet seen a plan. When a student has two or more symptoms of COVID-19, they must either quarantine for two weeks or get two negative tests.

What Would Shut Schools Down

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Schools are all clear what would shut them down, and it isn’t always a positive COVID-19 test. Both St. Peter and Stanton Elementary have had staff members either test positive for COVID-19 or come in contact with someone who has. But that did not shut down in-person learning as a result. In each case, it was support staff who had little or no contact with the students; none of the schools reported a positive test result from a student. In every case, schools contacted DC Health for instruction. Staff members went into quarantine and could return after two negative test results. All schools say that the obvious flag for closure would be a District return to Phase I of COVID restrictions, to a stay-athome order. “Context matters, and so it depends on the situation,”

said Burke Headmaster Dean, “I’m not going to question the guidance of DC Health.” Some schools have already made the decision to close for the short term, citing expected holiday travel or increases in COVID-19 rates across the District. St. Peter decided that with community spread and case rates increasing, rather than holding individuals accountable after the holiday weekend, the whole school would simply go to virtual learning for the first two weeks of January, “just to make sure,” Principal Clay said. Although they had not had a positive test result in the community, as COVID-19 cases rose through November, Sojourner Truth made a decision to return to 100 percent virtual learning until January, and then reassess. “We felt good about our eight weeks and the on-campus experience we were able to provide,” Leek said. “But as soon as staff started to show some concern, we wanted to honor that.” The schools say they recognize the importance of meeting educational needs. “We hesitate to close school because we know that we are keeping students safe within our building,” Clay said, “as long as the parents are okay with that.” “The challenges are real,” said Stanton’s Principal McCray. “Not only are students getting the educational learning, you’re also getting the food, the love, the support —all the things that a child needs to thrive. Everybody just doesn’t thrive in front of a screen.” Learn more about DC Health Phase Two In-Person Recommendations by visiting coronavirus. dc.gov. See the Edmund Burke School COVID dashboard at https://www.burkeschool.org/ Learn more about Sojourner Truth PCS at thetruthschool.org. Learn about Stanton Elementary at stantones.org/ and more about CARES classrooms at https:// dcpsreopenstrong.com/schedule/ care/. u

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HOW FAMILIES ARE MANAGING VIRTUAL LEARNING

After Ten months, Families Find Ways of Making it Work

s the new year begins, many students are moving into a tenth month of virtual learning. Students are taking classes in their homes, many alongside siblings in different classes, or younger siblings that are not yet in school. But parents are finding ways to balance the learning needs of their children with their own need to work, sometimes out of the home. Here is a look at the way three different families are managing their virtual learning needs.

by Elizabeth O’Gorek

Podding Up

Shavanna Miller placed her eldest daughter, Miles, in a pod. It’s a group of four students, all in the same kindergarten class at Maury Elementary. The pod rotates weekly between student homes and is supervised by a teacher hired collectively by the parents, who facilitates nearly four hours of virtual learning over a six-hour schedule. Some of the parents have completely rearranged portions of their home. Others, like the

Together with her podmates, Miles Miller-Smith, top L, makes the sign of a heart during the kindergarten class’s virtual morning meeting.

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Miller-Smiths, have given over the main floor of their houses for a week each month to the small virtual learning arrangement. For Miller and her spouse, the decision was necessitated largely by their need for childcare and what they see as the critical role kindergarten plays in socialization. The Hill resident is the owner of DC-based floral services company Bloompop, while her husband, Aaron, is a co-founder of Savi, an app that helps student loan borrowers discover new repayment and debt-forgiveness options. They are also the parents of three kids five and under. Miles started kindergarten at Maury this year. Before the pandemic, Smith and Miller would take their eldest to pre-K4 at Maury, located across the street, and entrust Merritt, 3, with a babysitter before each departed for their own offices (Max, now 6 months, was born into the pandemic in late May). When COVID hit, two businesses and four and then five people were living and working out of their three-bedroom Hill rowhouse. None of it was conducive to virtual learning, Miller said. When Miller gave birth in late May, she took minimal leave, and so childcare was as much a factor as education. “We run our own businesses. We’re not taking a ton of time off for parental leave,” she said. “If my team and I are not there to keep the business going, particularly this year, it will go under.”

Abria Law sits at her desk, across the playroom from where her mother, LaJoy Johnson-Law, simultaneously tries to complete her own work. Courtesy: LaJoy Johnson-Law

Miller and Smith were as worried about the social aspects of kindergarten as the academic value. “Even though being in a physical school building has been deemed non-essential by the city and by the region and others, I don’t think that means that the social-emotional development of these kids is any less essential than it was before,” Miller said, “and that’s, I think, the primary reason we made this decision.” Miller said that they feel extraordinarily lucky in the pod. Parents have all agreed to COVID-19-related behavioral rules, and the families have established very open communication, becoming a social as well as educational bubble. They also feel fortunate in the pod leader, a former lead for afterschool programming at a local Montessori school. Childcare for three is a big outlay, Miller said, and she knows they are fortunate they can do it, for the short term. “It’s definitely a financial sacrifice so that we can get through this time in a way we can keep our businesses strong, and where I feel like the developmental well-being of our kids is being met.”

