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A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence (2011)

Chapter: Appendix A Public Community Forum Agenda and Summary

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Suggested Citation:"Appendix A Public Community Forum Agenda and Summary." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
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Appendix A

Public Community Forum Agenda and Summary

Keck 100
500 Fifth Street NW, Washington, DC
Committee to Conduct an Independent Evaluation of DC Public Schools
Division of Behavioral and Social Sciences and Education
National Research Council

AGENDA

Sunday May 23, 2010
9:00 Welcome and Introductions, Committee Cochairs

Christopher Edley, Dean, Berkeley School of Law, University of California

Robert Hauser, Vilas Research Professor, University of Wisconsin, Madison

9:05-9:45 (40 min)

Principals/School Administrators

Carolyn Cobbs, Principal, Ludlow-Taylor Elementary School

Dwan Jordon, Principal, Sousa Middle School

Suggested Citation:"Appendix A Public Community Forum Agenda and Summary." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×

9:50-10:30 (40 min)

Teachers

Erich Martel, Social Studies, Woodrow Wilson Senior High School; Executive Board, Washington Teachers’ Union

Marni Baron, Chairperson, Washington Teachers’ Union, IMPACT Evaluation Task Force

Tynika Young, Academy Coordinator, Rising Academy, Ballou Senior High School

10:35-11:15 (40 min)

Charters

Jennifer Niles, Founder and Head of School, E.L. Haynes Charter

Darren Woodruff, DC Public Charter Schools Board

Naomi Rubin DeVeaux, Director, School Quality, Friends of Choice in Urban Schools

11:20-12:00 (40 min)

Special Education Providers

Rick Henning, Rock Creek Academy

Lauren Onkeles, Children’s Law Center

12:00-12:30

Break for lunch (on your own)

12:30-1:10 (40 min)

Other Education Providers for Children and Youth

Ellen London, Interim President and CEO, DC Children & Youth Investment Trust Corporation

Lucretia Murphy, Executive Director, See Forever Foundation/Maya Angelou Schools

1:15-2:10 (55 min)

Colleges/Universities and Job Training

Jeffrey Barton, Center Director, Potomac Job Corps Center

Sarah Irvine Belson, American University School of Education

John Parham, Director, School Programs, College Success Foundation-District of Columbia

Allen Sessoms, University of the District of Columbia

2:15-3:00 (45 min)

Students

Shanell Brown, Anacostia High School

Sakinah Muhammad, Cesar Chavez Public Charter School for Public Policy, Capitol Hill Campus

Nicoisa Young, graduate of Cesar Chavez Public Charter School

Darius Duvall, 2009 graduate of Booker T. Washington Public Charter School

Suggested Citation:"Appendix A Public Community Forum Agenda and Summary." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×

3:20-4:05 (45 min)

Parents

Cathy Reilly, Senior High Alliance of Parents, Principals and Educators

Iris Toyer, Parents United for DC Public Schools

Gwendolyn Griffin, President, DC Congress of PTAs

Tijwanna Phillips, parent of a student at Janney, one at McKinley, and one graduate of McKinley

Danitra Dorsey-Daniels, PTA President, Ballou High School

4:10-5:00 (50 min)

Other Community Representatives

Margaret Singleton, Vice President and Executive Director, DC Chamber of Commerce Foundation

Erika Landberg, Program Director, DC Voice

John Hill, Chief Executive Officer, Federal City Council

SUMMARY OF PUBLIC COMMUNITY FORUM

On Sunday, May 23, 2010, the Committee to Conduct an Independent Evaluation of DC Public Schools held a day-long public forum. The committee invited various stakeholders within the District of Columbia Public Schools (DCPS) and the community to share their experiences and perspectives about DCPS and the evaluation. Members of the public and the press were also invited. The committee heard from nine different panels: (1) principals and school administrators, (2) teachers, (3) charter school representatives, (4) special education providers, (5) education providers for children and youth, (6) colleges/universities and job training, (7) students, (8) parents, and (9) community representatives.

