Wednesday 31 July 2013

[WardFive] District Receives Grant to Reopen O Street NW Adjacent to New Dunbar High School as a ‘Green Street’

District Receives Grant to Reopen O Street NW Adjacent to New Dunbar High School as a 'Green Street'

95,000 Grant from G3 Initiative Supports Green Street Development, Reopening O Street

(WASHINGTON, DC) – Mayor Vincent C. Gray was joined today by representatives from the Chesapeake Bay Trust and US Environmental Protection Agency (EPA) in announcing $400,000 in funding to seven municipalities and nonprofit organizations through the Green Streets, Green Jobs, Green Towns (G3) initiative. The District of Columbia received one of the awards – a $95,000 grant to support stormwater management and green street development along a new section of O Street NW, adjacent to the site of the brand-new Dunbar Senior High School. 

"Not only am I proud to announce this green street project will be built next to my alma mater's new campus, but I also welcome the opportunity we have as a District to help improve local and downstream environmental conditions in the Chesapeake Bay," said Mayor Gray. "From a single 1.2-inch rainfall, this project will capture more than 39,000 gallons of stormwater runoff. That means 39,000 gallons of untreated stormwater will be kept out of our local water bodies."

The project along O Street will include the installation of 6,125 square feet of bioretention cells that will collect stormwater from the school and surrounding area. It supports the Mayor's Sustainable DC initiative to make the District the nation's greenest, healthiest, most sustainable city. 

Jointly funded by the Chesapeake Bay Trust and the EPA, G3 supports green-infrastructure projects that improve water quality, community livability and economic vitality throughout the region. Today's grantees and their projects were unveiled at the press event. 

"Local governments around the country are seeing the benefits of utilizing green infrastructure for controlling stormwater," said EPA Regional Administrator Shawn M. Garvin. "G3 grantees are leading the way – providing valuable examples to others on the road to creating sustainable communities and healthy watersheds." 

G3 was created in 2011 to support projects that reduce stormwater runoff through the creation of "green streets." A green street is one that minimizes the environmental impact of a roadway by practices such as reducing the amount of water that is piped directly into streams and rivers; rain gardens; installing new street trees; using energy-efficient lighting; and encouraging pedestrian and bicycle access.  Green streets also provide aesthetic and economic benefits. 

With construction of the new Dunbar Senior High School, the District's Department of General Services (DGS) realized there was a unique opportunity to reopen O Street NW with the addition of aggressive stormwater management. DGS approached The District Department of the Environment (DDOE) in the fall of 2012 about making the section of O Street a green street and partnered to install bioretention cells as a means for retaining 1.2" of runoff from a 1.2-acre drainage area.  

"DGS is excited to be a part of the G3 initiative, because it will not only help us to reopen O Street as a green street and enhance the modernization of Dunbar High School, but it will also help to protect our environment by reducing the amount of rain and precipitation that goes into the District's sewer and stormwater treatment system," said DGS Director Brian J. Hanlon. 

The O Street project will also involve newly planted trees in large tree boxes, built on a neighborhood street, where the stormwater will be collected and will help to avoid sewer backups. Other green elements of the new Dunbar include the use of a geothermal heat pump, a 500,000-kW photovoltaic array, two 20,000-gallon cisterns for reusing rainwater, enhanced acoustics, and materials with low concentrations of volatile organic compounds and plentiful daylight and views. 

The G3 effort was developed under the President's Chesapeake Bay Executive Order to provide assistance to communities in urbanized watersheds for reducing stormwater runoff, improving energy conservation, promoting livable communities, and creating green jobs. 

"The Chesapeake Bay Trust is pleased to partner with EPA to promote green infrastructure practices that not only improve water quality, but also positively benefit local communities," said Chesapeake Bay Trust Executive Director Jana Davis. "Our goal is to leverage 'gray' infrastructure projects that a community already plans to undertake, such as roadway reengineering. By adding the green component during the construction process, it minimizes costs while improving results."  

The other six G3 grants announced at the press briefing were awarded to projects in Cambridge and Prince George's County, Md.;  Northumberland County, Pa.; and  Richmond, Va. Those projects are designed to improve water quality, increase energy efficiency and promote environmental best practices. 

The G3 grant program is open to local governments and non-profit organizations interested in pursuing urban green stormwater infrastructure and green jobs as part of an overall integrated community or watershed plan.