It Takes A Village

Sometimes, the best way for parents to handle virtual learning is to turn to their most stalwart supports: the grandparents. Ahmad Nurriddin is one such grandparent. He is helping his daughter supervise the virtual learning of his 17-year-old granddaughter, a student at Columbia Heights Education Campus (CHEC). His daughter, a contractor for the District and a single mother, teleworks from another location, and his 17-year-old granddaughter negotiates virtual education for herself at home. Together with their mothers and their paternal great-grandmother, he is also helping facilitate virtual learning for his four greatgrandchildren, aged 5, 7, 8 and 9 years. “There’s an old African adage, it takes a village to raise a child,” he said. “We just kind of actualize that.” The four are students at KIPP, and travel to their grandmother’s house for virtual lessons. She is located closer to their home and is able to provide space and meals for them as she works. But she defers to him on questions of technology. “When you have a

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problem, you call PopPop.” Nurriddin said he has been a part of the education of his grandchildren and great-grandchildren since before COVID, authorized as a guardian on their behalf. A former educational programmer for the federal government, he is the Chair of the CHEC Local School Advisory Team (LSAT). He helps his granddaughter navigate the services associated with her IEP. After COVID-19 hit, Nurriddin also took on the role of technological advisor and meets with teachers on the behalf of the students. Nurriddin helped field problems when one of the four devices given to his great-grandchildren did not work. He said that is still true for his 8-year-old great-grandson. “He is persistent and patient,” he said, “but COVID-19 has made it difficult for him to have an adequate education.” He credits the skill of teachers and the patience of the students’ great-grandmother and mothers with making the daily learning work, saying an entire team is needed to prevent students from falling by the wayside.

Playing Ping Pong

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LaJoy Johnson Law is tired. The 32-year-old single mother and Parent Support Specialist for Advocates for Justice and Education (AJE) spent the eight months during the pandemic in a campaign to represent Ward 8 on the State Board of Education (SBOE), a position ultimately won by Dr. Carlene Reid. At the same time, she was working at her full-time job alongside her daughter Abria, 9, as the latter attended virtual fourth-grade classes from Rocketship Prep Academy. Abria has chronic lung disease, epilepsy and developmental delays caused by an extremely premature birth. Her school IEP team has provided excellent supports and services, Law said, but virtual learning is still a challenge for Abria, and Law said there are some tasks Abria cannot do alone. More significantly, she needs to be prompted to focus.

“She doesn’t like it,” Law said of the virtual learning format. “After 30 minutes, that’s it. A lot of times, she’ll just get up and walk away.” Abria is an extremely social child, Law said. It is hard for a 9-year-old to sit for extended periods, let alone understand why she needs permission to stand up in her own house, she added. Most days, Law sits on a couch across the room from the desk where her daughter works. From there, she does her day job and helps Abria through the school day. Sometimes, Law will set up a work-related Zoom call on the coffee table, and simultaneously try to guide Abria through school assignments. “Trying to go back and forth, like playing ping-pong —I think that’s the biggest challenge,” she said. “It’s just been really overwhelming.” Law knows she is very lucky that her employer, an organization advocating for access to education and health resources for all students, is understanding of her situation. Nonetheless, she regularly works late into the night in order to finish projects, catching a few hours of sleep before waking up to get Abria started for the day. Other days, she has so much of her own work, the two don’t get to school assignments until after dinner. “There are days I feel like the best mom, and there are days I just want to hide under the bed and not come out,” Law said. “I’m just like, am I doing a good job?” Sometimes, Law said, they both just have enough. They take breaks by cuddling up in bed and watching movies. They seek solace in reading, and in reaching out to other families online. Law reads aloud to her daughter, sharing video on Facebook in “Storytime with Abria,” a way of reaching out to the world for both of them. Law encourages all families to give themselves grace as they balance everything. “I know it’s a lot,” she said, “but I want folks to know that someone hears them and knows what they are going through.” u

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TRANSGENDER POLICY IN THE SCHOOLS

Helping Students as They Navigate Gender and Sexual Identity

chool support for transgender students is a critical matter, says Supporting and Mentoring Youth Advocates and Leaders (SMYAL) Programs Director Adalphie Johnson. In partnership with District schools, churches and non-profits she works to support, provide and implement safe spaces and developmentally appropriate programming for LGBTQ youth. “Just think of some aspect of who you are that is important,” said Johnson. “If you’re not able to walk in your identity because you’re afraid of being bullied, rejected or killed, it really is a matter of life and death.” According to the District’s 2019 Youth Risk Behavior Survey, 13.5 percent of high school students attempted suicide one or more times; that number rises to 48.7 percent among transgender high school peers. Over 1.4 million people in the

by Elizabeth O’Gorek

US identify as transgender with a larger percentage of these in the younger age groups (UCLA Williams Institute, 2016). Students experience many different environments in their daily lives, Johnson said, and all of these should be affirming of who they are. But school has a special role to play. “Teachers and school officials have more access to our young people than their families do in a given day,” Johnson said. “I would just say this from experience: some of our teachers know the young people better than their parents know them.” Knowing that, Johnson said, schools have a particular responsibility to affirm and support transgender students and provide them and school communities with the resources they need. What guides the decisions of District schools as they fulfill these responsibilities?

Students carry a banner during a 2012 Pride parade. Courtesy: DCPS

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DCPS Policy

Some schools have full policy documents. In 2015, DC Public Schools (DCPS) released the first version of its DCPS Transgender and Gender Non-Conforming Policy Guidance which clarifies what schools in the system legally need to do to provide an affirming environment. While students lead any process linked to their identities, a supplementary internal document provides guidance to teachers and staff to guide them through questions they may confront or need to ask of students. These include confirming the student’s preferred pronoun and that they have access to appropriate bathroom facilities. Tara Cheston is a specialist with the DCPS LGBTQ and Sexual Health Program which works to ensure education and training are provided for staff and the school community. This includes annual orientation for each school’s LGBTQ Liaison, a person trained to provide nuanced support based on a student’s individual needs. In 2019-2020, there was a liaison at every middle and high school, and at half the elementary schools. School-specific training is also offered to staff and teachers that addresses issues such as language and how to use incidents when students use gendered or sexualityspecific terminology in inappropriate ways as opportunities for growth and learning rather than correction. Last spring, DCPS moved to create virtual safe spaces and ways in which students could safely share their preferred pronouns with the class. Some

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students are working from homes that are not affirming, Cheston said, and liaisons had to figure out unique ways of checking in with them to ensure they are okay. Education goes beyond staff and liaisons, Cheston said. Program coordinators have developed a list of books that provide a window for LGBTQ representation for schools to place in libraries and classrooms. Books such as I am Jazz, the story of a transgender child based on the real-life experience of Jazz Jennings, allow students to see the representations of nonconforming gender identities. They also provide a way to discuss questions around gender identity.