An elementary school and middle school principal discussed measures each principal used to determine whether their schools were successful. Both cited the importance of tracking student achievement, maintaining school decorum, and creating an engaging professional community among staff members as good indicators of success. The teacher panel included a high school teacher, an instructional coach for high schools, and a chairperson for the Washington Teachers’ Union. The panelists discussed the implementation of IMPACT, the new program to evaluate teachers within DCPS, and compared it to the previous teacher evaluation system. The teachers also offered various suggestions for the committee when examining areas of DCPS.

Next the committee heard from representatives of DC charter schools. Panelists included board members of the DC Public Charter School Board, a charter school founder, and a representative from the nonprofit FOCUS. The board members discussed the system they used to monitor and evaluate charters and how they distinguished between the high- and low-performing

Suggested Citation:"Appendix A Public Community Forum Agenda and Summary." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×

charter schools. The panel also listed some of the major operational differences between DCPS and charter schools.

A Children’s Law Center attorney and a private special education school founder shared their experiences with the committee about the status of special education in the District.

The committee also heard from representatives of other education providers for children and youth. Representatives from the DC Children & Youth Investment Trust Corporation and the See Forever Foundation discussed the significance of wraparound services and other before and after school programs to support students attending DCPS. The panelists stated that the programs are pivotal in improving student behavior in schools and classrooms.

Representatives of local colleges, universities, and job training programs discussed how DCPS high school graduates compare to high school graduates from across the nation. The committee heard from American University, University of the District of Columbia, Potomac Job Corps Center, and the College Success Foundation-District of Columbia. Next, four charter high school students spoke about their experiences as students. The students discussed the importance of quality teachers, and the role they play in encouraging and engaging students. Suggestions for improving DCPS included teaching with more hands-on activities and offering a broader range of elective courses. Students also cited the need to create alternative training programs in high schools for students who may not want to pursue college immediately after graduation.

The committee also heard from parents who discussed the need to increase community engagement and open more streams of communication to ensure the reform effort is sustainable and successful. Some parents expressed concern about school funding and whether funding is equitable. Lastly, the committee heard from other community organizations such as DC Voice, Federal City Council, and the DC Chamber of Commerce Foundation. The representatives discussed an interest in improving and developing DCPS because students eventually become the pool for the workforce and members of the DC community.

Suggested Citation:"Appendix A Public Community Forum Agenda and Summary." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×
Page 161
Suggested Citation:"Appendix A Public Community Forum Agenda and Summary." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×
Page 162
Suggested Citation:"Appendix A Public Community Forum Agenda and Summary." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×
Page 163
Suggested Citation:"Appendix A Public Community Forum Agenda and Summary." National Research Council. 2011. A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence. Washington, DC: The National Academies Press. doi: 10.17226/13114.
×
Page 164
Next: Appendix B Student Achievement and Attainment Indicators Collected by DC and Three Other Districts »
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The District of Columbia (DC) has struggled for decades to improve its public education system. In 2007 the DC government made a bold change in the way it governs public education with the goal of shaking up the system and bringing new energy to efforts to improve outcomes for students. The Public Education Reform Amendment Act (PERAA) shifted control of the city's public schools from an elected school board to the mayor, developed a new state department of education, created the position of chancellor, and made other significant management changes.

A Plan for Evaluating the District of Columbia's Public Schools offers a framework for evaluating the effects of PERAA on DC's public schools. The book recommends an evaluation program that includes a systematic yearly public reporting of key data as well as in-depth studies of high-priority issues including: quality of teachers, principals, and other personnel; quality of classroom teaching and learning; capacity to serve vulnerable children and youth; promotion of family and community engagement; and quality and equity of operations, management, and facilities. As part of the evaluation program, the Mayor's Office should produce an annual report to the city on the status of the public schools, including an analysis of trends and all the underlying data.

A Plan for Evaluating the District of Columbia's Public Schools suggests that D.C. engage local universities, philanthropic organizations, and other institutions to develop and sustain an infrastructure for ongoing research and evaluation of its public schools. Any effective evaluation program must be independent of school and city leaders and responsive to the needs of all stakeholders. Additionally, its research should meet the highest standards for technical quality.

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