After you apply, your application will be published online for public review. Before completing this application, please check the box below to indicate you are comfortable with the State Board publishing your application. All contact information will be removed before the application is shared, but your name will be attached.

Which ward do you live in?

Please select all that apply.

If you are a parent, which school(s) do your children attend?

For which organization do you work? If you are a DC student, which school do you attend?

What is your role (list the title)?

Are you a member of an education group (ward-based education council, PTA, etc? If yes, please indicate which group(s).

Why are you interested in serving on the ESSA task force? (200 word limit)

Whose voices will you represent? In your response of 250 or fewer words, please tell us how you represent a group of people (e.g., educators, parents, students) who currently are or will be most impacted by the provisions in the ESSA plan. How will you provide information to and solicit feedback from the group you represent? (250 word limit)

Please comment on the experience(s) that enable you to contribute meaningfully to discussions related to education policy in DC and your thoughts on how we can best improve education in the District. (250 word limit)

The first meeting will take place on Tuesday, August 22, 2017, from 6:00 - 8:00 PM. After that, the committee will meet regularly on the first Tuesday of each month from 6:00 - 8:00 PM, starting in September. Meetings will run through June 2019. Can you commit to attend 80% of all meetings?

We will ask committee members to stay engaged between meetings through such activities as reading articles, reflecting on examples of school report cards, and soliciting feedback from community groups. Can you commit to full participation in these activities?

Are there any potential scheduling conflicts you foresee? If so, please let us know what they are.

Yes, I agree, and I would like to continue to the application

Teacher educator and division chair at the University of the District of Columbia

Division Chair of Education, health and Social Work and Assoc Prof of Education

Yes- education unit at UDC

It is my responsibility to oversee (and teach in) educator preparation programming at UDC, which prepares teachers to go out into the district and serve in its school districts. I served previously as an English teacher myself; I believe it is crucial for a teacher educator to have a voice in this conversation.

Current and future educators

I am a former high school English teacher and have worked in DC for the past two years. I serve as an advocate for the teaching profession and have been an educator for more than 15 years in a variety of capacities.

Yes, I agree, and I would like to continue to the application

Special Education Teacher

I am invested in the growth and achievement of students in DC Public Schools. As a special education teacher at a dual language school, I serve I highly vulnerable population of students. Although I am an elementary teacher, and the ESSA taskforce is geared toward high school students, the implications for ESSA impact the future of my students. I am committed to helping the District of Columbia with its accountability program, to ensure a bright future for my students and all students in DC.

I will represent educators as a member of the ESSA task force. Specifically, I can represent special education teachers, elementary educators, and dual language programs.I will be able to draw on a professional network of colleagues to solicit feedback from educators from elementary, middle, and high schools. In addition, through my position as a special education team lead, I will be able to hold information sessions with my colleagues regarding the implications of ESSA.

I have lived in the District of Columbia for 7 years, first as a student at GW, and then as an educator for DCPS. During my studies for my M.A. at GW, I took courses focused on education policy at international, federal, state, and local levels. Implementation and accountability are main issues I came across time and again in the policy process. I would like to help DC with those stages in any capacity I can. I remain invested in the policies of the District of Columbia, as they impact me and my students daily. I have thorough knowledge of special education policies at the federal level, and in the District of Columbia. My job requires me to stay abreast of policies, like ESSA, that will impact my students.

Yes, I agree, and I would like to continue to the application

I have spent 15 years working in education in DC, starting as a middle school math teacher at Hine JHS for DCPS. Lately, my work includes working with multiple local nonprofits and schools to understand and use data to drive improvement at the operational and instructional levels. I would be honored to help support the SBOE with understanding the impacts of ESSA choices from the data perspective.

I believe I will come to the table as a representative of multiple voices. I want to help support an ESSA plan that ultimately drives improvement in growth and achievement outcomes for all DC students, while positively supporting all entities aligned with and working towards that goal. My unique perspective will provide SBOE with recommendations that encompass this goal while considering potential long-term impacts for multiple entity types.

My professional career includes time spent as a teacher in DC Public Schools, as an assessment specialist at OSSE, a data manager for KIPP DC, and nonprofit executive supporting multiple local entities with using data. Many of my good friends have children in the public and charter sectors. My previous experience is certainly unique for the District, and I will offer a balanced perspective on many of the tough decisions SBOE will consider during the ESSA implementation process.

Yes, I agree, and I would like to continue to the application

Elementary school parent, High school parent

Langley ES and Dunbar Sr. High

I feel I can give great input on educational process for children and parents.

I have strong working knowledge of the District of Columbia, including the government, nonprofit sector, political environment, neighborhoods, business and community organizations. Also I have positive working relationships with recognized business and community leaders, based on experience and reputation for delivering positive results and building capacity

I have twenty five years of demonstrated and substantive experience in the planning, development, implementation and evaluation of educational and human service programs and services to families, youth and children in Washington, D.C. Related and other experience include: (1) program & case management (2) staff supervision (3) partnership building (4) community outreach (5) recruitment (6) resources development (7) volunteer management.

I have dialysis treatment on MWF from 6:00 am to 11:30 am

Yes, I agree, and I would like to continue to the application

In 2015, the Every Student Succeeds Act was signed into law with internal and external stakeholders in mind. ESSA has outlined clear goals to ensure equity, increase achievement, and to foster innovation. Due to this change, the DCPS has also outlined specific goals to achieve 85% proficiency in math and reading, regardless of ethnic background, home language, or disability status by the year 2035; achieve a citywide graduation rate of 90%, and a citywide updated report card. For DCPS to achieve such goals, the District will need the support of families, parents, students, teachers, and administrators as a voice to what is working and what is not. I am interested in joining this task force because I offer a wealth of knowledge in best practices as it relates to education. Specifically, as it relates to evaluating student and teacher performance, atmosphere, culture, health and wellness, and much more. For DCPS to achieve its goal, there needs to be dialogue around what best research-based interventions can be employed in the District’s classrooms that lend itself to more rigor in the classroom and better measurements to gauge where students are academically to help inform instruction in the classroom.

On this task force, I will represent the voice of parents, families, students, and educators, alike. As an administrator in a school in Ward 8 and an advocate who has advocated for families, parents, and students with a disability and without a disability, I have had a bird’s eye view of some of the challenges that lend itself to the decrease in student and teacher performance—to include teacher effectiveness, test scores, attendance, and discipline—school culture, graduation rates, and much more. I will give information to this group and solicit feedback through focus groups, updates via SBOE website, electronic correspondences, visits to schools and community events, and any other allowable options. I will also conduct research via academic sites such as EBSCOhost to understand best practices for galvanizing students in the classroom. This information will be discussed with other task force members and disseminated to parents, families, students, and administrators as new interventions and strategies are created to help achieve our end goals of improving proficiency in reading and math, achieving a 90% or higher graduation rate, and an updated citywide school report card.

I am an enthusiastic professional educator with over 10 years of successful experience working with students with an emotional disability and various other disabilities. I hold an Education Specialist (EdS) degree in Curriculum and Teaching and I am also pursing my Doctorate in Education with a specialization in Curriculum and Teaching. I bring to the table over three years of experience as an administrator in an urban school environment. During my time, I have experienced an increase in student performance and teacher effectiveness through research-based practices which increased students’ Lexile and quantile scores and increased intervention reliability and validity measures.

Education can be improved in the District by employing effective RTI approaches in the District’s schools. It is no secret that behavior is a concern in schools, but a lot of administrators do not understand that until you have the buy-in of the students and staff there will be no meaningful learning. Schools need to revisit their PBS/PBIS/SWPBS initiatives to come up with ways on galvanizing students in the classroom or to come to school. I’ve visited many schools and students often act out when they do not understand or know. If the District conducts a survey of students who are incompetent, defiant, or opportunist the results will be an eye-opener, but not surprising. Teachers’ inability to effectively differentiate instruction and to create an engaging and rigorous learning environment increase behaviors in school. These are some of the challenges that must be looked at and accountability measures created.

Yes, I agree, and I would like to continue to the application

To advocate for the needs of students with disabilities, their parents, and the teacher that educate them.

Our students with disabilities are underserved. The transition to inclusion has been effective for most, but not all. Changes to ESSA can further negatively impact the progress/growth of students that do not perform at the same level of most, thus enlarging the gap in services.

I have been the Principal of a city-wide Special Education Center for students who receive a certificate of attendance for the past 6 years. I have seen too many of my students go home to seat and do nothing productive after the completion of their education because of the limited opportunities to truly prepare them for post secondary education or employment while in school.

Traveling to CEC Conference in February 2018.

Also, I do not live in DC. I selected Ward 7 because a response is required.

Yes, I agree, and I would like to continue to the application

I am a National Board Certified Teacher and I have been deeply involved with curriculum development since coming into education as a second career fifteen years ago. I have brought several AP courses to my high school, making AP World History a mandated class for all sophomores there. I made this suggestion as a way to support a dual enrollment program between my school and a private university nearby. I was also heavily involved with the creation of that program. I have served on the SCAC and LSAT committees at my school for twelve of the fourteen years I have been at my school. For most of these, I have been the Chairman of the LSAT and these meetings always involve the successful and beneficial integration and development of curriculum at the school. I have worked to create a linkage with teachers in the middle school to better prepare students for success in AP courses. I have kept abreast of wider district issues by maintaining my relationship with SHAPPE, by participating in PD sessions with DCPS Central Office (where I am known for my outspokenness), and by attending local Ward 3 meetings in my community. I make necessary phone calls with the City Council members where I find myself educating these members as to how the Central Office's policies often have different outcomes to the schools than they have been told by the powers of central office. This task force is a natural next step for me; I have a great deal of experience, expertise and passion for this subject matter.

I have seen these plans before and I have activated public response to them. I represent specifically the faculty at a high performing public school in DCPS, but I am an appreciative supporter and listener to my colleagues at neighborhood schools as well. I have strong opinions in regards to the weakening of school curriculum and I carry that opinion with the backing of my colleagues at my school. I have had great experience dealing with a school system that receives more and more money from the mayor but somehow has reduced allotments to the school year-after-year and that makes me very distrustful of the types of changes that have been suggested by this group in years past.
I also represent the students at my school. I am and I have been the Student Government Advisor for the last five years. I listen to my students and they know the expectations that will be made of them in my classes and in the college and professional situations that they shall face in their futures. I am a second career teacher; I bring my previous professional experience to the classroom every day and I know what will be expected of my students.

I think I have already mentioned the experiences that have provided me with excellent expertise for your committee. I have been involved with the LSAT at my school--and at my school, the LSAT DOES meet every month without exception--and we discuss curriculum development in these meetings. I was involved with the adoption of curriculum to allow us to create a dual enrollment program with a private university and I was one of two faculty members who created that very program. In order to make the program successful, I asked my principal if we could introduce AP World History to the school and we did. Soon, this became mandatory and other AP courses came into the school as well. In this past year, I volunteered to assist the Central Office in cleaning up its problems with ASPEN, our faulted grading system. I involve myself with professional development opportunities to work on curriculum development for AP courses and how to create linkage with middle schools so students are better prepared to take these courses in high school.

There are no such conflicts at this time.

Yes, I agree, and I would like to continue to the application

Pre-K 3/4 parent, Elementary school parent

Assistant Professor of Communication Sciences and Disorders and Speech-Language Pathologist

PTA-DC Bilingual, DC Speech-Language-Hearing Association, PAVE DC

I am interested in serving on the ESSA task force for several reasons. First, as a parent of two young public school children, I am personally invested in ensuring the best possible implementation of this law for District students. Second, as a school-based speech-language pathologist, and as an educator of speech-language pathology students, I have the knowledge and skills to advocate for related services and accountability.

I will represent the voice of parents, students, and educators, as I am invested in all three constituent groups. I have access to solicit feedback from related service professionals through my service to the DC Speech-Language-Hearing Association and the American Speech-Language-Hearing Association (my former employer). I have access to DC public school parents and educators through my participation in the DCBPTA and through my consultant work as a speech-language pathologist.