Questioning Our Own Assumptions

Capital City Charter School (100 Peabody St NW) has a guiding document for teachers to reference when a student expresses feelings around gender and sexual identities. The public charter school serves students from pre-K3 to grade 12. “There are a lot of sensitivities, and having practices as a school are really important, because there are a lot of places that a school can get this wrong,” said Head of School Karen Dresden. “You want to be really careful about who is supposed to know certain things, and making sure that student desires, such as name and pronouns, are known by teachers.” The school has a resource document to help staff and teachers navigate questions and be clear about how to refer to the student and who should know what, and when. Dresden was the school’s founding principal when it opened 20 years ago. Over that time, she said, students have provided the impetus for staff to look at school practices, examining them for gendered assumptions. Part of the work they have done is to examine the beliefs and bias behind school practices, a way to understanding that the gender binary traditional in many schools not only wasn’t serving some students well, it was also really harmful. Often, the harm caused was unseen, “You might not even know who those students are, who may be grappling with their own identity,” Dresden said. For instance, for years it had been traditional for girls to wear white robes and boys to wear blue at high school graduation. “Then we had some students say, you know, ‘I don’t really feel comfortable picking one color,’” Dresden recounted, “and then we had to really ask ourselves, why are we doing this?” Practices such as having elementary school students form separate lines for boys and girls were jettisoned as having no

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rational basis and forcing children to gender identify for no reason. “Sometimes it really just takes having an inclusive lens and learning more so that we can really examine our own practices and make changes,” Dresden said. The school works to provide students with support in navigating their own path, being careful not to tell them what to think, but to provide resources to help students grapple with potential next steps. Dresden said that she has also had conversations over the years with families who have strong religious beliefs. Sometimes these families voice initial opposition to the ways gender and sexuality are discussed at the school. “But when I really talk to families about how this is really about being inclusive and accepting of all students —well, that is usually what people’s religions are about,” she said. “Families are supportive of that.” What is key, Dresden said, is ensuring that the school is a safe place for students. “We want to affirm our students for who they are, and that they feel comfortable, respected and supported as part of our community,” she said. “That’s not just about gender —that’s about everything, and it’s linked to every aspect of identity.”

A Culture of Affirmation

Prioritizing a culture of affirmation and inclusion is part of the holistic approach to thinking about issues of diversity and inclusion at Capitol Hill Day School (CHDS), said Head of School Jason Gray. This includes questions of race and ethnicity as well as gender and sexuality. “It can’t just be about one element of diversity or identity,” Gray said. “It has to be about all of it, to allow for those hard conversations.” CHDS (210 South Carolina Ave. SE) is an independent, progressive school serving pre-k through eighth grade. Students have a central role in leading their education and are encouraged to be a guiding light in their own selfexpression. As such, Gray said CHDS does not have a policy so much as a practice. The school provides support to a gender non-conforming child, working with the family and making references to resources as appropriate. Gray said the school allows the child to bring forward their voice and identity, but also recognizes that it will often happen slowly, through developmentally-appropriate ways. “Sometimes children make choices that aren’t about gender identity or expression,” Gray noted, using the choice of toys such as dolls or trucks as an

example. “As a child continues to develop, those decisions can become more intentional, and they often come to us to indicate that they are.” As such, it is important to listen closely to the student. “The practice is giving voice to the child in terms of identity and expression,” he said, “and working very closely and in partnership with families to support the children, and to allow for their voice to come forward in our community.” One way CHDS tries to make that possible is by creating the space in which a student can raise these topics. Since many students enter the school in pre-kindergarten, the school is able to cultivate dialogue about differences at a very young age, conversations that become more complex as individuals grow and develop. Gray said that over time, he has come to see the safe space created by the community as a “brave space” as well, a place where students and members of the school community can discuss issues that are important to them, but that might be uncomfortable for others. “We strive to be an environment where we can have these conversations from a non-judgmental perspective,” he said, “and where we believe that everyone’s interests in participating are positive.” That’s not to say that they get it right every time, Gray said. That is in part why the brave space is necessary. “We need to take time, in our commitment to education, to address bias and shortcomings and to work through community repair,” he said, saying part of the commitment to creating the kind of space and communication where a child can fully express all aspects of their identity is being willing to take the time and do the work. SMYAL’s Johnson said that during these troubled times, these issues are even more important. Schools need to think about how they prioritize the needs of LGBTQ students as a whole, and how to meet them virtually. Dresden agrees. “It’s a much bigger issue for all students,” she said. The work around these questions helps to shape student perceptions of their own gender and sexuality as they themselves move throughout their school careers, she said. “I just don’t know how you don’t do it,” she said. “I see this as an issue that broadly impacts, really, everybody.” For more about SMYAL programs and services, visit smyal.org. Learn about the guiding principles of CHDS at www.chds.org, about Capital City at https://www.ccpcs.org/ and see the DCPS LGBTQ Sexual Health program at dcps.dc.gov/page/lesbian-gay-bisexual-transgender-and-questioning-student-engagement. u

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CCN Education Special \ 21

SUPPORT SERVICES MAKE THE TRANSITION

hen schools, childcare, and other child-related facilities closed suddenly a few weeks into the Covid-19 pandemic, parents were left scrambling to cover their children’s needs while also working and managing their households. Almost ten months into the health crisis, in-person services continue to be strictly limited, and most students are still learning from home. Fortunately for our Washington families, many organizations quickly rallied to provide online support to families.