--
Eric J. Jones, MSF
ejjones.threed@gmail.com


"I for one believe that if you give people a thorough understanding of what confronts them and the basic causes that produce it, they'll create their own program, and when the people create a program, you get action."

                                                                            El Haj Malik El Shabazz

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[WardFive] DC United Soccer Stadium Term Sheet

Neighbors,

Attached is the Soccer Stadium Term Sheet which Mayor Gray signed and which was presented last week at the announcement for the new proposed stadium.  I haven't had a time to read the document in full detail yet due to be on travel last week but wanted to pass this along.  I will try to post follow up thoughts and comments upon having a chance to read it in the next day or two.



--
Eric J. Jones, MSF
ejjones.threed@gmail.com


"I for one believe that if you give people a thorough understanding of what confronts them and the basic causes that produce it, they'll create their own program, and when the people create a program, you get action."

                                                                            El Haj Malik El Shabazz

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[WardFive] Article: D.C. Has Nation's Highest Rate Of Food Insecurity For Children: Report

http://www.huffingtonpost.com/2013/07/01/dc-food-insecurity_n_3528446.html

D.C. Has Nation's Highest Rate Of Food Insecurity For Children: Report

Posted: 07/01/2013 5:54 pm EDT  |  Updated: 07/01/2013 6:41 pm EDT

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WASHINGTON -- The nation's capital may be a boom town, but a shocking number of children around the city still struggle to find food, especially in the summer.

A recent study finds that D.C. has a higher rate of food insecurity among children than any state. According to the nonprofit group Feeding America, which put out the report, 30.7 percent of the city's residents under 18 live in food-insecure households, meaning they lack the resources necessary to ensure consistent access to adequate food.

Of the roughly 49 million people in the U.S. living in food-insecure households, more than 16 million are children, according to the report. Some 31,000 children in D.C. don't know how they'll get their next meal.

"Too many children in the District go without healthy meals," Alexandra Ashbrook, director of D.C. Hunger Solutions, recently told The Huffington Post. Her organization addresses hunger and nutrition issues for low-income District residents and works to increase children's access to federal nutrition programs, including school and summer meals.

Because of the Healthy Schools Act, passed by the D.C. Council in May 2010, the city's public and charter school lunches must include fresh fruits, vegetables and whole grains. The law also allowed thousands of previously ineligible students to qualify for free lunches.

"These are the healthiest meals you'd ever see at a school," says Paul Day, a spokesman for D.C. Central Kitchen, which has made locally sourced, "scratch-cooked" school meals a key element of its hunger-fighting model.

The group has a contract with D.C.'s public school system, and during the 2012-13 school year it served 4,800 meals daily to children in the city's low-income neighborhoods. Thirty percent of the ingredients used in the meals came from local sources.

But with school out for the summer, advocates warn that food insecurity for many children becomes more urgent.

"Childhood hunger is a problem year-round in this neighborhood and many others like it, but it hits especially hard in the summer," said Brenda Chamberlain, executive director of Horton's Kids, a nonprofit that provides summer meals to D.C. children.

Free and reduced meals are available at the city's public schools for eligible students, or roughly 73 percent of all pupils in the city. One issue this summer, however, has been school buildings closing their doors due to funding cuts, creating a space crunch for nonprofits to conduct their programs.

"What's really interesting is there are community-based organizations ready to meet the hunger and the educational needs of D.C. kids this summer, but there's just a real lack of classroom space to do so," Chamberlain said.

In Wards 7 and 8 alone, six schools closed permanently following the 2012-13 school year, and many others have shut down for the summer.

"Horton's Kids supports the work of DCPS and the charter schools, and I'm really disappointed that the majority of schools have their doors closed this summer," said Chamberlain, adding that her group will be providing meals to more than 300 D.C. children this summer, having been given access to the Richard Wright Public Charter School.

But "in many cases there's not a free summer meal within walking distance of kids' homes," said Chamberlain. "There are definitely other kids who are hungry."

Despite the obvious need for these food services, another food assistance program was recently in peril.

As part of the farm bill, Congress considered making $20.5 billion in cuts to the Supplemental Nutrition Assistance Program (SNAP), a proposal heavily opposed by nonprofit organizations. According to MSNBC, nearly two million people could have lost their food stamp eligibility, and up to 210,000 children could have lost free school meals, including a large number of children in the District. The House rejected the billin June.