I have attended DC Public Schools as a young child. Now, I am a parent of public school children. Also, I have served DC public and public charter school students for 10 years as an educator. My first place of employment was at Barnard Elementary School as an assistant teacher in an autism classroom. Since this time, I've developed expert knowledge and skills in school-based speech-language pathology and literacy. I am committed to ensuring that culturally appropriate education and diverse experiences are available to District students, regardless of socio-economic status or linguistic background. This commitment is extended through my work as an assistant professor at Howard University, and as a consultant speech-language pathologist for District charter schools.

1st Tuesday in November

Yes, I agree, and I would like to continue to the application

I am interested in serving on the ESSA task force because I am a concerned citizen. I was born and raised in Ward 8 but educated on Capital Hill and in Ward 3. I learned early about disparities that exist within our school system. I received a great public school education and want the same for the young people who will one day become the workforce for DC. The key to experiencing this type of success and achieving full membership in society is education. I feel that my experiences working with people with special needs and training as a sociologist may be of value to the overall process.

My passions and community of origin would dictate I advocate for children with special needs as well as the children of Ward 8. However, the task force is seeking solutions that benefit all children, regardless of race, socioeconomic background or zip code. This makes me optimistic that our desire to advocate on behalf of a certain group will not cause us lose sight on the fact that the city wins with a well educated populous.

First, I am a native Washingtonian who has lived in Ward 8 most of my life. I am invested in this city's success because this is my home. Second, I am a product of the DCPS, and proud to say so. Having been educated in schools across the city, I bring a unique perspective about educational disparities that is experience based. Further, through my work as an Administrator for a nonprofit serving people with disabilities, education is often a key topic of discussion with parents navigating DCPS and other public services that serve children with special needs. Hence, while I am not directly involved, I am aware of some of those challenges and would love an opportunity to help move our DCPS forward. Furthermore, I am working on a Master's in Public Sociology with a keen interest in the relationship between work and family life, understanding that education plays a central role.

Yes, I agree, and I would like to continue to the application

As a 4th grade teacher, in Ward 3, I am very interested in the policies that affect my students and my practice everyday. Over the past few years, I have become knowledgeable on education policy and have had the opportunity to study the every student succeeds act through my graduate program at American University. I am excited that DC's state plan has been submitted and after reading it, I'm excited that the district is setting high expectations for all its students. I would love to serve on a task force that is continuing this work to ensure we meet our goals as stated on our state plan.

I will be representing educators, students and parents on the task force. There are several ways to provide and solicit feedback. A couple ideas I have are having education town halls run by parents and students on what ESSA is and what the DC state plan looks like. As new initiatives are rolled out such as school climate plans and school report cards, I plan to deliver this information to the most important stakeholder (teachers, parents, and students) in a bilingual, comfortable setting.

Being a teacher for the past three years in the district has provided me a first hand account of implementing policies. In addition, completing my graduate studies in education policy at American University helped frame the education context on both a national and state level. I believe DCPS is at a crucial moment and has the opportunity to propel all students, regardless of background or social economic studies to educational excellence. I believe this needs to be done through a strong commitment in our state plan, constant communication with stakeholders such as parents and students and a much higher level of support for educators.

Another weekday, other than Tuesday, would work best for me.

Yes, I agree, and I would like to continue to the application

Young children deserve a voice. I've been a Head Start teacher for over 20 years and am now a Kindergarten teacher. An advocate for and a partner with young people and their families is a part of who I've been privileged to become. Washington DC needs to consider its youngest population. They need a seat at the table. That's what I would bring.

This was partially answered above but the "how" of the question is particularly challenging. Representing the parents of young children is pretty straightforward. This requires multiple means of access. Be it written (surveys, questionnaires etc...) or verbally (ongoing discussions, forums etc...) Yet to hear a clear message from young children, takes a much more thoughtful approach.
Children need information clarified, sometimes sectioned, and they must have many different ways to interact with and express themselves as it relates to topics. This is one of the many ways I know the children. And if I know the children they will have an advocate in me.

Recently, I sat on the Chancellor's Teacher Cabinet and throughout my career as a Head Start teacher, continued to learn a grow fair familiar with federal guidelines.

Yes, I agree, and I would like to continue to the application

I am currently unemployed.

As a District resident for over 13 years, I am invested in living in a vibrant community that provides all residents with access to opportunities that enable them to live happy and productive lives—and our education system is a key part of that. As an education policy professional for that same amount of time, with a focus on school climate and family engagement, I would like to apply my skills and experience to ensuring that DC continues to have a world-class education system that takes advantage of the flexibility and innovation that ESSA provides.

Though I am interested in becoming more involved in my community, including outreach opportunities that this task force may provide, I also represent the nonprofit professionals that live and work in DC who also want to see the city’s school system thrive. I am uniquely able to draw on my relationships with some of the nation’s leading experts on school reform. I specialize in state education policy, and I would also like to leverage the lessons learned in other states in order to create a system tailored to DC’s needs and goals.

I have extensive experience assisting with state education policy development and implementation, including providing technical assistance to several state boards of education when I was employed by the National Association of State Boards of Education. I have also researched and written resources published by national nonprofits that are intended to help school health and climate advocates understand how to best support their state’s ESSA activities. ESSA’s requirements to revisit the school report card and to more fully integrate non-academic student achievement indicators in to accountability systems are proof that the education community is ready to fully embrace the idea that there is more to learning than just books and tests. I would like to be a part of DC’s efforts to use the process created by ESSA requirements to enhance existing reform efforts, and implement new activities.

I do not foresee any potential scheduling conflicts.

Yes, I agree, and I would like to continue to the application

Yes, I am currently heading up a national public awareness campaign for Black parents around the Every Student Succeeds Act.

I will represent the voice of the community, parents, and educators. I am a former DCPS student, teacher and parent of two daughters who are graduates from DCPS. I have three grandchildren who are graduates from School without Walls, and the aunt of several students who have graduated from DC Charter schools, or are currently enrolled in DC Charter schools. I write articles on how ESSA will be implemented nationally as well as locally. I served as the Director of Literacy for DCPS from 2004-2010, and the Director of Literacy for Friendship Public Charter Schools from 2013-2016. My current roll as the Program Manager for the National Newspaper Publishers Association (NNPA) a trade group of over 200 Black Press and online publishers affords me the opportunity to help inform the public/community of the work being done to ensure parental engagement, transparency, and success for all students.

I am a product of the DCPS system, graduated from McKinley, went on to DC Teachers' College, Trinity University and received my doctorate and Education Specialists degrees from George Washington University. I taught in DCPS for over 20 years, served as the Director of Literacy for DCPS and Friendship Public Charter Schools before coming to work for NNPA. I have co-edited a book on teaching English Language Learners to read, and have worked on a global level in literacy both with the State Department and Rotary International. I continue to mentor and coach teacher in providing effective strategies to teach all learners. My years of teaching have taught me that when a student isn't learning, it is probably the approach or strategy, we need to ensure that teachers have a wide range of teaching strategies and resources in their took-kit to reach all learners. The ESSA implementation should be a thoughtful guide for teachers to follow, with well defined roadmaps to get to the goal of mastering high-quality standards with aligned curriculum and assessments. (Without the curriculum alignment, teachers will continue to make guesses as to what will allow all students to master standards.) The final piece, is to ensure that the assessments actually measure what teachers are teaching in that instructional period.

I will be out of town on August 22nd - 29th with previously scheduled events.

Yes, I agree, and I would like to continue to the application

Ward 7 Education Council, SHAPPE, Washington Teachers Union,

The changes under ESSA have given our district a great opportunity to innovate how we assess our schools so we can improve them for all of our students no matter the zip code. I am interested in how we can best leverage this incredibly important policy making area to best serve our students and better ensure that all our students are receiving equitable opportunities in accessing a robust education.

I am a teacher in Ward 7 who works closely with students, parents, the community and faculty serving on the PTSA, and other leadership teams within my school. I am elected to the Executive Board for the WTU and am the chair of our Committee on Political Education. These positions give me access to the 4800 members of the WTU. In the past I have created surveys, run focus groups, provided trainings, and invited elected leaders to come and hear from our teachers. I am an active organizer who is willing to do what I have to do to boost engagement from other members.

I am elected to the Executive Board of the Ward 7 Education Council, which gives me an opportunity to work with our residents and upcoming high school parents and students to spearhead communication and engagement in similar ways that I do with other groups.

I am an active member of SHAPPE, attending all of their meetings, and can work closely with them to further engage our stakeholders.

My primary experience is as a teacher for 10 years in DCPS. In college I studied political science and went on to earn my Masters in Teaching and a Specialist Degree in Education Administration and Leadership where I took classes on education law. This combination of both administrative and classroom experience allows me to see the big picture while also providing insight in to how policies work in practice. I have furthered my education by participating in a wide array of civic organizations where I use the opportunities to listen to what is being said in the community and hearing from all sorts of different members of government. I am an active student who believes in doing the homework in any activity I am engaged in. My primary goal in life is to make sure that our students are getting access to the best education system possible and I have dedicated my life to that pursuit.

Yes, I agree, and I would like to continue to the application

Public Education Project: Parent Engagement Coordinator

I am an advocate for equitable education in D.C. My work experience, academia, social surroundings, social media, and my faith have all circled around the premise that quality education and experiential learning is a fundamental right for every child in this city - no matter their circumstance. Organizing and advocating for marginalized parents is a humble and fiery passion of mine that has yet to sizzle out. And my grassroot involvement in teacher and child development, could lend a innovative thought to the conversation. I believe the culmination of my knowledge and experience will lend an inquisitive, experiential and optimistic eye and voice to the task force.

I plan to represent the people: community members, marginalized parents, teachers and certainly children. I live in a Manna condo building in Ward 5 where all the children attend public schools; I also work for Washington Lawyers' Committee (WLC), who happen to represent a variety of people in DC. I also attend Anacostia River Baptist Church, where many of the congregants are teachers, social workers and parents in DC Public Schools (traditional and charter). But ultimately, my role being at WLC, and in my position, which is the Parent Engagement Coordinator, is to empower parents in DCPS Title 1 schools to fundraise and invest in their child's education by providing an academic enrichment for their school-community. But also, my role is to inform parents their civil right for a quality and equitable education through policy and legislation. Since I directly live, work, and worship with parents, friends and students in the DC public schools, soliciting feedback will be as simple as a conversation, workshop and/or social media.

As seen in my previous answers, I have been fortunate enough to dabble in different parts of education. And that is mainly because of my passion for identifying inequity, which is inflamed by my own personal academic experience, and my compassionate heart for equality. I believe policy is an enforcer for equity and equality, but in order for policy to stand true to their objective, a strong and discerning voice should be the speaker for progress, change and development in urban education. Receiving a certificate from Georgetown University in Education Policy and Program Evaluation, has helped me to have a keen eye in not only implementing policy, but evaluating programmatic systems to ensure improvement is being made and goals are being met; and children (from all walks of life) are learning. The best way I can describe how DC can best improve education, is in the words of Aristotle: "The worst form of inequality is to try make unequal things equal." Taking steps to resolve inequality, such as creating this task force, is a step forward. And having real conversations from people that are directly involved and can see inequalities, will help build lasting change, and hopefully build strong citizenship and intellect among the people of Washington, DC.

Yes, I agree, and I would like to continue to the application

I am interested in providing input on proposals, specifically how growth will be measured for high school students. I have a great deal of experience with the Elementary and Secondary Education Act as both a school administrator, federal and state-level policy maker. I hope this experience can be helpful in creating a plan that works for all students in DC.

I will represent the voices of charter school leaders, high school leaders, and understand the impact of the policies made on families as a parent myself.

I served as a Presidential Management Fellow at the U.S. Department of Education, Attorney Advisor to the State Superintendent, and have been a DC school leader for the past seven years. In each of these roles I have developed deep subject matter knowledge and expertise in federal education law and policy. Recently, I served as the only charter representative for the ESSA Negotiated Rule-making Committee (representing thousands of charters from across the nation) and a peer-reviewer for the U.S. Department of Education review of state plans required under ESSA. Perhaps most importantly, as a practitioner, I understand how the rules and polices created can impact schools and students- the ways schools can bend rules and the implications for daily work in our schools.