by E.V. Downey

the Hill, HoneyBee has focused on building a community outreach/service component. Smith sees the time at home as providing an opportunity to teach older teens more household skills, such as cooking, gardening, and minor repair work that they will need as they move toward independence. Capitol Kids Speech Therapy (www.CapitolKidsTherapy.com) went to an all-virtual model when the pandemic began, only recently adding in-person services with strict screening and safety precautions. Owner Leslie WilliamsonHumes shares that virtual therapy has Therapeutic been quite successful Support and may remain an Initially, Kristen option even when the Masci, occupational current health crisis therapist and owner is over. of Skills on the Hill Williamson(www.Skillsonthe Humes actually saw Hill.com), which pro“an uptick in referrals vides occupational and for families who wish speech therapy, saw to address speech or parents assume that language concerns this situation would that were otherwise be of limited duration. hard to schedule They requested a brief around busy afterbreak in their child’s school activities. We therapy, assuming saw an increase in in-person services school-age children would resume shortly. Skills on the Hill’s, Amanda Simmons doing a weekly teletherapy session with one of her whose parents are Fortunately, Masci enthusiastic clients. supplementing their and her team foresaw school-based special the bigger picture and education services with private therapy. There jumped into action preparing for online services. Therapy (www.DCHoneyBeeTherapy.com) is also looking at this situation as a chance to has also been an increase in referrals for young Currently approximately 75% of her services expand what her program can offer to partoddlers in the 12- to 24-month age range and are online. ents and students. She has seen an uptick in for those families and children whose daycares Skills on the Hill is providing assistance concerns about students and young children or early childhood programs have moved ondirectly to parents in the form of webinars on falling behind, which she finds very concerning. line.” Williamson-Humes has provided services topics ranging from behavioral support to help“This is causing parents to feel anxious about such as a teacher talk to address the concerns of ing your online learner with self-regulation and their children, so we are working to help build educators who wish to know more about stratesetting up home learning work stations. They gies they can share with parents as they support have launched a YouTube channel with informa- parents’ feelings of competency.” Like Skills on

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tional videos. When students have not been able to benefit sufficiently from online 1:1 tutoring, Skills has pivoted to providing more guidance to parents. Approximately 25% of their services are still in person, ranging from school services where schools are open, to social skills groups for kids on the autism spectrum to academic booster programs where kids get academic support coupled with social skills development. Melissa Smith of HoneyBee Pediatric

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CCN Education Special \ 23

(www.CapitolTeachers.com) was in with only outdoor soccer currently in session. the development stage when Covid Registration is open for the spring season of hit, but former DCPS teachers JoAnn Capitol Hill Little League (www.chlldc.org) Hill and Elisabeth Kraemer jumped with Covid precautions in place. into action when schools shut down. They provide individualized attenNow for the Fun tion and tailored instruction based on Stuff – Camps students’ needs. While JK Tutoring Camp providers such as Polite Piggy’s (www. is mostly online, Capitol Teachers PolitePiggys.com) have also jumped in to help allows families to organize their own parents in this difficult time. They are offering a learning pods, for which they provide robust combination of afterschool educational the teachers. By wearing masks, work- and recreational activities both virtually and in ing outside when possible, and doing person. Offerings include providing an adult to temperature checks, they feel that facilitate playgroups, formal activities such as these “invaluable” in-person learning Power Tots Gymnastics, and tutoring groups. opportunities are as safe as possible. The in-person options are offered outdoors at Capitol Teachers also provides venues such as Lincoln Park and Sherwood after-school virtual enrichment Recreation Center. Director VanNessa Duckett classes, including Spanish, art, baking, is also offering breakthrough parenting classes coding, and music. As Hill says, “the via Zoom. A certified breakthrough parenting goal of these small-group classes is to coach, she will help parents with how to make provide fun and socially interactive relationships work, focusing on mapping out a opportunities for children, while also solid foundation for improving communication providing parents with an extra hour within a family. or two to get their own work done.” Busy Bees Camp (www.BusyBeesDC. She notes that kids have been thriving com) has been operating in person “camp” since Student receives speech therapy virtually from Capitol Kids both academically and socially, despite June 22 with all participants wearing masks, Speech Therapy the virtual environment, forming special bonds their youngest learners in the virtual classroom. with their peers and teachers. The therapists all agree that this has been an opportunity to connect with parents as they Music and Sports support their kids. As Williamson-Humes Lessons went online without missputs it, “virtual therapy has afforded us closer ing a beat at Music on the Hill connections and in some cases more effective (www.MusicontheHill.com). communication with parents, which I think is Since mid-March private lessons something that has been very beneficial.” have been held on Zoom. Owner Lindy Cambell notes, “When we Academic Support – Tutors switched to virtual private lessons, Not surprisingly, demand for tutoring, especially none of us had any real idea if it in person, has increased. Jamie Klein of JK would work. Now nine months Tutoring (www.JKTutoringGroup.com) notes in, I’m thrilled at how effective that most parents who contact her are “hoping our teachers have been in the that tutoring can provide their children with new format. Our students are still a positive learning experience this year and an progressing musically and still get opportunity to connect in a personal way with the one-on-one attention over another human who cares deeply about their Zoom that they got in our lesson success.” While a handful of her tutors are studios.” The studio held preschool meeting clients in person, most are online. Klein Uke-n-More classes outside in the expressed shock at how well online tutoring is fall and looks forward to doing going, even for the youngest students. “We are so again when warmer weather most successful when we meet for less time, but comes. (In the interest of full more frequently,” she says. While she lost many disclosure, the author teaches flute clients when Covid first hit, she has been able to at Music on the Hill). rebuild her practice to pre-Covid levels. Sports on the Hill has shut New tutoring group Capitol Teachers Busy Bee Camper participates in online learning. down most of its programming