A big relief to be sure, though not the end of the problem for hungry children in the District.

"I can't imagine being a child and not knowing where your next meal is coming from," said Marian Barton-Peele, senior director of partner relations at the Capital Area Food Bank, in an interview with NBC Washington. "When you don't eat, it's hard to concentrate. A hungry child can't learn."


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Read More :- "[WardFive] Article: D.C. Has Nation's Highest Rate Of Food Insecurity For Children: Report"

cheat_training_group Dickerson

Hey there!

We are getting together an early bird Dickerson session this Saturday 8-10 (meet at the gate at 7:15am) Please let me know if you want to go!

Ashley McEwan
Liquid Adventures Office

office@liquidadventures.org
25 Ericsson Rd.
Cabin John, MD 20818
301 229 0428


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[WardFive] House of Rep Internships

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MEM-256-13 The Congressional Black Caucus is accepting applications for internship positions available for fall 2013. 

 

This unpaid internship will provide valuable hands on experience in developing and executing initiatives for a Congressional Caucus and will provide an understanding the Caucus’s role in the legislative process. This is an excellent opportunity for college students and recent graduates seeking Capitol Hill experience. All majors are encouraged to apply. 

 

Interested applicants should e-mail a resume, and a cover letter to

Latrice.Powell@mail.house.gov with “fall 2013 Internship” in the subject. Please also include dates of availability

 

 

MEM-248-13 Description: Congressman John Lewis, Representative for the 5th district of Georgia, seeks full-time fall interns for his Washington, DC office. 

 

Interns will work in a fast-paced setting and gain valuable experience and knowledge of the 

United States Congress. Interns will gain practical experience while assisting 

Congressional staff and have the opportunity to acquire a working knowledge of 

the day-to-day operations of the Legislative branch.

 

Requirements: Greeting constituents, handling phone calls, supporting staff with 

administrative tasks, conducting legislative research, communications, and 

assisting with special projects and assignments. 

 

TO APPLY

If you would like to receive more information or apply to our internship program, 

Please complete the application, which may be found at 

http://johnlewis.houe.gov/. For immediate consideration, please complete the 

application, resume, and writing sample to David.Bowman@mail.house.gov.

 

CONTACT

Mr. David Bowman

Office of Congressman John Lewis

Internship Program

343 Cannon House Office Building

Washington, DC 20515

Read More :- "[WardFive] House of Rep Internships"

Tuesday 30 July 2013

[WardFive] Fwd: NEWS--DCPS Students Achieve at Highest Levels Ever in Recent History

---------- Forwarded message ----------
From: Salmanowitz, Melissa (DCPS) <melissa.salmanowitz@dc.gov>
Date: Tue, Jul 30, 2013 at 10:33 AM
Subject: NEWS--DCPS Students Achieve at Highest Levels Ever in Recent History
To: "Salmanowitz, Melissa (DCPS)" <melissa.salmanowitz@dc.gov>


DCPS_logo_medium

 

FOR IMMEDIATE RELEASE                             Contact:              Melissa Salmanowitz,

Tuesday, July 30, 2013                                                                    202.535.1096 (desk) 202.578.1264 (cell)

 

DCPS Students Achieve at Highest Levels Ever in Recent History

 

More District of Columbia Public (DCPS) students than ever before are proficient in math and reading on the 2013 District of Columbia Comprehensive Assessment System exam (DC CAS), according to data released today by the Office of the State Superintendent of Education (OSSE). DCPS students grew in every tested subject area from 2012 to 2013 in math (up 3.6 percentage points from 2012), reading (3.9 percentage points), science (1.8 percentage points) and composition (4.6 percentage points).  African-American, Asian, Hispanic and White students, as well as students relying on free and reduced priced meals, saw growth from last year in both reading and math.

 

"Today, everyone can see what I've long known – our educators are working hard and our students are learning. Our approach, with great educators in every building and strong curriculum in all our schools, is working and we're on the right track," said DCPS Chancellor Kaya Henderson. "I'm very proud of our progress, I'm encouraged by our gains and I'm excited for the work ahead."

 

In the 2012-2013 school year, DCPS showed the highest growth in proficiency since 2008 in reading and since 2009 in math. In addition, the percentage of students most behind in subject areas is at its lowest. In 2007, DCPS' below basic rate was 23 percent in reading and 33 percent in math; today DCPS' below basic rate is 17 percent in reading and 18 percent in math. Below basic rates went down 2 percentage points in both subjects compared to last year.