Yes, I agree, and I would like to continue to the application

Pre-K 3/4 parent, Elementary school parent

Two Rivers and Creative Minds

I am interested in serving on the task force as a way to support education in Washington DC. I am interested in helping to ensure that every child in DC has equity in learning. I would like to be a part of the solution that moves DC in its rightful place in the forefront of education for children. I would like to help families understand our school system and be able to make the best choices for their children. As a native Washingtonian who has selected to live and raise my family in DC, I think serving my city is my duty. This opportunity aligns with my passion and career.

Similar to most people, I wear many hats. My most important hat is as a parent of two school-aged students. One of my children is a typical learner while the other has learning challenges. Both of my children will attend DC charter schools. I am also a program coordinator for a NAEYC accredited, dual language early learning center in DC. Most of our students come from families who qualify for the subsidized childcare voucher. My final hat is one of a native Washingtonian who has chosen to remain and have a family in this city. My voice is for parents of students with learning disabilities, teachers and families of our youngest learners, and native Washingtonians who want to remain included in the decisions our city leaders make.

My professional career has afforded me over 15 years of experience in the early childhood education field. I have held both teaching and leadership/administration roles. I am keenly aware of the value of community support and effort in educating children. I have been directly affected by education policy in the city. I want to help facilitate a connection that allows policy to better match implementation and the realities of education in Washington DC. I think there are multiple ways to improve education in DC. Focusing more resources, training, and dollars on our youngest learners (zero-three) will help alleviate the huge achievement/opportunity gap. Focusing efforts to have education equity across the city will also improve education. Listening to the stakeholders will supply policy makers with an incredible amount of information that will transform education for everyone.

Yes, I agree, and I would like to continue to the application

Oyster ES, Deal MS, Walls HS (daughter graduated in 2012)

community activist; Ed Policy Analyst affiliated with EPI

I am knowledgeable about the ESSA law and the opportunity to improve measures and report card that it represents. The overwhelming perspective of parents, educators, and community members who testified at hearings needs to be represented as it was in the SBOE's consensus recommendations, but was not in the final plan that was approved. The task force is a crucial way to continue the SBOE's good work toward better measures and a broader definition of school quality. Expertise is required on the task force to accomplish that and I would like to put my energies into it.

Having attended several of the State Board's hearings last Fall I plan to represent the strong consensus that emerged among parents, educators, students, and many experts with research and policy expertise. I will represent that broad consensus that we need broader measures of accountability that are fairer to all segments of the city and signal to educators that all the components of quality schooling need attention, not only those that show up on standardized tests. I testified at the hearings and was pleased that with the creation of this task force, the SBOE has committed to continue work on the things for which the community advocated --
1. avoiding some overly simplistic approaches to school report cards,
2. doing something about inequities in both student outcomes and the extent to which needs are being met between the Wards and based on race and class,
3. the need for high school growth measures, and
4. the very important work to develop and pilot school climate measures that can be included in the accountability framework.
I will represent the advocates of all of those things, students, parents and teachers, as well as researchers and analysts with concerns about the impact of past measures that are too narrow.

I taught high school in Montgomery County for 16 years and in DC for 2 years before that; For 12 years I was the spokesperson for teachers in MCPS as president of MCEA when the union became a nationally recognized engine of reform. As a DCPS parent (1998-2012) I served on the Deal and SWW LSATs, and Oyster's principal selection committee. As an Eduction Policy Analyst with EPI and elsewhere, I have particular expertise on teacher evaluation and reform efforts to improve the quality of teaching, learning and school climate. I have in my career designed school district-wide systems to survey school climate, to intervene successfully in low-performing schools, and have worked on the design of school report cards. Most of my work has been aimed at getting teacher unions and school districts to focus collaboratively on measuring and improving the quality of teaching. ESSA is an opportunity to broaden accountability measures, to increase equity, and to inspire a demoralized teacher and principal workforce. I would like to be a part of that.

Yes, I agree, and I would like to continue to the application

Founder of the Capitol Hill Public Schools Parent Organization, Secretary of the Eliot-Hine Parent Teacher Organization

In my March 2017 testimony at the SBOE hearing on the OSSE State Plan, I said "What gets measured gets done." The State Plan will be an important guide schools will follow to measure their performance, and it will shape what happens each day inside our schools.

While the broad framework for the State Plan is set, numerous areas were not precisely defined such as school climate assessments, and there is still an opportunity for input to improve the State Plan. I'm particularly interested in the area of school climate because the climate and culture at a school sets the tone for the learning in the classroom. If honest efforts are made to assess a school's climate, and there is a commitment to change based on what is learned, I think all schools can improve.

I am also very interested in the School Report Cards. Because parents have so many school choices, it is important the School Report Cards are fair and do not favor or bias DCPS or the public charter schools. The School Report Cards should also be developed in a way that clearly convey what is being "graded" and what they cannot tell you about a school.

In 2005, I founded the Capitol Hill Public Schools Parent Organization (CHPSPO). Today CHPSPO includes all DCPS schools in Ward 6. CHPSPO welcomes parents, teachers, school administrators and community members to its monthly meetings to discuss important education issues.

I plan to use the monthly CHPSPO meetings to share what the Task Force discusses, and to solicit input from the parents, teachers and school administrators who attend our meetings. Because the CHPSPO member schools all have individual school list serves, I can also leverage those networks to share information and get input from parents across Ward 6.

I am also a member of the Coalition for DC Public Schools and Communities (C4DC) which brings together the ward educational councils from across the city. I can also use the C4DC network to share what the Task Force discusses and to solicit input.

I have two children who have attended the DC public schools since 1997. Over the past twenty years, I have served as a PTA/PTO communications chair, secretary, vice president, and president. Last year I became a substitute teacher, and have spent some time in the classroom. I have continually looked for ways that I can support quality education for all students attending the schools in Ward 6. Walking inside the doors of the schools and learning about their needs rather than theoretically talking about them has been the hallmark of my volunteering for DCPS. I have taken the time to learn about city-wide policy issues, and have testified before the DC Council, the DC Council Education Committee, the SBOE, and the Public Charter School Board.

I am an outspoken proponent for meaningful and sustainable improvements to our public schools. I am not a fan of short-lived initiatives that purport to improve schools. I believe low-performing schools often need more resources in order to help them successfully educate their students. I think education in the District can be improved by expanding choices within DCPS, e.g., more language immersion programs, more Montessori, more project-based learning, and early childhood programs.

I believe we must do more to support our teachers and principals. They have very difficult and demanding jobs, and the turnover rates we have at many of our schools is unacceptable. High expectations should be set for teachers and principals, and they should be evaluated fairly.

I will be out of the country in early November, and may miss one meeting, but can stay up on any reading/providing feedback.

Yes, I agree, and I would like to continue to the application

Columbia Heights Educational Campus

PTSO - Bell Multicultural High School

I am very interested in the advancement of DC schools in terms of the provision of the best possible education for the children of the District of Columbia.

I represent the parents and students by taking time to listen to all issues, engaging in discussions, and taking all of that information back to the school community as a whole. AS PTO President, I am also engaged in these discussion within my school community.

I am an experienced ANC (7) Commissioner and long time advocate for education issues on a citywide basis.

Yes, I agree, and I would like to continue to the application

I would like to interact with the ESSA committee and share the information with the students at my school.

I represent the voices of high school students - as a Student Government Association participant. I will provide information to the SGA at out school meetings, and will further strategize with other SGA members to disseminate the information to the larger student body.

I have experience as a SGA representative for two years. Education in the District can be improved by giving the students a voice in matters education and the decisions that are made to affect education.

Yes, I agree, and I would like to continue to the application

DCPS parent, DC private school parent

Janney Elementary School and The Lab School of Washington

LSAT committee for Janney Elementary.

I am a D.C. Public school parent, I've been on my elementary school's elected advisory team, and I've been working with an organization that tries to strengthen opportunity and outcomes for students in ward 8.

I am a D.C. Public and private school parent and I am on the board of an organization that serves students in ward 8.

I am the proud mother of a rising second grader at Janney and a rising 5th grader at Lab. I have a Master’s degree in Education and have worked in the education field for over ten years. I have an extensive background implementing effective programming and providing strategic planning advice for academic organizations. Recently, I worked with Horton’s Kids to help create effective strategies to drive positive change in the lives of 500 children in grades K – 12 living in Anacostia. I am now a proud member of their Board.

Yes, I agree, and I would like to continue to the application

DC private school parent, DCPS student

I want to see the education standard improve for DC. Also, I would like to see the gap in our schools lessen across the country. Educating our youth will benefit the district in so many ways.

I represent parents. Parents who are disillusioned with the schools and resources and parents who left the public system in search of private schools. Parents who would be happy to work with their local schools if the schools were improving. Also the need for a new high school and how we are going to resolve the overcrowding issue in some schools.

As an attorney and also a parent, I understand the need for quality education and failure to provide this to the children is unacceptable. we need to see the community as a whole develop and improve not just some wards. I have been part of school PTA's and also worked in a non profit girls organization in India helping teach girls.

Yes, I agree, and I would like to continue to the application

I am interested in serving on the ESSA task for two important reasons:

1) Being directly involved with ESSA implementation activities, would provide me a valuable opportunity to gain a full and accurate understanding of the many complex but important aspects of ESSA. With a full and accurate understanding, I will be better equipped to share these important facts with members of my community, parents, and colleagues.
2)Serving as a DCPS Educator in Ward 8 is a huge factor for my interest in joining the task force. I want to be active in keeping Ward 8 parents and community stakeholders properly informed.

I currently serve as the President of the Black Child Development Institute-DC Metro (BCDI-DC), an Affiliate of the National Black Child Development Institute (www.NBCDI.org). NBCDI has been advocating on behalf of Black children and their families for 47 years. My reason for joining this task force is to ensure the voice of Black children and their families is well represented. In addition we have a local membership of 130 active members that consist of educators, parents, government officials, and many others sincerely concerned about the educational well-being of many Black children in DC that will impacted by ESSA implementation. As a member of the ESSA task force, I will be able to disseminate accurate information to our members and the community via our electronic newsletters, email blast, and community programs. I will also be able to share ESSA news and updates as well as solicit feedback from our members and community via our General Body meetings and annual conferences.

As a Child & Youth Care Practitioner, Mentor; Youth Entrepreneurship Teacher, and philanthropist, I have spent the last eight years of my life working directly with children who attend, either a DC Public or Charter school. In the last four years I became a Licensed DCPS Teacher. I first started with DCPS as a Substitute Teacher, now as a Full-time General Education Teacher. As stated above, I currently serve as the President, of the Black Child Development Institute-DC Metro. In this advocacy role, it is important for me to remain as current as possible on education policy in DC. I am actively involved in our Policy Committee which promotes and advocates for policies that ensure equity for Black children in DCPS. My thoughts on how we can best improve education in the District are centered around the importance of educational equity being the driving force behind all education policy.

Yes, I agree, and I would like to continue to the application

As a committed parent first, I hope to improve the educational experiences of my children, their friends and their community. As a workforce development professional, I hope to bring awareness about how schools and communities can support underpaid and low-income parents as they work to pull their families out of poverty. As an organizational development scholar and practitioner, I hope to support educational improvements that consider best practices in organizational change strategies and emotional intelligence.

I hope that the intersection of my work experience, education and personal involvement in education will justly and accurately represent various populations. I am eager to understand and represent the struggles, successes and hopes of Ward 7 families and other underrepresented students across the city.

As a former out of school time coordinator in DCPS, parent of two children in a public charter school, and resident of Ward 7, I hold various experiences and perspectives that will contribute to the synergy and unity of decisions and influence this task force can contribute to the city. As a workforce development professional, I will be able to contribute perspectives that support the working families and parents who seek to pull their families out of poverty through the power of work and skills attainment.

Yes, I agree, and I would like to continue to the application

Special Education Teacher, specifically instructing 9th grade biology and 12th grade environmental science in the self-contained BES program

I would value the opportunity to serve on the Every Student Succeeds Act Task Force, as I am particularly interested in working to ensure that high schools are graded based on a spectrum of different indicators to guide student success holistically. Within my role, I teach biology and environmental science to students with Individual Education Plans (IEPs) that require them to learn in a self-contained setting. My students have been classified with “ED” – those with emotional disturbances, or “LD” – those with learning disabilities. We are a close-knit academy with high expectations for our students, and somewhat of an incubator within the school. We have fostered a strong team of educators and service providers that rely on a culture of learning and acceptance. It is my sincere hope that we continue the work that we do with the support of OSSE and the ESSA school report card, while being encouraged to do so by measuring school climate in an equitable way. I hope to bring this perspective to the table as someone who works with students who have been dealt a harsh hand, but who are capable of being successful students and members of society nonetheless.