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Music on the Hill instructor, Matt Kingsley, teachers a virtual guitar lesson from his home studio

practicing social distancing and sanitizing, and spending as much time outdoors as possible. (In the interest of full disclosure, the author is a co-owner of Busy Bees Camp.) After a summer of typical camp activities, Busy Bees pivoted to supporting students in distance learning as well as supporting their educational, social, and emotional growth. Students attend as little as one half-week and as much as full time, depending on their families’ needs. Currently registration is open for an additional session to run through February 26 and then the situation will be reevaluated, depending on what the public schools do. Skills on the Hill’s Masci sees this as the “silver lining” of the pandemic. “We’re getting to see kids in their home,” she says, “so that we can see what they need on a day-to-day basis. Parents who were more hands-off during in-person clinic services, are more involved now.” Busy Bees co-owner Tarsha Burns is proud of Busy Bees’ success in running a program during the pandemic. “Our families have really come together as a team to reduce risk and support our employees and our campers.” Parents are certainly grateful that these services have been able to continue. As parent Andy McKinley says, “Skill on the Hill has always been an excellent resource, even more so during Covid.” Maya Spernoga, whose son has been attending Busy Bees since spring, calls it a “godsend.” “He learns, plays, and gets important social interaction. I don’t think we would have stayed sane through the pandemic without them!” With the vaccine seemingly around the corner, chances are good that students will soon return to in-person school. Until then, these types of support services can help bridge the gaps in academics, therapy and socialization left by the pandemic.

OCCUPATIONAL, PHYSICAL, & SPEECH THERAPY

We provide therapy services in your home or daycare. We also offer telehealth appointments. To learn more about our services, visit our website at:

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Serving Children Ages 0-18 in DC, MD, and VA

A resident of Capitol Hill for over 30 years, E.V. Downey is an educational consultant, camp co-director, behavior therapist, and flute teacher. She helped her own two kids navigate the DCPS and private school system. Her son, Charlie, is at Montgomery College and her daughter, Eloise, is at Elizabeth Seton Catholic School. ◆

CCN Education Special \ 25

KIDS AND FAMILY NOTEBOOK by Kathleen Donner

American Art Museum Pride Family Zone

The American At Museum celebrates the strength, dignity, and achievements of people who identify as gay, lesbian, bisexual, transgender, and other gender-fluid designations (LGBTQ+), and with this community continue to make a stand for basic human rights. Throughout history, LGBTQ+

people have faced discrimination, bullying, and even violence because of who they are. While LGBTQ+ people still many face obstacles, they have greater rights and freedoms today. At americanart. si.edu/events/family-zone/pride, you will find videos, crafts and coloring pages more. You can learn more in the exhibition from the Smithsonian’s National Museum of American History, Illegal to Be You: Gay History Beyond

Stonewall. Find it at americanhistory.si.edu/ illegal-to-be-you.

Pentagon Row Ice Rink is Open

The Pentagon Row Ice Rink, at Army Navy Drive and South Joyce Street in Arlington, is open for the season. Increased sanitation, online contactless ticket buying, and a reduced number of tickets will be sold to maintain social distancing. Hours are Capitol Hill PACE group in Lincoln Park

PACE Mom Support Groups

PACE offers groups for new mothers as well as for the second time around moms. The groups are led by professional mental health educators trained in the fields of infant development, parenting skills, family relationships and group dynamics. Besides being highly trained professionals, their leaders are all “seasoned” mothers. There is a specific topic discussed each week. Some time is set aside so that members may share their experiences and discuss subjects of mutual concern. The group members are encouraged to meet at other times during the week. The combination of education and support works so well that PACE group members usually continue to meet on their own after the workshops end. During the pandemic, all groups are virtual until it is completely safe to meet in person. PACE is perfect for moms with babies up to five months old. Contact pace.registrar@gmail.com or visit pacemoms.org.

Riding on the Rhythms of Go-Go

A new children’s musical production premiered in Washington DC on December 19. Finding Rhythm: A Journey Through the Musical Brain is a children’s musical that fuses brain science with an original score inspired by DC’s Go-Go music. A Growing Brains Production with an all-star cast, Finding Rhythm gets children to listen, move their bodies, and sing in call and response, while the whole family learns how rhythm grows children’s brains. Finding Rhythm: A Journey Through the Musical Brain is available for purchase for $.99 on iTunes, Amazon Music, and through Distrokid. A CD will be released sometime in early 2021. We’ll let you know. THE STORY -- In the beginning, there was a rhythm. Mother Dance shows us how this rhythm grew in Africa to help us move in time together, and remember where we come from. Father Rhythm teaches us how the rhythm traveled through Latin America to DC and grew into gogo music. He shows children where to look to find their own rhythm and feel connection. Along with their friend, the Scientist, they teach us that rhythm grows the brain! And when children find rhythm and grow their brains, they discover the source of their power. LEFT: Vocalists Sylvia Soumah, Jessica Phillips-Silver and Dante Pope

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Mary Ellen Mark: Girlhood

Mary Ellen Mark, Laurie in the Bathtub, Ward 81, Oregon State Hospital, Salem, Oregon, 1976 (printed later); Gelatin silver print, 20 x 24 in.; NMWA, Gift of Susan and Earl Cohen; © Mary Ellen Mark/The Mary Ellen Mark Foundation

An icon in modern photography, Mary Ellen Mark (1940–2015) documented people around the world who would otherwise be unknown or forgotten. From street children in Seattle to circus performers in India, Mark captured the lives and stories of individuals with empathy, humor and candor. Drawn from an exceptional recent donation of more than 160 photographs by the artist, given to the museum by members of the Photography Buyers Syndicate, this exhibition presents approximately 30 images Mark made throughout her career depicting girls and young women. Photographs from many of the artist’s best-known series reflect her wondrous and uncanny vision of girlhood. The exhibition is from Jan. 16 to April 21, 2021 at the National Museum of Women in the Arts, 1250 New York Ave. NW. Open daily: $8 to 10. Ages 18 and under, free. nmwa.org.