 

Students in every ward in the city made gains in math performance compared to 2012 and students in six out of eight wards have shown double-digit gains since 2007.  Students in all but one ward, Ward 3, improved reading performance compared to 2012 and students in every ward have shown steady reading progress since 2007.

 

Students in middle grades saw the largest gains. Middle grades students increased proficiency by 4 percentage points in math and 5 percentage points in reading.  In addition, this year, Janney Elementary School crossed the 90 percent proficiency threshold in both math and reading and Banneker High School had 100 percent proficiency in math.

 

85 percent of the 40 lowest performing schools in DCPS showed gains in reading or math. 26 schools made gains in math, 30 made gains in reading. Thirteen of these 40 schools had double digit gains.

 

"We provided a significant number of resources to our lowest performing schools to help all their students achieve and succeed. It's clear from the news today that we are on the right path with these schools and will continue our efforts," said Henderson.

 

School Level Highlights:

 

The story of Tubman Elementary School's success under the leadership of Harry Hughes is a five year journey. Since 2007, Tubman has grown by 54 percentage points in math and nearly 30 percentage points in reading. Principal Hughes attributes this huge success to implementing structures that maximized the talent of the staff at the school. Tubman invested in its teachers and allowed them to focus on their strengths, which ultimately better supported students. Tubman's talented educators volunteered their time before and after school, as well as during their lunch hours to help tutor and support their students. In addition, Tubman holds their students accountable for their own learning. Students know their reading and math scores, where they are exceling and where they need to make progress. They know how to shop for the guided reading books that are appropriate to their reading levels in the inside of their own classrooms. Tubman also rewards its students regularly at rallies and assemblies and celebrates their success. In addition, Tubman focused this years on guided reading and the ongoing professional development for school staff by the assistant principal and instructional coach to improved practice.

 

At Jefferson Academy and Middle School, student achievement has grown significantly this year, increasing by more than 12 percentage points in math and 11 percentage points in reading. Principal Natalie Gordon attributes the impressive gains to teacher talent and key instructional changes. Jefferson Academy school leadership focused time and energy to finding top-notch teachers to support their students. Teachers worked this year to differentiate math instruction and the school created both advanced and intervention math classes to help support student growth. In addition, the whole school was focused on celebrating growth throughout the year on district-wide exams and other assessments. In preparation for the DC CAS, Principal Gordon and her team rallied students, their families and the community to help encourage students, a plan that was embraced by all and made a major impact on student achievement.

 

The Kelly Miller Middle School Lions have made significant and impressive progress over the past three years. Since 2010, math achievement at Kelly Miller has almost tripled, with 52.87 percent of students scoring proficient in math on the 2013 DC CAS. Reading scores have also increased significantly nearly doubling since 2010, with 37.46 percent. Kelly Miller Principal Abdullah Zaki sets a high bar for his students and faculty and he has ramped up expectations for all each year since he took the helm at Kelly Miller in 2010. Teachers and school leaders work to help meet students' where they are, which in some cases means taking a group of highly motivated students and placing them in advanced courses, then working backwards to build skills. Instead of focusing solely on grade level skills, Principal Zaki and his faculty work extremely hard and think creatively to take students to the next level at an accelerated rate.

 

At Columbia Heights Education Campus, students made huge growth from last year to this year, growing by four points in math and over 6 points in reading since 2012. To achieve this success, Principal Maria Tukeva and her leadership team have implemented student and family engagement models to help make students an active part of their own growth. In particular, students set their own goals between each interim unit test, setting a goal for each standard of how many more they can answer correctly. This gives students a sense of power over their achievement. CHEC staff also use the data they receive from interim assessments to help guide their teaching and learning. Staff analyzes data by grade, by student and by subgroup and adjust teaching and learning depending on what the students need.

 

DCPS' Academic Journey

 

In 2011-2012, DCPS established a rich, content-based, common core aligned reading curriculum for all grades, including the highest quality texts and literature for all students. As part of this overhaul, teachers received additional supports in how to help students access what they learn and how to think and write about the texts. DCPS also integrated science and social studies content. DCPS also provided strong professional development opportunities to help teachers improve guided reading practices for students at all levels. DCPS also invested in proficient and advanced through programs like Junior Great Books and the School-wide Enrichment Model.