As a committee member and educator, it is natural that I will be representing the voices of other educators in Ward 8. However, I would also like to represent my students to the best of my ability. This past year, I made significant improvements to our social media presence in an effort to connect students, community members, parents, and school staff. This year, I will be expanding my role to running our new school-wide communication system that will reach all of these stakeholders more effectively and efficiently. It is my hope that I will foster brainstorming sessions with both Anacostia teachers and students in particular to bring ideas to the table at ESSA Task Force meetings. In the same regard, those at Anacostia would also be properly informed from Task Force meetings. As a school that historically scores poorly within the metrics that will be measured on the DC State Education Plan report card, it is especially essential that Anacostia has representation and an active seat at the table. By making this connection, we are ensuring that resources and information are disseminated properly to stakeholders from both within and outside of our school. I look forward to using my current communication role as a complement to a role on the ESSA Task Force.

I attended the ESSA State Plan Public Meeting in February 2017 at Anacostia Public Library and continued to study SBOE’s voice around the draft plan subsequently. While many of the audience’s questions remained unanswered by State Superintendent of Education Kang, including mine, I was thankful to be able to hear other community members’ concerns and bring a unique viewpoint to the meeting as a teacher from Anacostia High School. I believe that, as a high school educator of a particular group of students with a low graduation rate, I have experienced and will continue to experience their difficulties in regards to attending school and graduating. Most of my students have poor math and literacy skills, and often do not believe that they can change and learn by the time they are in high school. By supporting our students with the lowest test scores and re-occurring behavioral concerns, we will show all of our students that they will not be given up on. We must continue to challenge all students to lower the drop-out rate, elevate test scores, and ensure that they are able to self-advocate as young adults after transitioning to adulthood. With that said, I also believe that the ESSA report cards should not serve as a tool to stigmatize poor-performing schools – it should instead be a tool that leads all stakeholders to taking immediate steps to bolster student performance holistically and encourage strong school culture. As you are aware, the DC State Education Plan will either punish poor decisions made by schools as a stick, or encourage earnest efforts to educate our students in all subjects as a carrot. I intend on ensuring that this plan becomes the latter.

I do not foresee any scheduling conflicts.

Yes, I agree, and I would like to continue to the application

I am interested in serving on ESSA task force for personal and professional reasons. Personally, as a resident and incoming DCPS pre-K3 parent and am fully vested in the accountability measures that will shape public and charter schools in D.C. now and for years to come. Professionally, my work connects me to DCPS and charter school educators in D.C., and would like to bring their voices into the ESSA accountability process. The importance of getting this right for the District, - its youth, families, and many communities - cannot be understated. What schools are held accountable to is what will guide their decision-making, and that has already had significant and sadly harmful consequences for many students and families, particularly those in less resourced schools in D.C. I want to help shape an accountability plan that will drive us toward equity and excellence together.

My child's academic experience from preschool through high school may well be defined by the task force's recommendations. Just as important to me though are her peers and the other kids in our neighborhood. While I feel confident that my child will get a quality educational experience, I can't necessarily say that for other kids who live East of the River. That is one reason I am a Ward 7 Education Council member. I see this task force as a meaningful way to take steps toward a high quality education for all, because even if my child succeeds, our community doesn't if her peers get left behind. In my work with Teaching for Change, I regularly engage with many DCPS and D.C. charter school principals, teachers, counselors, and support staff who are looking for resources and training to bring a high quality, multicultural education to their students. Dozens of D.C. pre-K through 12th teachers are part of our close network of social justice-minded educators. Furthermore, our family engagement project directly partners with several Title I DCPS elementary schools and education campuses using a community organizing approach. Serving as Teaching for Change's representative in the Coalition for DC Public Schools and Communities (C4DC) connects me even more to the concerns of educators and parents across the District. I look forward to engaging my neighbors East of the River, fellow parents, and the educators and families I encounter through work as a member of the ESSA task force.

I came into education as a seventh and eighth grade teacher, and for more than ten years I have continued to work with public schools through nonprofits focused on education, youth development, and social justice. I earned a master's in public administration from GWU to continue a career that directly supports pre-K-12 education through the nonprofit sector. For the past seven years I have worked for Teaching for Change. As the associate director, I am a lead facilitator of our professional development, which includes anti-bias training for early childhood, and workshops on bringing Central America and D.C.'s indigenous go go music into the classroom. I manage our parent organizing project and am the editor of the publication Between Families and Schools: Creating Meaningful Partnerships. I closely follow education policies and debates, both locally and nationally, and in the past three years have been interviewed and quoted in Education Week, NPR, The Atlantic, and ThinkProgress among other. I testify annually at DCPS budget hearings and on other D.C. education issues. I believe the keys to improving education in the District are to address teaching “the whole child," which can be done through a focus on equity in school funding/resources, equity in student experiences (closing the opportunity gap), supporting teachers instead of a punitive culture, encouraging a responsive and robust multicultural curriculum, and meaningfully partnering with families and communities. I believe an accountability system that is well-informed and fair can support these points and bring about significant outcomes for all D.C. students.

Yes, I agree, and I would like to continue to the application

PAVE (Parents Amplifying Voices in Education) was founded in April 2016 with a mission to connect, train, and empower charter parent leaders to give families in DC a voice and a choice in the vision for education in our city. The goal of PAVE is to create an education system in DC where parents are partners and leaders in developing a diversity of safe, nurturing, and great school options for every child in every ward and community. Our annual PAVE Parent Policy Summit, which we inaugurated in May 2017, was one of our largest and most successful events, convening 100 parents, school leaders, elected officials, and education advocates. At the Summit, parents voted and selected the issue areas that PAVE is currently focusing on organization-wide – and one of the top two issues was parents having great schools in every ward and the information that they need to find the best school for each of their children through a common city-wide report card. I am specifically interested in joining the ESSA Advisory Task Force because our parent leaders that we serve from across the city want to ensure we include parent voices and perspectives as we develop a citywide report card - and it is my job to ensure that PAVE, as an organization, makes sure that their voices are heard on this critical issue.

At PAVE, we serve parents from across the city, with many of our families, and half of our all-parent board of directors, residing East of the Anacostia River. While our focus is on charter parents, many of our parent leaders have children in both sectors and/or have attended DPCS themselves, proving that while we as policymakers focus on the shingle, almost all parents just want to find the best school for each of their children and do not care whether that school is a traditional or charter public school. As a member of the Task Force, it would be my honor and my goal to ensure that we facilitate and support parent voice in all of our decision-making and intentionally create opportunities for the voices of parents we often don't hear from in education policy to share their thoughts and opinions. I would readily share PAVE's resources and networks to make that happen because our entire goal is to move our education system forward so that it is created not just for but BY AND WITH parents. Parents told us loudly in our Parent Policy Summit that having a common citywide report card was a priority for them and it is my focus as Executive Director to ensure that we are answering their call in this work and crafting a state report card that is reflective of their diverse needs, interests, and perspectives.

I am a proud 5th generation Washingtonian who is focused on making sure that as we do this work, we support great schools for every child in our city moving forward and in so doing, that we remember, and honor, our history. While I have focused my work in the charter sector, my family - from my grandparents to my sister - all attended DCPS and I am proud of the educations that they and I received, in schools such as Langley Elementary, Shepherd Elementary, Francis JHS, Dunbar HS, and McKinley Tech HS. I believe in a great public education in the city for each of our students as a fundamental right and will bring all of that belief to this work, regardless of sector. Prior to founding PAVE, I served as the Chief of Staff at Achievement Prep in Ward 8, where I focused on developing and leading the organizational infrastructure as the network grew. In that role, I managed operations, enrollment, board relations, development, data, compliance, external relations, and special projects. I also previously served as the Director of Policy and Special Programs for Center City PCS, a charter network with six campuses throughout DC. And I come from a policy background, having received a Master’s of Public Policy from the Harvard Kennedy School of Government. Policy is my professional focus but good education policy that supports our children and represents the voices of our families is my passion - and I will bring that experience, coupled with a passion for the people of our city, to the Task Force.

Yes, I agree, and I would like to continue to the application

Restore DC a Restorative Justice initiative of SchoolTalk DC

I have an unwavering commitment to DC students of all backgrounds, and a deep belief that the goal of an equitable education is to provide every student with limitless opportunities. That doing so means empowering teachers, students, and families with broad and deep content knowledge and critical thinking skills. That knowledge of the technical makes creativity possible. I have multiple years of data-driven and content specific experience as an educator, cognitive behavioral neuroscientist, and computer programmer. I know too that to provide an equitable education to every student means setting appropriate standards for their education. I strongly believe in the goal of the ESSA in setting short and long-term achievement goals for DC students. However, in meeting those bold goals of 85% proficiency and 90% graduation rate, the city will need a deep reservoir of experienced educators and community stakeholders to support with implementation. I believe that I would bring both unique skills, and experience to that team. Specifically, I believe I would bring insight into the process of reviewing pilot studies that analysis school quality climate data as I have worked with OSSE and outside research non-profits in studies examining school climate for multiple years.

I would primarily represent teachers and school administrators on this committee from a professional perspective. I would also represent those families, parents, and students, who attend the school at which I work. And more broadly, all DC students. ESSA deeply impacts teachers and school leaders and I would be a strong advocate for those populations. I work and have worked with several cross-sector city wide groups including Restore DC, and Restorative Justice movement organization of educators, and a DC science teacher’s leadership OSSE advisory team, these groups as well as my own school teachers and leadership team would be strong platforms for gathering information and feedback about the cities implementation.

With regards to experience: I have been a DC educator for five years including a master in teaching from American university. I have taught in 3 different DC schools in three different wards of the city with three very different populations both public and public charter. Additionally, I have worked closely with DC’s ESSA waver previously with the DC OSSE State Science Leadership Team/ (SELC) from June 2014-June 2015. During this time, I was part of a working group made of teachers from across the state that meet to discuss how decisions made at the state level are or will affect teachers in classrooms across the District of Columbia; planning for DC adoption and rollout of NGSS. I have close ties with DC science educators from grades 5-university, with the restorative Justice movement in DC, and with many school leaders around the city. In terms of how to improve education in the District. I strongly believe that EVERY student can achieve the goals set out by the DC ESSA Accountability Plan. Realizing that plan however, will require a huge investment not only of resources, but also of planning, effort, and people.

Yes, I agree, and I would like to continue to the application

DCPS parent, DC public charter school parent

Dual Language Coach and Coordinator

I am a strong believer of languages for all. As a bilingual individual, a mother of two bilingual students and a educator who serves future bilingual learners I believe I can be of great help and a great addition.

I represent different members of the community. Parents as a parent, educators as an educator, learners as a second language learner, new comers as an immigrant, community as a leader not only in the community I work and serve but also the community I live in and have my kids attending school.

I have been serving in the district since 2009. The district is undergoing of many changes and exciting movements. I have been actively involved in education and equity since I moved to DC. Been in different schools, served as a leader for DCPS in different spheres and areas and contributing to the changes in the bilingual education in the district can surely help the improvement of the education in the District of Columbia.

Yes, I agree, and I would like to continue to the application

Currently, I am a member of Brightwood Nextdoor, and online community in the Brightwood area who organize community activities and resources.

I have spent more than a decade serving urban youth especially those with special disabilities with my background in organizing and education. I want to serve on the ESSA task force to provide a voice for students with disabilities, and help shape policies that affect youth struggling with special disabilities. I'm one of the few educators at my school who work with and live among my students, getting to know parents, mentoring my students and being an integral part of their community.