Mondays to Thursdays, noon to 10 p.m.; Fridays, noon to 11 p.m.; Saturdays, 10 a.m. to 11 p.m.; and Sundays, 10 a.m. to 10 p.m. Open all holidays (check hours). Skating is $10, 13 and older; $9, 12 and under 55 and older. Skate rental is $5. pentagonrow.com.

Discover a whole new world beneath your feet. This free, print-on-demand exhibit consists of graphic panels and interactive media. It can be adapted to a variety of venues, including homes, schools, community centers, libraries, museums, and science centers. Visit naturalhistory.si.edu/exhibits/diy/dig-it.

Dig It! DiY: Soil Isn’t Just Dirt

Resources for Family Engagement from the Library of Congress

To honor World Soil Day, Smithsonian’s Museum of Natural History has designed a do-it-yourself exhibit where you can get the dirt on dirt--one of the most valuable resources on Earth. Soils are crucial to our everyday lives, storing carbon, filtering water, growing plants, and so much more.

The LOC invites you and your family to participate in author programs and activity kits inspired by the collections, programs, and expertise of the Library of Congress. Find the Best of the National Book Festival for Kids & Teens;

Image: Courtesy of George Washington’s Mount Vernon

Mount Vernon’s Online Activities for Kids

In this unprecedented time of school closures and the increased need for activities at home, Mount Vernon is happy to share some carefully selected fun resources to engage kids. Mount Vernon’s Online Activities for Kids will take you and your family directly to crafts, worksheets, games, quizzes, videos, and other activities that can be completed independently or as a group. Play Mount Vernon bingo and young learners bingo, make invisible ink, a tricorn hat or your own butter. mountvernon.org/education/online-activities-forkids-2.

CCN Education Special \ 27

A Liberal Arts High School in the Catholic Tradition Jason Reynolds: GRAB THE MIC; and Dav Pilkey at Home. Also, Fun with Braille; a puzzle package; and Take a Nature Walk with Walt Whitman, to name a few. loc.gov/ families.

Global Initiative Empowering Students to Tackle Climate Crisis

• Seminar-style classes • 5:1 student to teacher ratio • Integrated curriculum • Formation of heart and mind

Washington, DC has joined 17 cities to launch Students Reinventing Cities, a pioneering competition that will enable students and universities from across the globe to share their vision for green and thriving neighborhoods. The competition is being led by C40 Cities, the global

as well as to support a thriving and resilient life for local communities. The District is inviting academics and students to share their creative vision and fresh ideas in line with the city’s climate and housing priorities. Mayor Bowser’s Comprehensive Plan proposal has identified the area of New York Avenue, NE as a key location for future planning and analysis. Other cities participating in the competition include; Athens, Auckland, Barcelona, Bogotá, Buenos Aires, Chicago, Dakar, Delhi, Dubai, Madrid, Melbourne, Montréal, Paris, Quezon City, Quito, Reykjavík, and Seattle. Interested students can find out more at c40reinvent-

Who is Sylvia Méndez? Separate Is Never Equal

Save the date for Galita’s Who is Sylvia Méndez? Separate Is Never Equal this spring (April 11 to 25). This is a joyful 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. Mendez received the Presidential Medal of Freedom from President Obama for her advocacy for educational opportunity for children of all backgrounds. $12 for adults; $10 for kids. Performances for the general public are Saturdays and Sundays at 3 p.m., only. GALA Theatre, 3333 14th St. NW. galatheatre.org.

Now Enrolling for 2020-2021 Freshmen and transfers Financial Aid Available Virtual Tours Available Call 301-887-3008

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1800 Perry St NE Washington DC 20018

network of cities committed to bold climate action. The C40 Students Reinventing Cities Competition is dedicated to transforming cities in the face of the climate crisis by driving an active collaboration between cities and academia on climate action. The competition will inspire creative, innovative, and tangible ways to reduce carbon emissions,

ingcities.org. The deadline for entries is March 2021. Finalists will be selected and invited to submit their final proposals by May 2021. A panel of judges from the District and C40 Cities will select a winner for each city site, which will be announced at a ceremony in July 2021. ◆

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THERAPY & SUPPORT

Office of the Student Advocate studentadvocate.dc.gov

Capitol Kids Therapy LLC capitolkidstherapy.com

Capitol Kids Therapy is currently providing virtual and limited in-person office visits. Our therapists are addressing articulation, language delays, auditory processing, oral motor and feeding concerns through individual teletherapy sessions as well as offering online learning groups to address foundational skills for math, early literacy and written expression using a language-based approach. For families with young toddlers experiencing developmental delays, we can meet you virtually to provide expert consultation and problem solving to promote your child’s learning through everyday routines. While we are helping children safely thrive through online visits, we are eager to return to work in a variety of settings. Our therapists provide speech therapy in the home, daycare, private schools and at our clinic centrally located on Capitol Hill. Ask about their social skills groups for a variety of ages and abilities. Early Stages earlystagesdc.org

Early Stages is an evaluation center that works with families to identify and address developmental delays in children between 3 and 5 years of age. A program of DC Public Schools, Early Stages provides evaluations for D.C. child residents who have not yet entered the school system or are currently homeschooled. Additionally, Early Stages serves families residing outside of D.C. if their children attend a D.C. private school or D.C. child care center. All Early Stages services are completely FREE. HoneyBee Pediatric Therapy dchoneybeetherapy.com