 

In math, DCPS worked with teachers in three ways. First, teachers focused on conceptual understanding, teaching and re-teaching the different ways to do the math. Second, teachers focused on application, applying school math and applying it to real world situations. Lastly, teachers received more resources, curriculum, scope and sequences documents and tool kits to, included classroom technology and blended learning programs proven to meet students where they are in math and move them ahead.

 

Nalle Elementary School, who had the highest gains in math of any school in DCPS, also was the highest user of ST Math, a blended learning model that helps students develops a conceptual understanding of math rather than rote memorization. 

 

In April 2012, Chancellor Henderson announced with Mayor Vincent C. Gray A Capital Commitment, a strategic plan to dramatically improve student achievement in DCPS by increasing proficiency, improving graduation rates and increasing enrollment and student satisfaction.

 

"There is good news everywhere and reasons to celebrate," said Henderson. "The data from DC CAS will help inform the work ahead. What's clear here is that our teachers are teaching and our students are learning in every corner of this city. We know however that our work is not over and we still have huge strides to make to achieve our Capital Commitment goals. We are well on our way."

 

One of the goals outlined in A Capital Commitment is doubling the number of advanced students. On the 2013 DC CAS, DCPS reached this goal.  In 2007, DCPS had an advanced rate of 5 percent in reading and 6 percent in math; today DCPS' advanced rate is 11 percent in reading and 16 percent in math.

 

18,697 students in 116 schools took the DC CAS. This year, DCPS followed all protocols for test security that are required by OSSE and also adds its own layers of security. The new protocols this year included rotating test proctors during testing so that teachers did not administer or proctor a test to their own class as well as using tamper evidence seals to secure containers to store testing materials overnight at schools.

 

More information is available here.

###

 


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Ward Five Council on Education
Phone: 202-505-4309
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Read More :- "[WardFive] Fwd: NEWS--DCPS Students Achieve at Highest Levels Ever in Recent History"

[WardFive] Show Your DCPS Support!


---------- Forwarded message ----------
From: Beautificationday, Dcps (DCPS) <Dcps.Beautificationday@dc.gov>
Date: Tue, Jul 30, 2013 at 12:24 PM
Subject: Show Your DCPS Support!
To: "Beautificationday, Dcps (DCPS)" <Dcps.Beautificationday@dc.gov>


DCPS supporters,

Today is a big day for our DC Public School students and schools—the results from the DC Comprehensive Assessment System exam (DC CAS) are in and are showing tremendous growth. In fact, in this last school year, DCPS students reached their highest proficiency rates ever in reading and math.

This is big news for our students, schools and community!

As this positive news energizes the community to continue to work hard for our students, we ask that you too consider showing your support by joining us in this one day, city-wide volunteer event—Beautification Day 2013!

Show your support by registering today—and inviting your family, friends, and colleagues!

  • When? Saturday, August 24th, 9AM*-1PM (*note new start time).
  • What?  Join the school community to volunteer on various 'spruce up' projects such as planting flowers, painting, general cleaning and/or creating welcome back signs for students.
  • Where? When you sign up as a volunteer, you'll be able to select your school choice. Note: if you do not see your child's school as an option, please email dcps.BeautificationDay@dc.gov or call (202) 719-6601 and let us know that your child goes to this school and you would like to volunteer there and we will accommodate the request.
  • Questions? Email dcps.BeautificationDay@dc.gov or call (202) 719-6601.

Register to volunteer online now! Attached is a flier for the event, please feel free to distribute it to members of your organization and community to spread the word.

We look forward to seeing you there!

Beautification Day Team

DC Public Schools

Dcps.beautificationday@dc.gov

202-719-6601

 

Roll up your sleeves and beautify your schools! Register to volunteer on August 24th.

 

 

DCPS starts up again on August 26th! Enroll your student today by submitting completed forms to your child's school. 

Need an enrollment form? Visit dcps.dc.gov/enrollHave questions? E-mail enroll@dc.gov 



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Ward Five Council on Education
Phone: 202-505-4309
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[WardFive] Article: D.C. students reach new heights in annual standardized tests

http://www.washingtonpost.com/local/education/dc-students-reach-new-heights-in-annual-standardized-tests/2013/07/30/1cda4984-f88b-11e2-afc1-c850c6ee5af8_story.html

D.C. students reach new heights in annual standardized tests

By Updated: Tuesday, July 30, 1:03 PM E-mail the writer

Students in the District's traditional public schools scored higher than ever before on the city's annual math and reading tests this year, and they also posted the largest single-year gain since 2008, according to results released Tuesday by Mayor Vincent C. Gray.