Currently, I am a special education and reading teacher at Calvin Coolidge high school. Also, I am a community member. I regularly provide home visits, meeting parents and providing academic support. I want to specifically represent students with special disabilities including their family. Many youth in this population are the most vulnerable regarding mental health access, least likely to gain job training and access to proper academic training, and disproportionately represented in the criminal system. I would reach out to this population through home visits, organizing through community groups and churches in my community, and accessing the support of afterschool programs such as the Emery and Takoma rec center.

I began community organizing and educational outreach as an educational coordinator in New York at the Harlem Children's Zone and the Center for Family Life, providing mentoring, internship and academic support. I moved to DC as an Americorp member with the Community Preservation Development Corporation organizing residents to form tenants association in Southeast. I began specifically working with special populations, first as an educator at Rock Creek Academy and Kingsbury Day School. I continued teaching with special populations at Calvin Coolidge SHS. I wanted to make more of a difference, thus moved into the community getting to know parents and students, and volunteering for charitable events. I am a strong advocate in vocational and technical training for youth with special disabilities. I've witnessed many of my students who struggled in the classroom and traditional academic setting, thrive in apprehenticeship and non traditional environments where they gained hands on experience and skills.

Yes, I agree, and I would like to continue to the application

DC public charter school parent, DC private school parent

Middle school parent, High school parent

Capital City PCS, Edmund Burke School

I have been very involved in school accountability since before the No Child Left Behind Act and believe that public access to reliable and accurate information about school performance is one of the keys to improving public education options for all students. The specific details of accountability systems matter greatly for schools, students, and parents, and often have unintended consequences.

The perspective I am most able to represent is that of the leadership of individual LEAs, especially small ones, whose work will be very strongly impacted by the details of the ESSA plan. Through my role at FOCUS I have ready ability to communicate with school leaders, both to solicit input and to share information. As a parent myself, I am in a good position to interpret and explain complicated data issues to other parents, though I do not think my primary role would be to represent parents.

Early on, I participated in the task force that created the initial DC Plan for implementing NCLB, and had the opportunity to work with city officials and educators to craft an NCLB-compliant accountability system. As founder and Executive Director of Capital City, I had opportunities to share and explain accountability data and school report cards with teachers and with parents over a ten-year period. In my role at FOCUS I have been part of all of the task forces to create and refine the Public Charter School Board's Performance Management Framework, and have a thorough understanding of how different metrics work. I routinely work with data in my daily work and have solid experience with accountability systems and metrics.

Yes, I agree, and I would like to continue to the application

My son attended DCPS and DC charter schools, graduating from McKinley Tech in 2017.

I'm on the Wilson Feeder Pattern Community Working Group.

I'm interested in serving on the ESSA task force because I've been an educator since 1997, working in DCPS since 2001 in a variety of roles. In addition, my son is a DCPS graduate and my husband is a DCPS teacher. I am familiar with the ESSA plan that DC submitted, as well as the various accountability measures included in the plan, and can speak from a parent's and educator's perspective about the both. I am interested in serving on the ESSA task force because I think it's incredibly important to have current educators on the task force who can speak to how the ESSA plan will impact students, schools, and families.

As the principal of Hearst Elementary School, I will seek input from the Hearst stakeholders (educators, parents, and students), as well as my colleagues in DCPS. I will provide information to and solicit feedback through established methods such as in-person meetings and focus groups, surveys, newsletters, and emails.

I have been an educator in DC Public Schools since 2001 and in addition to being a DCPS parent, have held a variety of positions in DCPS throughout my career. As such, I'm knowledgeable about the issues facing our students and schools, as well as the data sources that we have and can use for accountability purposes in the ESSA plan.

Yes, I agree, and I would like to continue to the application

Capitol Hill Montessori at Logan

I am interested in being a member of the ESSA Task Force because I believe that DCPS must provide quality education for all children. As a parent of two African-American male children who attend DCPS, I am deeply vested in the success of our school system. I am interested in helping DCPS leaders, parents, and other stakeholders develop, review, and enhance DC’s ESSA plan. And as a parent of a special education student, I want to ensure that the ESSA plan takes into consideration the needs of children with disabilities. I also serve as the Chief of Programs at Sasha Bruce Youthwork, a local non-profit that works with and advocates for runaway, homeless, and system-involved youth. The ESSA plan has a special responsibility to disadvantaged students like these who are often minorities and living in poverty, many receiving or eligible for special education services. I am really excited about the specific projects that the Task Force will work on including creating a citywide school report card and piloting a school climate study. I think these initiatives will foster innovation in our system, ensuring that our schools are academically challenging, yet nurturing environments.

I am a parent of two Black male students, and will represent the voice of parents of Black boys in the DC public education system. I am also the parent of a child who receives special education services and I will represent these parents too. In many ways, I will solicit feedback and provide information to parents of DCPS children, including those of Black boys with special education needs. For instance, I will coordinate meetings with my children’s school (Capitol Hill Montessori at Logan) and with schools in the Capitol Hill Cluster, and through my professional affiliations, with several other schools across this city. Another way that I will tap into a broad spectrum of DCPS parents is through my community afflictions including my membership in the DC Association of Black Social Workers, the DC Chapter of Jack and Jill, and Delta Sigma Theta Sorority, Inc. Additionally, I will present information and solicit feedback at school PTSO/PTA meetings, at other community meetings, through emails to school listserves, and by posting flyers requesting feedback. I would also hold focus groups or similar sessions at schools to gather more intense or targeted feedback from parents.

My work at Sasha Bruce Youthwork has allowed me to work with students across many DCPS schools. Most of the students I’ve worked with come from families without economic means or advanced education. I have seen how these students struggle to compete academically and graduate. ESSA means that students from the poorest families in the roughest neighborhood have the same chance to achieve as students from the wealthiest families in the most affluent neighborhoods. I am well-versed in the needs of economically challenged students and families and understand the types of supports they need to succeed in school. I have spent 20+ years working across this city, in public housing, to community centers, and in DC government. My experiences in developing award-winning programs to support youth during out-of-school times, as well as years of deep work with youth and their families, has provided me with the data about opportunities that our system could be missing. I believe my input could be vital to informing education policy and helping to shape and enhance the ESSA plan.
To best improve the education system, we should focus on creating greater equity across schools. To better promote equity, there needs to be a real infusion of resources into those communities that are challenged. The resources range from academic programming, to developing community-schools, to retaining the most qualified teachers, and providing extra supports for students with special needs. When we create greater equity across all schools, we will ensure that all children succeed.

Yes, I agree, and I would like to continue to the application

Ward 7 Education Council - Legislative Chair Nominee Select & PennBranch Citizens Civic Association - Education Chair

The District of Columbia is a progressive citizenry committed to the whole child. This means that we are committed to every child being healthy, safe, engaged, supported and challenged. The current culture of accountability in the District has heavily relied on high stakes testing, which has done little to nothing to close the achievement gaps between students living on both sides of the river. The current DC proposed plan doubles down on the mindset of high stakes testing being the primary vehicle for closing gaps. However, what we know is, to close achievement gaps, we must first address opportunity gaps. A whole child approach intentionally addresses issues regarding opportunity gaps.
We also know that the current overreliance on high stakes testing has created a deficit lens in how LEA’s, schools, and teachers view many of our students. In fact, it has dramatically impacted the way many of our students view themselves. Every child is gifted in some area and no child is gifted in all areas. Yet, today’s overemphasis and reliance on high stakes testing has left some students believing they are neither gifted nor talented in anything.
We have a unique opportunity to reshape education for the next generation. If we focus on an whole child approach by ensuring every child is healthy, safe, engaged, supported and challenged, we will close opportunity gaps, which will result in the ending of achievement gaps. Or we can practice insanity by doubling down on the failed policies and practices of the past.

I represent the voices of children first, particularly those east of the river, then educators and parents. Children deserve a well-rounded educational experience. In recent times, the narrowing of the curriculum and a deficit lens has lead to the disenfranchisement of many children. Schools and LEAs have eliminated subjects, courses and activities that support the development of a well-rounded child. I will the children and families east of the river who have been most impacted by the current policies and accountability systems.

I have over 25 years as a public school educator. I have served as a former high school English and government teacher for 10 years and a middle, high, turnaround, and central office administrator for over 15 years. Currently, I serve as the Executive Director/CEO of Bright Beginnings, Inc., a non–profit organization that operates early childhood centers for children experiencing homelessness and supports their parents in moving out of their homeless status. If we are truly committed to a whole child approach by ensuring every child is healthy, safe, engaged, supported and challenged, then, we must include a broader set of performance indicators to truly assess the effectiveness of a teacher, school, or LEA. This means:
1. Providing LEA’s with a report card that is based on an equity lens that will ensure resources are distributed in a manner that eliminates opportunity gaps. Research is clear on the LEA’s impact on schools, teachers and classrooms. The most effective teacher is less effective in a non-effective school and LEA. The least effective teacher is not as ineffective in a highly effectively school and LEA. This interdependence must be acknowledged and incorporated into any assessment measures.
2. Using the LEA’s report card as a factor in assessing individual school report cards. No school should score lower than an LEA on a report card. LEA’s are responsible for ensuring each school receives the support it needs. If LEA’s are providing the necessary supports then the school will excel. The main charge of an LEA is to provide the necessary supports to individual schools. Therefore, if they have not done so, this should be factored into individual school report cards.
3. Expanding the type and scope of performances indicators. Student growth should be the predominant measure. However, suspensions/expulsions; graduation rates; attendance rates; truancy rates; student satisfaction; parent satisfaction; teacher retention and satisfaction; principal retention and satisfaction; class offerings, including, but not limited to language, music, art, physical education, advisory (for middle school), AP or IB (for high school); classes in the humanities, social sciences and hard sciences; percent of licensed teachers, highly qualified teachers, teachers teaching in subject area; professional learning on culturally relevant pedagogy and critical race theory, etc.; and innovation (internships, fellowships, service learning projects, college retention rates); all should be factors included in the DC Plan. Additionally, each of these factors should include an analysis by subgroup.

Yes, I agree, and I would like to continue to the application

Sela Public Charter School

In consideration of the goals of ESSA, it was with great interest that I submitted an application. The District of Columbia's education landscape has had goals and successes however, the long-term goals for student achievement are critical in nature. Being able to guide the city-wide conversation towards success is an important task to undertake and I would see this undertaking as an honor.

I would represent the voices of parents, guardians and families if selected to serve on the task force. My goal would be to assist the District in the decision making process that impacts those who don't often have a seat at the table but have a lot to contribute.

I have nearly 20 years in the field of education, family engagement, empowerment and advocacy. Most recently, I organized the vast majority of Cesar Chavez PCS's parent engagement sessions and directly supported school leaders community outreach initiatives. Not only did I lead and plan many of these events, I maintained a "boots on the ground" approach which drove me to represent both the organization and students at many city-wide events. Furthermore, my deep knowledge of special education, extensive expertise in family and community engagement, and holistic approach to addressing student needs make my insights particularly salient given the District's student population.

As I have lived and worked in DC for over 25 years now, I have a strong grasp of our particular political landscape and the glaring need to amplify parent voices, the importance of educational outcomes and successes for the District's residents and the desire to ensure accountability and compliance from all systems connected to those outcomes.

Yes, I agree, and I would like to continue to the application

No, but I am the ANC for 3D04 and have an active interest in education issues and speak regularly to constituents about their concerns.

I think ESSA provides an important opportunity work towards the goal of raising the performance of all students and ensuring that schools continuously improve. I think there is an important opportunity to give parents clear information about school quality through a common accountability system across DCPS and charter schools and ensure that schools are focused on serving the needs of all students. I look forward to identifying ways to support strong implementation of the DC ESSA plan as well as supporting ongoing work to develop effective school report cards and gather stakeholder feedback throughout the process.

I believe that I am representative of a number of different groups. First, I am the ANC for 3D04, and am in very regular contact with constituents in my single member district as well as throughout our larger ANC. Additionally, my son will be starting PK4 in a few weeks at HD Cooke, so I will be connected to an important parent network in W1 at a very diverse schools that draws families from numerous parts of the city. Also, I am connected to a significant number of other parents of young children through my younger children's daycare in Tenleytown. All of these are critical stakeholders for the DC ESSA plan. I would seek to connect with them via email, phone, in-person meetings, and through online surveys, text messages, etc to both share information and gather feedback and ideas. I am fortunate to be a stay-at-home father, so I have significant time to devote to this work.