HoneyBee Pediatric Therapy (previously PlayBased Physical Therapy) is a multi-disciplinary pediatric clinic that offers PT, OT, and ST in DC, MD, and VA. We are currently accepting new patients and offer telehealth appointments as well. Please call (202) 546-7529 for more information. Little Leaves Behavioral Services littleleaves.org

Little Leaves is dedicated to helping people with social, communication, and behavioral challenges grow and succeed so that they can participate as fully as possible in their families and communities. Using evidenced-based practices based on the principles of Applied Behavior Analysis (ABA), we

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. Our hope is to continue to challenge the notion that public education is not only a public asset and right, but is something that should be community-focused and communityinformed. Our commitment to promoting equity in family engagement through voice, access, and power is reflected in the day-to-day operations of our office. We provide one-on-one coaching for families; facilitate issue specific or community specific workshops and trainings; and connect families directly to additional resources through referrals to other organizations and agencies for further support. We answer our intake line live Monday - Friday from 9 a.m. Contact 202-7414692 or email studentadvocate.dc.gov Skills on the Hill LLC skillsonthehill.com

Skills on the Hill offers pediatric occupational and physical therapy to children from birth to teenage years. Areas addressed include torticollis, motorskill issues, challenges with balance and walking, decreased strength and endurance, hypotonia, sensory processing disorders, autism spectrum disorder, and challenges with social and play skills. Family goals are integrated into care and collaboration with other professionals ensure progress and carryover of skills across environments. Free developmental consultations are available to help parents determine if their child is developing on track or might need an evaluation to determine whether therapy is needed. The Capitol Hill and Arlington locations are convenient to access, both just off I-395.

TUTORING SERVICES Capitol Teachers capitolteachers.com

Capitol Teachers is a thriving tutoring organization founded by veteran teachers. All tutors are experienced teachers. We offer a variety of in-person and virtual services including 1-1 tutoring, learning pods, enrichment classes, and secondary school admission test preparation. See why families continue to trust us with their children’s educational needs!

Nicolas Frank Tutoring nico.frank8@gmail.com / 202-417-5240

Nicolas Frank is an experienced tutor with a nearperfect SAT score. His online tutoring will fit your student’s personality and goals. After an assessment and initial consultation, Nicolas will set up a specific study timeline and a series of landmarks to help students reach their potential. He will teach SAT logic and strategies to understand exam questions and will also analyze and target students’ weaknesses to provide targeted practice material, and useful tips. He also offers tutoring on all school subjects, grades 4-12, including calculus, math, chemistry, and writing.

SCHOOLS PUBLIC CHARTER SCHOOLS Achievement Prep PCS achievementprep.org

Our mission is to prepare students to excel as high- achieving scholars and leaders in high school, college, and beyond. We offer extended day learning for better results, technology infused learning environments and individualized scholar support. Serving Elementary (PreK3- 3) in a new state-of-the art campus. BASIS, Washington, D.C. ™ BASISdc.org

BASIS Washington, D.C. is the District’s topperforming charter school, scoring an impressive 97.7% in the high school framework on the 2019 DC PCSB School Quality Report. In 2020, U.S. News & World Report ranked BASIS Washington, D.C. the third best public high school within the District of Columbia. Through the acclaimed BASIS Charter School Curriculum, students master complex and challenging material across all disciplines. They have the opportunity to demonstrate this mastery through Advanced Placement® Exams. In fact, BASIS Washington, D.C. has a 100% AP participation rate. Bridges PCS bridgespcs.org

Bridges Public Charter School serves a culturally and linguistically diverse student population in grades Pre-K3 through 5th. The school’s developmentally appropriate, student- and familycentered approach includes small classroom sizes, a well-trained staff and individual planning for students. Project based learning and arts integration are incorporated into classroom instruction across grades. The school has both general education classrooms and high-level special education

CCN Education Special \ 29

ADVERTISER RESOURCES classrooms. All students receive a computer for virtual instruction and families are supported with internet access. Cesar Chavez PCS for Public Policy chavezschools.org

Cesar Chavez Public Charter School for Public Policy provides a rigorous college preparatory curriculum, a unique public policy program, and a safe and supportive learning environment with comprehensive support services. Now recruiting for grades 6, 7, 9,10 and 11 for the 21-22 School Year. DC Prep PCS dcprep.org

DC Prep is a network of public charter schools serving over 2,100 preschool through 8th grade students across six campuses in Wards 5, 7, and 8. The school prepares every child for an academically and socially successful future by ensuring more class time, targeted interventions, standards-based instruction, and conducting 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 MYP World School offering Spanish, Chinese, and French. Digital Pioneers Academy www.digitalpioneersacademy.org

Digital Pioneers Academy is a middle school in SE DC with a mission to develop the next generation of innovators. We are the first-ever computer science-focused middle school in the District. Our scholars gain the skills to thrive in 21st century careers. We are acceptin1g scholars in 6th, 7th and 8th grade. Eagle Academy PCS eagleacademypcs.org

Eagle Academy Public 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 a myriad of 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

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Public Charter School prepares 590 culturally diverse pre-school and elementary school students in the District of Columbia to be leaders, scholars and responsible citizens who are committed to social justice. Stokes teaches children to think, speak, read, write and learn in two languages: English and French or English and Spanish.

diversity and teaches foundational skills needed to succeed in an increasingly global world. Our commitment to the safety of all of our students, families and staff is demonstrated by maintaining safety protocols meet or exceed DC Health & CDC guidelines, including priority access to free, on-site COVID testing for all students, families, and staff.