The city's public charter schools, which had slightly higher average scores than the traditional system, made their most significant gains since 2009. For the first time, more than half of charter students scored proficient or advanced in reading on the tests, known as the D.C. Comprehensive Assessment System.

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Gray administration officials hailed the results as evidence that the city's sweeping overhaul of public education since 2007 — including the advent of mayoral control of the schools and the rapid growth of charters — is working.

"We're beginning to see the systematic changes that we've all worked hard for and hoped for, for so many years," Gray (D) said in announcing the results before a celebratory crowd at Kelly Miller Middle School in Northeast Washington, where math and reading scores jumped 14 percentage points this year.

Citywide proficiency rates are still far too low, Gray said — the newly released numbers showed overall traditional school proficiency of 48.4 percent across subjects. But, he said, "these results show that what we are doing is working."

"I don't think there's any doubt we're on the right path," Gray added. "We just need to stay the course."

Gray has intensified that stay-the-course message since June, when D.C. Council member David A. Catania (I-At Large) introduced a suite of legislative proposals to overhaul the schools. Catania has argued that student achievement has stagnated at unacceptably low levels.

D.C. Schools Chancellor Kaya Henderson said the improvement is the result of the years of work, including the city's overhaul of teacher evaluations, introduction of new curricula, and successful experiments with longer school days and teacher visits to student homes to build positive relationships with parents.

"We have a long way to go, but as the old commercial goes, we've come a long way, baby," Henderson said Tuesday.

The D.C. CAS is administered each spring to students in grades three through eight and in grade 10. The tests offer a snapshot of student learning that officials use to judge schools, teachers and principals.

In traditional schools, 49.5 percent of students scored proficient or advanced in math on the 2013 exams, an increase of more than three percentage points from the year before. The proficiency rate in reading, which had been flat for several years, rose four points to 47.4 percent.

Those gains represent the school system's largest overall improvement since 2008, when scores jumped under then-Chancellor Michelle Rhee. Persistent allegations of cheating cast suspicion on those earlier gains, prompting officials to tighten security by controlling access to test booklets, increasing the number of outside monitors and forbidding teachers from administering exams to their own students.

Critics of standardized testing say the focus on raising scores can lead to a narrower curriculum and a classroom focus on testing well instead of learning.

Bob Schaeffer of FairTest, which is critical of the increasing role of standardized tests in public education, cautioned against reading too much into single-year gains, arguing that scores tend to fluctuate.

More news about education

D.C. students reach new heights in annual standardized testing

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Emma Brown 1:03 PM ET

2013 exams show largest single-year gain since 2008; traditional public schools achieve highest scores yet.

Rand Paul wants more school choice for poor, minority students

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Lyndsey Layton JUL 29

Possible GOP presidential hopeful pushing charters and vouchers in effort to connect with minorities.

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"Rather than jumping to conclusions about the meaning of this year's score gains, DC parents, educators, policy makers and media would be better served by a truly independent, external audit of public school standardized exam performance over the past five years," Schaeffer said in an e-mail. "In addition, the exclusive focus on test scores as the measure of educational quality should be replaced with the use of multiple performance measures including rates of graduation, college attendance, post-school employment, criminal justice system involvement, etc."

Monica Warren-Jones, a parent and Ward 6 representative to the State Board of Education, said she is thrilled by the results and looks forward to when there is no achievement gap between poor children and their more affluent peers.

"But many parents still want to know that their children are getting a full-bodied education that includes access to arts opportunities, to unique learning opportunities," Warren-Jones said.

Charter school students showed similar improvement in 2013, with 58.6 percent scoring proficient or above in math and 53 percent scoring that high in reading — gains of nearly four percentage points in both subjects from the year before.

In all cases, the single-year growth is based on 2012 proficiency rates that were recalculated after city officials determined that adults in 11 schools cheated on that year's tests. With the suspect scores removed, the 2012 scores dropped slightly — about one-tenth of a percentage point for the traditional schools and about three-tenths of a percentage point for charter schools — accounting for a fraction of this year's growth.