As an ANC, I am very connected to concerns from constituents in my area regarding education issues. Additionally, my family has just gone through the My School DC lottery process and I have experienced the challenges of trying to compare schools with limited comparable information across DCPS and public charter schools. I think there are many things that can be done to improve the quality of schools in all parts of the city so that all families have good options near their homes. I also think it is very important for parents to be able to compare information across DCPS and charters when making decisions. I would also like to see schools better support students social-emotional learning needs.

Yes, I agree, and I would like to continue to the application

DCPS parent, DC public charter school parent

Elementary school parent, Middle school parent, High school parent

Lafayette Elementary and Alice Deal Middle School. I also had a child graduate from School Without Walls and at least one of my three kids has attended each of the following schools for at least two years: Capital City Public Charter, Washington Latin Public Charter, West Elementary, EL Haynes Public Charter, Inspired Teaching Public Charter

Senior Marketing Leader, Public Sector (Government, Education and Nonprofit)

Lafayette Elementary HSA and Alice Deal HSA

I am a long-time resident of Washington DC and I am committed to paying taxes to the city rather than moving to the suburbs. Those times when I have considered leaving the city, however, have been motivated by the education system. We have moved to several schools to find what works for my kids, who are very bright, extremely creative and one of whom has an IEP. I want the education system in DC to serve all children well and for it to be easier for families to navigate. I also don't want our education system to drive bright, engaged families out of the District.

As a parent who has had three children enter DC public schools and public charter schools as PreK-3 students and now has one college student, one middle schooler and one elementary school student, I have seen the good, the bad and the ugly of DC's education system. Navigating the process to secure the right educational experience for my special needs child gave me a crash course in the intricacies of education law and policy that impact kids with special needs. In addition, my college student struggled to find enough challenge in DC public schools at times, even though she sought out opportunities and was in the academic magnet high school, School Without Walls.

I seek to represent families with gifted children and special needs children, east of the park families who have to become experts in the out of boundary process, children with artistic abilities and ambitions, and those who choose both charter and public schools, since we have done both throughout our kids' school careers.

In addition to my experiences as a parent of three kids in DC public and public charter schools, I have seen quite a bit of the current education environment through my work at Amazon Web Services (the cloud computing division of Amazon.com). I am very aware of trends in education, advances in education technology and the impact of these things on the children, educators and administrators in public schools. I bring a unique perspective and access to resources and expertise outside of the District that could make a meaningful contribution to the conversation.

I do travel for work, so it's possible that I would occasionally miss a meeting, but I will do my best to work my travel around the meetings.

Yes, I agree, and I would like to continue to the application

Coalition for DC Public Schools and Communities (C4DC), the Senior High Alliance of Parents, Principals, and Educators (SHAPPE), and the DC Education Coalition for Change (DECC)

I am interested in serving on the ESSA Task Force because I know, as a former DC teacher, the impact that accountability systems have on students, teachers, and schools. Students need access to high-quality programs in all schools, regardless of their residency or status. Teachers need a broad-based accountability system that includes incentives to teach content outside of reading and math. Schools need fair systems that include measures of growth at the high school level balanced with measures of proficiency. Families also need fair measuring sticks by which to judge which program may be best for their child. The ESSA Task Force will help shape public policy in a way that can support struggling schools as well as hold leaders accountable to fulfilling our ambitious goals. There is important work left to be done related to designing the report card system, expanding opportunity in all eight wards, and designing equitable measures for growth and school climate. I believe that I can add a valuable perspective as a former teacher and member of several local community groups that will help the State Board design an equitable and ambitious accountability plan.

I represent the voices of teachers, former students, and the members of several local community groups of which I am a member. Having just recently left the classroom, I have connections with teachers throughout the city in both the DCPS sector and in the public charter sector. My former students are scattered throughout the city as well. I’m active with several groups including the Coalition for DC Public Schools and Communities (C4DC), the Senior High Alliance of Parents, Principals, and Educators (SHAPPE), and the DC Education Coalition for Change (DECC). As an intern with the 21st Century School Fund I have also had the opportunity to attend multiple meetings of the Cross-Sector Collaboration Task Force and the Wilson Feeder Education Network this year. If chosen to serve on this task force, I will solicit feedback from each of these diverse constituencies and communicate their feelings back to the task force.

I have experience teaching social studies in both a DCPS middle school and a public charter high school and remain closely engaged with local education policy as a graduate student and intern. I know firsthand the pressures teachers feel to “teach to the test” and believe that this task force can encourage a more broad-based curriculum in both sectors. Most of our students at the charter high school where I taught came from East of the River, seeking access to our rigorous coursework and college preparatory program. I believe all students, regardless of residence, should have the opportunity to attend a demanding school and program that matches their interests. That said, I also believe that our accountability system should not focus too heavily on reading and math proficiency scores. We need meaningful growth measures at the high school level and a holistic look at school climate so that families have a comprehensive picture of each school’s quality. As a graduate student in public administration at American University and intern with the 21st Century School Fund, I have the chance to step back and impact education policy from a system-wide perspective. I have the time and capacity, especially with a part-time work schedule, to dive in fully with the task force and devote the time necessary to engage outside stakeholders.

I have class on Monday and Tuesday nights this fall, but am otherwise free.

Yes, I agree, and I would like to continue to the application

Chairman, Friendship Public Charter Schools

DC Association of Charter Public Schools.

Fairly measuring student progress is the among the most important jobs of schools

I represent the 4,200 students who attend Friendship Schools and their parents, as well as the almost 700 employees of Friendship.

I have been in education for more than 40 years at every level.

Yes, I agree, and I would like to continue to the application

I have a special perspective having attended DCPS for primary and secondary education and being born, raised, and have lived most of my life in DC. I have taught primary and secondary education and over the past decade at the college level. This fall I will be a parent of a DCPS student. I think my roots as a Washingtonian, being a DCPS graduate, network, experience as an educator, as well as my legal education make me a great candidate for this task force.

I will be a representative for parents, teachers, and staff at Lafayette. I also have family with children at another elementary school and can hear their concerns. I have already attended several events at Lafayette and know the school system quite well. I will use email and polls to solicit responses from these groups as well as offer in-person meetings if that's preferable for feedback.

Again my experience as a former DCPS student and my current teaching experience as a university professor provide an important lens into teaching and learning. I obtained my teaching certification through graduate education classes and know what public school teaching entails. DCPS can improve education of students by continuing to provide early education/Pre-K 3 to children and building a great foundation of learning early -- these are critical years developmentally. DCPS also needs students of all backgrounds to continue from primary through secondary education. Diversity in education is key, and in building a stronger school system hopefully a more heterogeneous group attends and supports the public schools in this great city. While the school report cards are one measure of a school along with student assessment, other measures to evaluate a school such as the pilot studies and an examination of inequity in schools are important next steps for the task force and DCPS in addition to analyzing how discipline is meted out in schools.

Yes, I agree, and I would like to continue to the application

DC Association of Chartered Public Schools

The new Federal law governing education stipulates that states must have primary responsibility and authority for defining policy and practice in schools. This Task Force is charged with advancing the policy decisions established in DC's ESSA application by sharpening and providing explicit direction for its implementation. As an education policymakers and practitioner for more than 40 years in DC, I am dedicated to this vitally important work and would be happy to support this effort.

As Executive Director of the Membership Association founded by Charter School Founders and Leaders, I represent the voice of DC's charter school community. The Association was founded as a 501 (c) (3) nonprofit organization in 2004. I joined the staff as director in 2006, so I've been an advocate for charter school excellence for 11 years. The mission we adopted in 2006 is "Ensuring a Quality Public School Education for Every Child in the Nation's Capital." We strongly believe that protecting the visions, missions, and autonomy of DC's chartered public schools; sharing best practices in teaching, learning, and governance; and working collaboratively to provide a world-class education for every student, are absolute priorities.
As a Membership organization, the Association is directed by its Board, which is constitutionally required to be composed of at least 50% Member School Leaders. As a convenor, we organize and facilitate the official (quartetly) meetings of Charter School Leaders with the State Superintendent of Education and with their authorizer, the DC Public Charter School Board. In these meetings and in meetings, on committees and councils of the Executive and/or Legislators, the Association represents the expressed (including formal votes) interests of its constituency. By way of votes, polling, formal and informal deliberations, and personal discussions, the Association provides information, seeks input, and serves as the voice of Charter School Leaders.

Meaningful collaboration, particularly around matters of teaching and learning and the systematic sharing of best practices, is absolutely essential to improving education in the District. Too much is known about improving academic success for every student, for so many of DC's public school students to be performing so poorly. Moreover, the City must assume its responsibilities for ameliorating the devastating effects of entrenched poverty by much- improved cross-agency planning and coordination - - this root cause of low academic performance cannot be left to schools alone. My service as Chair of Academic Affairs of the UDC Trustee Board, as Chair of the DC Community Humanities Council, as Chair of the DC Goals 2000 Panel, as an appointed member of the Mayor's Early Childhood Development Council, in addition to my current position, give me extensive experience for the performance of these duties

Yes, I agree, and I would like to continue to the application

Student Advisory Commitee

I, personally, would like to see the high schools, and in general, all the schools under the jurisdiction of DCPS improve to a higher sophistication and degree in regards to academic prowess and beneficiary attributes to the students under their influence. I would like to participate in the improvement of these schools and apply my own influence in attempts to bring these schools to a higher degree in standards of education. Our schools influence the youth of our nation, and our youth are the future. I will gladly contribute to this for a better America in the future.

Bringing the notion that I am a student, it is logical to assume that I will represent mostly the interests of the student body within our schools. In abstract, however, I will also bring the wishes and interests of our teacher body, as they are pivotal in the future of the students and the purpose behind the notion of education. I, being in the student body and also interacting heavily with teachers, can absorb and understand the complaints and issues that these entities may have and introduce them to the board, in which in conjuction with myself and the board, will behave and act accordingly.

Growing up in DC and being a public school student since I can remember has introduced to me multiple factors around the reality of education in Washington, D.C. This, coupled with my articulative forté has allowed me to speak critically in a constructive way towards education and how it has affected me and the people around me, student, parent, teacher, and country.
Currently, I believe in an approach closer to stimulating the minds of students and their wishes. For example, appealing education today, which is mindless dictation and regurgitation of facts, to a lot more engaging, to truly attribute these notions to the real world and to pique the interest of the student to heighten educational performance. I also like to plan ahead, I would like to deviate from such emphasis on the PARCC exam to preparation for the SAT and ACT. The PARCC is important for school performance evaluation, yes, but the SAT and ACT will affect the lives of students for the rest of their lives as it correlates directly to their future. In my experience, the SAT is majorly disregarded until the last few months.
I would also like to bring in additional student benefits for students who suffer from hardships out of school, like economic, domestic, and political obstructions.

My scheduling is very solid, but I will mention that I have a lot of extracurriculars to attend to, but regarding just one meeting a month, I doubt it will be much of an issue.

Yes, I agree, and I would like to continue to the application

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Yes, I agree, and I would like to continue to the application

I am interested in joining the ESSA Task Force to assist in developing change(education policy, social justice and community outreach) for the students and families of Washington DC. I currently serve as the Principal of Eliot-Hine Middle School for Washington DC Public School. Through my position as a Principal I meet parents and students that are unaware of DC policies regarding education, community events, resources, etc. By joining the task force I will be able to bring ideas, information, and resources back to my students, families, and the Capital Hill community.

I will represent the voices of parents and students in my school community and the voices of families on Capital Hill. In addition I will represent the voices of Principals who will be impacted by the ESSA Plan. I will be able to give advice and provide a point of view from an educator and an administrator. I will solicit feedback from the groups that I represent through PTO meetings, Cluster meetings for DCPS and community event meetings (living room chats and book clubs).

I have been in education for over 15 years and a Principal for 11 years. My vast experience in working in urban schools has given me the foundation to understand how to serve students in underserved cities. Having worked in education I have learned how education policies are created, implemented and used to better education system city wide. I was a member of a task force in San Francisco California. While on that task force I learned through the ground work of the task force how policies can be changed or created. I will bring my prior experience and knowledge to the ESSA task force to better education in the District. I believe through collaboration, communication, and resources we can change and improve education in the District of Columbia.