Girls Global Academy girlsglobalacademy.org

Mundo Verde PCS mundoverdepcs.org

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

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 problem-solving and fostering active members of a caring community. Mundo Verde is free and open to all Washington DC students.

I Dream PCS idreampcs.org / 202-922-7221 contactus@idreampcs.org

I Dream PCS will redefine success and achievement by equipping young people with the confidence, emotional intelligence, and skills to achieve purpose in life and learning on their own terms. I Dream PCS is prepared for both remote and in person learning and is taking all safety precautions to ensure our community stays safe. For more information, fill out this interest form: https://forms. gle/suwWE6KGepgwfoWMA Idea Public Charter School ideapcs.org

Recognized as a BOLD achievement award high school, IDEA prepares students with the academic, social, leadership, and occupational skills for postsecondary opportunities. We offer courses in construction technology, early childhood education, computer science, business management and dual enrollment options with five universities (UDC, Trinity, Catholic, Marymount & Bard College). Register today! 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 20 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 joyful 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, childcentric school community celebrates student

Perry Street Preparatory Public Charter School pspdc.org

PSP is a Tier 1 public charter school in NE DC, serving PreK-8th grade students. A community of diverse learners and a focus on building relationships with families to promote student success. PSP focuses on academic growth for all students while offering arts, foreign language, PE and free Before and Aftercare! All students receive a laptop and we provide any other supplies needed to ensure our students are successful! 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. The school’s innovative curriculum elevates literacy levels for all its students. Hybrid and On-Site Learning available. Two Rivers PCS tworiverspcs.org

Founded in 2004 by a group of Capitol Hill parents, Two Rivers serves preschool - 8th grade students across two campuses in Northeast D.C. A high-performing network, its mission is to nurture a diverse group of students to become lifelong, active participants in their own education, develop a sense of self and community, and become responsible and compassionate members of society.

Washington Yu Ying 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. Washington Yu Ying also offers a structured after care program. To learn more, please visit washingtonyuying.org/enroll and attend an upcoming virtual info session. Families can apply through Grade 2 at myschooldc.org.

PUBLIC Bard High School Early College DC bhsec.bard.edu/dc/

Earn a FREE Associate’s degree alongside your high school diploma! Bard High School Early College DC offers a unique early college program that features accelerated 9th and 10th grade classes and Bard College classes beginning in 11th grade. For more information on how to jumpstart your college career visit: bhsec.bard.edu/dc/admission/

PRESCHOOL Northeast Stars Montessori Preschools (NES) nestars.net

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 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. Capitol Hill Cooperative Nursery School chcns.us

Ms. Frances has nurtured the 2.5-4 year old’s 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. 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 developmentally appropriate practices and practitioners to

facilitate social, emotional, physical, and cognitive growth for all students.

PRIVATE/ PAROCHIAL Burgundy Farm Country Day burgundyfarm.org

An inclusive, creative, and nurturing environment, engaging the whole child. Burgundy boasts an expansive, wooded 26-acre 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 Day School chds.org/explore

Capitol Hill Day School is a progressive school for children from PreK through Grade 8 that sparks joy in learning, connects the classroom to the larger world with 300+ field experiences annually, and builds a strong foundation for a life of purpose and value. We celebrate the childhood years, and let kids be kids. Our program puts children at the center of their learning, and values social, emotional, and academic growth equally. In 2019, the Capitol Hill Day School middle school program expanded into nearby Farren’s Stable at 218 D St. SE. The space was designed with middle school learners in mind, and includes flexible spaces for students to collaborate and socialize in large and small groups. Need-based financial aid is available. Capitol Hill Learning Group (CHLG) capitolhilllearninggroup.com

CHLG is a Christian University-Model® MicroSchool (Preschool, Primary School, Middle School, and High School) located at 9th & Maryland Avenue, NE. Established in 2006, CHLG boasts small class sizes 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, self-driven learners. Catholic Schools of the Archdiocese of Washington adwcatholicschools.org

The Catholic Schools of the Archdiocese of Washington, rooted in Gospel values and the teaching mission of the Catholic Church, are learning communities of faith and service dedicated to educational equity and excellence for all students. Find the right Catholic school for you by visiting www.adwcatholicschools.org

Friends Community School friendscommunityschool.org

Experience the joy of an extraordinary education! Friends Community School offers Quaker progressive education for students K-8, featuring small classes, hands-on learning, dynamic faculty, before/after care and enrichment, and summer camps open to all. Just 15 minutes from the Hill. FCS students love to learn, know how to learn, and succeed in leading high schools’ area-wide. Covid considerations: Depending on the metrics, FCS is preparing to pivot from remote to hybrid learning, with full-time learning for the youngest students, while preserving remote learning as an option. See website for updates and details. St. Peter School stpeterschooldc.org

St. Peter School, a 2019 National Blue-Ribbon School, is a family of learners serving the Capitol Hill parishes and community. The children are provided with an education that is founded on love of God and service to others, characterized by Catholic values and academic excellence, and dedicated to addressing each child’s unique talents and abilities. St. Thomas More Catholic Academy stmraiders.com

St. Thomas More Academy is a faith-driven elementary and middle school guided by educators who are invested in the current wellbeing and future opportunities of your children. Their mission is to lead, teach and inspire, drawing upon teachings from the scriptures. Their goal is to build a community reinforced by a younger generation who is loving, innovative and willing to take the risks this world needs to become more just and humane.

OTHER DANCE St. Mark’s Dance Studio stmarksdancestudio.org

Since 1963 the St. Mark’s Dance Studio has been training dancers of all ages in ballet and jazz, primarily. Classes are for toddlers (Parent/Me), preschoolers, children, teens, and adults; from beginner to advanced level. Exercise classes with weights on the floor and in a chair, along with Pilates, are offered to adults. The studio is accessible by elevator and stairs.