Citywide, each subgroup of students — including poor economically disadvantaged children — made progress. While the achievement gap narrowed slightly, it remained stubbornly large: 92 percent of white students were proficient in reading, for example, compared with 52 percent of Hispanic students, 44 percent of black students and 42 percent of poor children.

Students also made gains at every grade level, with those in eighth grade posting some of the highest scores and most significant improvements. Math proficiency rates jumped nearly eight percentage points, to 65 percent, and reading proficiency climbed more than six percentage points, to 55 percent.

Citywide, proficiency rates also rose on science and composition exams.

In the audience for Gray's announcement was Prince George's County Executive Rushern L. Baker III (D), who recently overhauled his county's school leadership as part of an effort to take control of a long-struggling public school system. Baker's vision is similar in some ways to District's approach to education — he said he was inspired, in part, by conversations with Gray about the District's mayoral control. The newly hired Prince George's schools leader answers directly to Baker.

Gray welcomed Baker and told him from the stage that he has "done the right thing."

"All government needs to be invested in improving public education," Baker said at the event. "It's something you have proven today."


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Ward Five Council on Education
Phone: 202-505-4309
Are you on Facebook? Like us - The Ward Five Council on Education
Follow us on Twitter: @Ward5EdCouncil

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Read More :- "[WardFive] Article: D.C. students reach new heights in annual standardized tests"

Monday 29 July 2013

[WardFive] Fwd: Small Business Loans and Underwriting

FYI:
 
Great opportunity for those interested in becoming small business owners, etc.
 
Pierpont
-----Original Message-----
From: Katina.bolden <Katina.bolden@dc.gov>
To: mobleyjnet <mobleyjnet@aol.com>; mobleyjnet <mobleyjnet@aol.com>; mobleyjnet <mobleyjnet@aol.com>
Sent: Mon, Jul 29, 2013 4:01 pm
Subject: Small Business Loans and Underwriting

Small Business Loans and Underwriting
Description: Thinking of going after your first small business loan? Before you do, take this class! During this seminar, you will hear from a seasoned bank underwriter on what you need for a successful small business loan application. Learn what underwriters are really thinking when they review your loan application. More importantly learn how DSLBD can provide direct assistance in preparing you for acquiring small business financing.
Small Business Loans and Underwriting
Description: Thinking of going after your first small business loan? Before you do, take this class! During this seminar, you will hear from a seasoned bank underwriter on what you need for a successful small business loan application. Learn what underwriters are really thinking when they review your loan application. More importantly learn how DSLBD can provide direct assistance in preparing you for acquiring small business financing.
Small Business Loans and Underwriting
 
Thinking of going after your first small business loan? Before you do, take this class! During this seminar, you will hear from a seasoned bank underwriter on what you need for a successful small business loan application. Learn what underwriters are really thinking when they review your loan application. More importantly learn how DSLBD can provide direct assistance in preparing you for acquiring small business financing.
When: Wednesday, July 31st
Time: 5:30pm-7:00pm
Location: 441 4th St NW- One Judiciary Square, 11th floor
 
Registration:
Contact: Katina Bolden
202-741-0871
 
441 4th St. NW, Washington, DC 20001  *  202-727-3900  *  http://dslbd.dc.gov

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Read More :- "[WardFive] Fwd: Small Business Loans and Underwriting"

[WardFive] Backpack/School Supply Giveaway - Saturday, August 17th

Please join the OCASE Foundation for their Annual Backpack School Supply Giveaway on Saturday, August 17th from 1-5pm at Rita's Water Ice (2318 Rhode Island Ave NE). For more information log on to wwww.ocasefoundation.org or call 202-241-5186.

Photo: Please join the OCASE Foundation for their Annual Backpack School Supply Giveaway on Saturday, August 17th from 1-5pm at Rita's Water Ice (2318 Rhode Island Ave NE). For more information log on to wwww.ocasefoundation.org or call 202-241-5186.

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Ward Five Council on Education
Phone: 202-505-4309
Are you on Facebook? Like us - The Ward Five Council on Education
Follow us on Twitter: @Ward5EdCouncil

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WardFive@googlegroups.com is open to WardFive residents for community discussion and information sharing.
 
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To unsubscribe from this group, send email to wardfive+unsubscribe@googlegroups.com
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Read More :- "[WardFive] Backpack/School Supply Giveaway - Saturday, August 17th"