I am currently in school at Georgetown University through the DCPS EML program. This is a cross sector collaboration Master of Leadership program between DC Public School Principals and DC Charter School Principal.

Yes, I agree, and I would like to continue to the application

E.L. Haynes Public Charter School

I am interested in serving on the ESSA task force because I believe that DC has the opportunity to be a national example – and change agent -- for educational equity and quality. I have worked at a DC charter school, currently lead a nonprofit working with underserved DC young adults in the education and workforce development sectors, and serve on the boards of both an early childhood education center and of a charter school governance organization. In all of these experiences, I see firsthand the ways that education, experience, and opportunity gaps across the city impact our community and how the outcomes for our most vulnerable residents follow those gaps. I also know that we have a city full of brilliant educators, passionate parents, and policy experts all of whom can leverage their energy and expertise to bear on improving outcomes for every student in every ward. With the right work in the right ways, we can ensure that every student in DC is provided a high-quality education, leading to a rewarding and fulfilling life. I’m excited and interested to work with parents, students, and community leaders to do this work in service of the strongest schools for our students.

As a DC charter school parent, I most easily represent the voices of parents, all of whom seek to make the best educational choice for their own children. I have the connections with charter school leaders, and nonprofit parent-oriented organizations that I believe can help me reach a diverse array of parents from across the city to ensure that we are hearing from many voices to inform the Task Force’s work. In my work leading New Futures, I am also well-positioned to hear from DC students who may have struggled in more traditional settings. I work with organizations and schools that often serve overage, undercredited students, students who seek or hold GEDs, students who have opted for career-readiness programs in place of more traditional high school programs, and students who may have significant barriers as newcomers to the United States. These are important and often under-represented voices in our system of schools and these students have unique and typically more intense needs to successfully transition to a thriving adulthood. Finally, in my work in early childhood education, I have access to the voices of a diverse array of parents who are exploring their school options; for these parents in particular, the new school report cards will be critically important. I am interested in and excited to leverage my access to all of these communities to ensure that the work the ESSA Task Force leads truly represents the broad landscape of constituents who rely upon our schools.

My 10 years on the leadership team of a DC charter school, my current work leading an education and workforce nonprofit, my board experiences, and my standing as a DC parent all give me valuable perspectives to bring to the ESSA Task Force. I have seen how policies impact organizations and students. While policies are developed with the best intentions for students, they sometimes have little regard for school-level implementation or the student experience. Because my work is at the student level, I am able to see how policies will have a direct impact on the students and the organizations that serve them.
I believe that we can best improve education in DC by looking at our policies, schools, and programs through the lens of our most underserved students. For all of the exceptional leadership we have in this great city, the education and opportunity gaps between students of different races and socioeconomic situations remains a gulf. SOME students are succeeding but often these are the students who have always succeeded. If we want EVERY student to succeed, we need to work from an equity lens and determine the path toward success for students who have been kept off that path for generations. This is an enormous lift and will take data, creative thinking, and new models. But DC has the right people, drive, and commitment to not only create and support a system of schools that serve every student to success but also set a new national standard.

Yes, I agree, and I would like to continue to the application

I am interested in serving on the ESSA task force because I am an early childhood educator and I am passionate about finding ways to improve the way children learn. I also value authentic assessment, and I believe that the goals that the ESSA accountability plan has set in place are important to improving the way schools in the District of Columbia are evaluated.

I represent educators and the families that I serve. I am a preschool teacher and I partner with parents to set goals and assess the developmental skills of their children. I will provide information to parents by explaining the components of the school report cards that will be made available through the ESSA Accountability Plan, and I will ask questions to determine the needs of parents when searching for schools.

I have hands-on experience working with children and their families as an early childhood educator. I am studying towards my Bachelors degree in Early Childhood Education, and I am committed to serving as an advocate for Education.

Yes, I agree, and I would like to continue to the application

Participant in American Association for the Advancement of Science STEM Volunteer Program in DCPS schools

As a scientist, educator and critic of DC's lack of urgency in addressing the achievement gap, I would bring to the task force a well-informed perspective that would not otherwise be represented. SBOE will decide whether or not it wants such diversity of perspective on its task force.

Two goals motivate my desire to serve...

1. I want to serve on the ESSA task force to improve science instruction in DC public schools. Science instruction too often emphasizes memorization and the manipulation of symbols that are not meaningful to students. To develop physical intuition and give meaning to the theory, students need to be given more time for hands-on experimentation.

Like almost every component of education, science instruction is also an equity issue. For example, the National Academy of Sciences reports big disparities in the laboratory experiences of high-school students in the United States. They found that "students with higher socioeconomic levels received more minutes of laboratory instruction per week." Minority students were "significantly more likely" to spend their science time "completing worksheets." One hour per week was the average lab time received by students, according to a large survey. Students in "low-achievement" classes received only 40 minutes per week. Many students in DC receive less than that -- even in the best public schools.

I would make sure that the task force subcommittee on Access and Opportunity addresses this issue, which it could do easily.

2. I want to serve on the ESSA task force to promote equity in DC public schools. That includes closing the achievement gap between white and minority students. The Every Student Succeeds Act is a civil rights law. It requires racial equity. Unfortunately, the DC ESSA plan violates the Every Student Succeeds Act in ways that are damaging to minority students. Specifically, the DC ESSA plan does not hold schools accountable for closing the achievement gap.

In further violation of the Every Student Succeeds Act, the DC ESSA plan is not ambitious. The plan sets lower math and English proficiency goals for black and Latino children than for white children for the next 22 years -- until 2039 (not 2035 as SBOE claims in its ESSA Task Force Overview). That means low expectations for minority children who haven't even been born yet. The plan's low long-term goals lead to low interim goals. For example, if everything goes according to the plan, then two-thirds of the black children who finished 7th grade this year will not be able to read properly in high school. No responsible parent would call that ambitious.

Because of these civil rights violations, which continue the District's long-standing practice of giving minority children an inferior education, I expect the United States Department of Education to disapprove the DC ESSA plan. It is a sad commentary on DC politics that OSSE, SBOE and Deputy Mayor for Education Jennifer Niles have left it to Betsy DeVos to be the last line of defense for minority children in the District of Columbia.

The task force would benefit by having a member who knows the Every Student Succeeds Act and the DC ESSA plan, who tells it like it is, and who treats equity in DC schools as an urgent issue. I have testified about ESSA two times at SBOE meetings.

Any member of the public may contact me at jeffschmidt@alumni.uci.edu.

I am a member of the community but not of a special-interest group. The ESSA statute treats "the public" as an education stakeholder. Meetings are one of many ways that I would solicit and provide information. For example, I attended, learned from and participated in all seven of the community meetings on education and ESSA held by OSSE and SBOE across the DC wards.

I have a teaching credential and have taught in the United States, Central America and Africa.

My daughter attended both public charter and DCPS schools, grades K-12, and so I know both sectors well. I wrote a science scope and sequence for Two Rivers PCS, contributed to science instruction at E.L. Haynes PCS, and made structural improvements to the science instruction at Woodrow Wilson High School (DCPS, Ward 3).

On 17 May 2017, the American Association for the Advancement of Science selected me from more than 200 scientists to receive an award for my work improving science instruction at McKinley Technology High School (DCPS, Ward 5) and Benjamin Banneker High School (DCPS, Ward 1). I used a method involving Lesson Study and co-teaching.

Yes, I agree, and I would like to continue to the application

Yes. Wilson HS, Wilson HS faculty and Wilson HS School Climate Committee.

I have been teaching at Woodrow Wilson High school for 13 years. I have been committed to this profession because I believe public education is the cornerstone of democracy. My mission as an educator is to create life-long learners, resourceful problem-solvers, equipped to be on the path to active citizenship.
Unfortunately, in the past 8 years I have been witnessing a very discouraging trend among students; they are not taking ownership of their learning. Students are becoming more passive and more dependent on how teachers construct their thinking and their learning. I would like to help reverse this trend. I am interested in serving on the ESSA task force to advocate for policies that empower students with self-directed student classrooms, where teachers become Leader/Facilitator of the students’ learning. I would like to advocate for policies that make students active agents of their school community and encourage them to both embrace the challenges of the learning process and to value growth, instead of simply focusing on the outcomes.

I would represent the students and the faculty of Woodrow Wilson HS. For the second year, I will be the advisor of the School Government Association (SGA). Our main goal is to create a strong Wilson community and culture, where all students feel equally valued. This goal is aligned with the goals of the Access and Opportunity sub-committee and the Pilot Studies sub-committee of the ESSA Task Force (TF). I would therefore use the SGA platform to solicit the feedback of the SGA officers on the matter of school climate and equal opportunities for students. This would be a very meaningful experience for our SGA students; they could make a valuable parallel between the impact of their school initiatives with the impact of the district initiatives.
In the past two years, as a founding member and chair of the Vision Committee, and Co-chair of the School Climate Committee, I have been advocating in the Wilson community for the importance of School Environment. This year I will co-chair the School Climate Committee again. If I become an ESSA Task Force Member, I would use our faculty meetings, workshops and email communication to keep my colleagues informed and engaged in the proposed ESSA Task Force policy initiatives.

I think we can improve education in the District by focusing on:
a) Creating a balance between student responsibilities and teacher responsibilities, so that students can take ownership of their learning.
b) Investing in School Climate.

In the past two years, I tried to address these goals with these actions:
- As a chair of the Wilson Vision Committee, I led 10 workshops and 2 faculty meetings to engage the Wilson stakeholders in integrative negotiation discussions to develop our official shared vision.
- As co-chair of the Wilson School Climate Committee, I led 5 meetings to draft a campaign plan based on the vision and values of the school, and I surveyed 871 students and 60 teachers to identify and address the needs of our school for next year.
- This summer, I will complete my “Educational Policy Certificate Program” at Georgetown University. The focus of the program is to learn how to develop, monitor and measure the efficacy of a program. My final project will be to measure the correlation between school climate and the Wilson achievement gap. I chose the School Climate Assessment Instrument (SCAI), created by California State University, LA., because it is aligned with Chancellor Wilson’s vision described in his April 25th “From The Chancellor’s Desk” email. He wants each DCPS school to create a collaborative school climate and culture that values all stakeholders and actively engages them in leading improvement efforts. I believe this leadership approach can lead to improve education in the District.

I do not have any potential scheduling conflicts.

Yes, I agree, and I would like to continue to the application

Middle school parent, High school parent

Wilson High School and Deal Middle School

As a parent of two DCPS students, I am deeply committed to creating the best schools possible for my children as well as all the children in the city. My children have been blessed to have excellent teachers and strong schools and I want to ensure the same is true for all students. Through my work, I also was involved in advocating for ESSA and understand both the opportunities and potential limits it provides to state and local education agencies. Most importantly, I know that a core element of ESSA was more return to local control of education. I'd like to help take responsibility for using these new powers to benefit all kids and families, and improve equity across the city.

I would seek to represent the voices of DCPS parents and would also eagerly seek input from students, educators and other members of the Task Force to continuously educate myself. I would plan to attend multiple HSA meetings from across the DC wards where I would gather input and share information, and I also commit to providing written information to parents via neighborhood listserves or online depending on any legal restrictions. I also would hope the task force would have public meetings in each ward where parents would have an opportunity to share their thoughts both initially and once we have recommendations.

I have lived and worked in Washington for more than 20 years and both my children have attended DC public schools since they were in Pre-K and K. I also worked for a Member of Congress, eventually becoming his chief of staff, and this provided me with a deep understanding of public policy, including education policy. I currently head the DC office of a national non-profit and was actively involved in ESEA re-authorization, particularly focusing on provisions that address social and emotional learning, preventing violence, and supporting educators. I would look to participate in the school climate committee and feel I can bring expertise to that position based on knowledge of what other schools and districts have learned as well as the research around the importance of school climate and how to measure it. I also have experience and a commitment to gathering input and sharing information back with community stakeholders. While this approach can be more time consuming, it is necessary and important, both because it gets you to a better answer and because it means stronger buy-in and support from the communities most affected.

I occasionally have to travel for work. While I don't know of any specific conflicts right now, I may have to be away for a meeting or two. I take this commitment seriously, however, and would do my best to be available by phone.

Yes, I agree, and I would like to continue to the application

Young Education Professionals of DC; Washington Teacher's Union; New Leaders for New Schools; D.C. Area Phi Beta Kappa Association

With the implementation of the new ESSA plan, DC has a great opportunity to redesign and drastically improve its education system. By serving on the ESSA task force, I wish to contribute not only my experience as a DC Public Schools educator and a community leader, but also the experiences, hopes and dreams of constituents whom I hope to represent. By doing so, my ultimate goal is to contribute positively to the mission of improving educational experience for all students in DC and closing the achievement gap.

As an immigrant and a former English Learner (EL), I represent the voices of over 5,000 ELs in DC Public Schools (11% of the student population), a particularly important demographic given the inclusion of English language proficiency as a required indicator in the state accountability system under ESSA. Further, as a former EL teacher and a current instructional coach managing professional development for teachers at Brightwood Education Campus, which serves high EL population, I am confident in my ability to accurately and effectively represent the voices of ELs, parents, teachers and other stakeholders.

As an educator and a member of the Washington Teacher’s Union, I also represent the voices of over 4,000 DC Public Schools teachers and other staff members who will be directly impacted by ESSA.

Lastly, as the Vice President of Development and Partnerships at Young Education Professionals of DC (YEP-DC), I represent the voices of over 400 educational professionals in DC, ranging from teachers and other practitioners to policy makers and leaders in education.

I have consistently communicated with and solicited feedback from all of the aforementioned groups in the last 5 years. As a potential member of the ESSA task force, I will continue to do so in both formal (i.e. Various events that I continue to host as a Vice President of YEP-DC) and informal (i.e. daily conversations with teachers, parents and students) capacity.

As a former teacher and a current instructional coach at DC Public Schools, I have witnessed and experienced the direct impact of various policy measures on our students, teachers, parents and other stakeholders in the last 5 years. Thus I can contribute my firsthand experience as a practitioner to discussions related to education policy in DC. As an active community member and the Vice President of Development and Partnerships at Young Education Professionals of DC, I have organized and attended various events to facilitate communication regarding education policy among practitioners, researchers and policy makers. Through these experiences, I gained deeper insight into education policy and the leadership skills necessary to communicate and work effectively with various stakeholders.

One of the most important first steps to improve education in the District is to increase transparency of information and communication among various stakeholders. I am particularly excited about the new, unified school report card for this reason. This school report card is a critical step in ensuring that all stakeholders have access to clear, streamlined information about our schools. Having access to the same information and being on the same page, in turn, can foster more productive and rigorous conversation about our current state and the steps that can be taken to improve education in the District.

Yes, I agree, and I would like to continue to the application

Pre-K 3/4 parent, Elementary school parent, Middle school parent

Washington Yu Ying PCS and District of Columbia International School (in SY2017/18)

Garrison Elementary DCPS Site Improvement Team Chair

ESSA provides an opportunity to harness concrete, innovative, research-based initiatives that narrow the achievement gap, support all of DC’s student populations, and allow our children to develop critical 21st century skills and make DC’s workforce competitive.

I hope to be able to work alongside other knowledgeable, passionate and data driven individuals to fine tune the ESSA plan to ensure the District is using its federal dollars in the most cost efficient and effective way to narrow the growing achievement gap in the District.

Aspects of equitable access to opportunity are particularly important to me and to the DC Language Immersion Project. Therefore, if selected, I would respectfully ask to serve on the committee tasked with identifying areas of inequity and taking steps to resolve them.

As the populations and customer base of DC and the world are changing, it is important that the fine tuning of the ESSA plan take this bigger picture - of what we ultimately want our children to be prepared for - into consideration while looking for effective ways to narrow the achievement gap to ensure every child is equipped for this change.

As the executive director of the DC Language Immersion Project, I represent close to 10,000 DC parents who demand but currently do not have access to achievement boosting programs like dual language immersion due to low supply and inequitable distribution of such programs.

Longitudinal research shows conclusively that well implemented dual language programs are one of the most effective and cost efficient ways to narrow the achievement gap. While this is true across all demographics, this is particularly relevant for English language learners who stand to benefit the most from a more proactive approach to increasing access to these programs as, currently, less than 20% of the District’s English language learners are admitted to a dual language program. And yet, dual language programs are currently not mentioned in the ESSA plan.

By working together with other taskforce members on specific policies and regulations on struggling schools, professional development, assessments, high school growth measures and accountability indicators relating to school climate, the District can increase its support for programs that have a high effect on achievement and deliberately create the conditions for these programs to be replicated in areas of the city where they currently are inaccessible.

The DC Language Immersion Project has access to over 1200 subscribers to its mailing list and is recognized as an effective convener of community engagement events. Through these channels and through a growing social media presence it can effectively share information and solicit feedback.

First and foremost, I am a mother of three children aged 5, 8 and 11 who attend DC public schools since 2010. I worked in many schools and early childhood centers of the District alongside fellow parents of all ethnic and socioeconomic backgrounds in support of teachers and our common kids. I speak several languages which come in handy when relating to linguistic minorities in our schools. Moreover, I have lived and worked on four continents and bring an international perspective on education matters.

As an education advocate I have a track record of not shying away from data and research, and have learnt to present complex facts in a digestible way. As part of my work, I have tackled issues relating to professional development, teacher sourcing and systemic scaling of initiatives; I have engaged in education-related communication throughout the District, and have become familiar with the different constraints and potential of both traditional and charter school sectors.

I have successfully advocated for funding related to facilities, where my Master in Business Administration helped me make sense of agency budgets.

Stating how to best improve education in the District in a fraction of 250 words is a recipe for disaster and regret. Here goes it. Education in the District can be best improved be leveraging the District’s competitive advantage, exploiting market forces to increase equitable access to opportunity, and creating a better connection between education and the skills required by the jobs of the future.

Yes, I agree, and I would like to continue to the application

Young Education Professionals-DC (YEP-DC); Women of Color in Education DC

Over the course of the last 15 years of my professional career, the Elementary and Secondary Act of 1965 is an area of policy I have been particularly interested in as a researcher and a practitioner. This Act of 1965 has been of interest to me because of its mission to wage war against poverty. And, its underlying rationale that education is indeed a promising tool to alleviate poverty. As a result, the Every Student Succeeds Act (ESSA), a reauthorization of the 1965 Act resonates with me.

As a District of Columbia resident, former school teacher, and academic tutor who have worked with students in Wards 1, 7 and 8, I am interested in serving on the ESSA task force because I would like to participate in addressing the access and equity issues that we face in the District.

As a nonprofit representative whose organization’s mission and approach is to bridge the socioeconomic development gap through “community participation,” I intend to represent the voices of educators, parents, and students—and all other stakeholders in the education space. Although this might sound ambitious, our value proposition and conceptual framework as an organization are centered around making the process of school reform “everybody’s business.” This includes but is not limited to making relevant public information available on our website; creating multiple channels to gather data from the demand side; and providing relevant and timely school level data. Our goal is to serve as an information conduit for sustainable change in school reform.

I have been in the education field for the past 15 years. I started as an educator and served for four years, then transitioned into other capacities as both a researcher and a practitioner. I have an extensive background in comparative, international, and the U.S. education. I also have the cultural capital of being a DC resident for almost 20 years and a former classroom teacher and afterschool/summer program manager, tutor, researcher and public affairs staff in government in the District. In my previous consulting work with the DC Government, I analyzed and made recommendations on the school quality frameworks developed by the DC Public Schools (DCPS) and the Performance Management Framework by the DC Public Charter School Board (DCPCSB). I understand the implications of the weights (and how it may mislead), the metrics, measures, indicators, the usefulness of what is in the framework, and how this process will look when it comes to implementation, accountability, sanctions, and taking action.

My thoughts on how best we can improve education in the District is to shift accountability to the demand side (beyond school choice); increase community participation; provide open access to school level data; hold stakeholders more accountable by creating a sophisticated system of looking at data that tells what even happens at all levels including the classroom–for the primary purpose of providing schools, teachers, parents, and students with the tools and resources they need to improve. Let’s see the achievement gap for what it is and address it!

Yes, I agree, and I would like to continue to the application

Pre-K 3/4 parent, Elementary school parent

Inspired Teaching PCS, The Children's Guild and St. Timothy's CDC

Community Outreach Specialist

PARENT Advocacy Leadership groups.

As a passionate community leader, I am committed to utilizing available platforms to bring the voice of the people to the table. I am invested into investing into the city that raised me and see the need to have an accurate representation of the ward 7 residents. I am enthusiastic about the opportunity to collaborate with like minded individuals to create a holistic plan to further increase educational gain in the district of Columbia.

I am the co-chair of PALs. This is a parent support group connected to HSCSN. We are a central hub organization that provides support and resources for families with children with special needs. In my capacity as co-chair, I network and connect families of all eight quadrants of D.C.. If selected, I envision spreading information by attending local PTA/PTO meetings along with engaging in local community events.

I spent 2011-2013 as the PTO/board of trustees member of the Arts & Technology Academy. During my time in this position, I was responsible for capturing data of family particiption, joined in the campaign for addressing absenteeism along with created camping to better the relationship between all factions involved in running the school. I am also the mother of a child with special needs and have become a visiable advocate of the sometimes forgotten population by joining organizations such as PALS and PAVE.

Yes, I agree, and I would like to continue to the application

As Head of School at Inspired Teaching School I am regularly engaged with other charter leaders, families, children and educators throughout the city.

I am interested in serving on the ESSA task force to bring forward the voices of the charter community including educators, administrators, students and families along with my voice as an experienced educator. The task force will benefit from having a diversity of voices. The charter sector is comprised of schools with varied missions and perspectives. It will be important to share our perspective as a progressive preschool - 8th grade community along with others. Student achievement must be viewed through a robust process that incorporates the many areas that contribute or detract from students' capacity to demonstrate learning. While there is broad agreement that student achievement cannot be confirmed solely through testing, it has been challenging to identify and agree upon methods that present student learning in a manner that can be compared across populations. My foremost goal is to support DC in implementing ESSA in a manner that supports the intellectual, emotional, physical and social growth of all of the District's children.

I am an administrator educator and parent and will represent educators, the charter sector, Preschool-8th grade charters, the diverse community of learners in DC, families and the learners themselves including all students, those with special needs, diverse learning styles, and those who achieve at all levels. I seek to represent all families as all families are seeking the best option to educate their children and deserve to have access to tools that accurately portray the experience of students and document the learning and the quality of the learning environment.

I have been an educator in Washington, DC for over thirty years and have served as assistant professor, high school and elementary school classroom teacher, specialist teacher (Math and technology), principal, executive director and am currently head of school at a Preschool - 8th grade charter school. I am also a native Washingtonian and have served on numerous committees addressing topics including curriculum standards, accreditation, literacy, educator evaluation systems, strategic planning, math programming, student assessment, school climate, alternative evaluation systems, building community, teacher recruitment, teacher training and certification, among others.
Efforts to improve education in the District of Columbia will benefit from robust engagement of stakeholders from across the city and the nation, but must be rooted in a deep understanding of current practice in our city in order to establish the platform of resources and expertise essential to building forward. We have access to expertise and resources, but it seems it has been challenging to implement plans with the full support and investment of the community as well as the experts and decision-makers. There is no shortage of good will and positive intention. ESSSA has tremendous potential for DC, but only through robust implementation will we see the benefits for our students.

I do not anticipate any scheduling conflicts at this time.

Yes, I agree, and I would like to continue to the application

Ludlow-Taylor ES (Ward 6)

Yes, I am a member of the Ward 8 Education Group

This is the most import policy that we will impliment for our District students, both DCPS and Charter, and I strongly believe that individuals who it affects both in their professional and personal lives should be part of this task force. I am a proud parent of a older daughter who graduated from a charter school and now a proud parent who attend a DCPS school. I've served as an ANC for four terms so I'm familiar with how to disseminate information to those who rarely are engaged but need government to work most for them. I head a charter school that will has 8 approved charters that's targeting underserved communities.

As a DCPS parent and Charter parents of the school I lead.