Fall 2018 – Back to School Supplement

2 0 1 8 S UMMER - F A LL EDI TI ON | P RE K-12

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EDUCATION Special Issue

SUMMER 2018 A CAPITAL COMMUNITY NEWS PUBLICATION

06 For Young Robotics Students, STEM Becomes Hands On • Gavrielle Jacobovitz

10 Environmental Initiatives: A Space for Kids to Be Happy • Elizabeth O’Gorek

16 What Colleges are Looking For In DC-Area Applicants • Becky Claster

18 The 1-2-3s of IEP: Individual Education Plans Deciphered • E.V. Downey

22 NOTEBOOK • Kathleen Donner

28 Resources

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SUMMER EDUCAT ION 2018 • 3

For Young Robotics Students, STEM Becomes Hands On

By Gavrielle Jacobovitz

Makaya Cox, a 5th grader on Payne Elementary School’s Robotics Team, steers her Vex Robot (Credit: Ashlynn Profit)

W

hen a member of Payne Elementary School’s Robotics Club couldn’t attend the World Championship in Louisville, Kentucky, 5th grader Makaya Cox was asked to take her place. Cox couldn’t compete—she hadn’t prepared with the club, then in its first year. But when she arrived in Kentucky, watching the hordes of robots crossing bridges and navigating autonomously, she thought: “I’m going to do that one day.”

4 •

Cox wrote an essay to apply for the 20172018 team, which had won the Elementary School Excellence Award the year before, and was accepted. This year, her team was just a point away from winning the citywide competition and qualifying for Worlds. Her eyes beam as she motions towards her robot. It’s the “girls’ robot,” says Justin Proctor, also on the team— there was a girls team, and a boys team, and this is the girls’ robot. (You can tell, because the boys’ robot has bigger claws. This one has a

bracelet that reads: “girlpowered.”)

Before Proctor joined robotics, he was an avid lego builder, and even built an automaton in last years’ DC science fair. This year, he aspires to make it to Kentucky. But Proctor likes robotics because it isn’t only about external outcomes. “It’s not always about winning,” he tells me. “It’s about having fun.”

The increasingly common integration of robotics into the elementary school curriculum means students’ introduction to fields they

SUMMER EDUCAT ION 2018 • 5

Eagle Academy Students with their certificates of completion of the Sea Perch Robotics program.

(Credit: Lydia Smith)

like coding, “for the 21st century,” and soft, like teamwork and critical thinking. “Our goal is to keep [students] in the STEM education pipeline so they can actually move into a STEM job in the future,” Baldini explains. They will continue to follow students in their programs throughout their educational career.

Starting Early

might not have been exposed to until later on.

For many educators, it’s a necessary step in an ever changing world.

Underwater Robots On a Monday in early June—the same Monday as pajama day—Eagle Academy in Congress Heights brings a few third graders to their pool. Thick wafts of chlorine stew in the humid room, especially conspicuous against the charter school’s crisper hallways. It’s the Sea Perch Underwater Robotics Demonstration, where students will navigate their own duct-taped, colorful, Remotely Operated Vehicles.

At first, the robots sink a little, maneuver out of their lanes, bob up and down. But students are persistent, dedicated to seeing their ROVs succeed.

Courtney Brown, the Science, Technology, Engineering, and Mathematics through the Arts specialist at the school for Kindergarten through third graders, leads the program with pre-K STEAM specialist Karen Brooks Bauer, in partnership with the Navy, and with the help of Let’s Go, an organization with the mission of breaking the cycle of poverty “through STEM education and workforce development.”

To Brown, the Sea Perch Program is a 6 •

“dynamic opportunity” for exposure to robotics, programs which “allow children the opportunity for guided discovery and open ended inquiry.” In robotics, she says, there’s no wrong answer.

“We want as many students to get as much exposure on this side of the river as their peers all across the DC metro area,” Brown explains.

While the implementation of robotics programs are difficult, especially on the elementary level, Brown feels the “benefits are worth it.” “Structurally we’re set up for a program like that because we have a supportive administration,” she says, and the pool. Her robotics students won 2nd place in the Earth/ Space division of the 2018 Elementary DC STEM Fair, with a project on the solar system.

The program was not a one-off educational activity. Joe Smith, Eagle Academy’s CEO says that the program is important in “stimulating some of our kids to think about technology and engineering as a possible career.”

To Jacqueline Baldini, who’s in charge of the DC region’s Let’s Go, science and technology education encourages students to pursue those fields—something her organization doesn’t merely support, but works towards. Let’s Go believes this offers hard and soft skills—hard,

At Kimball Elementary School in Ward 7, robotics is integrated into the curriculum for children as young as three years old. Kimball uses Bee-Bops for pre-schoolers, robots that move in six inch shuffles and 90 degree turns. Fourth graders participate in the VEX program, like at Payne, building and programming robots they can steer with remote controllers. Neither is a STEM DC Elementary School.

Kimball received the New Leaders Roberts Innovation Award of $25,000 in 2016 for its STEAM program, and has had a robotics program for three years now. This year, a team of 5th graders won first place in the Math/Physics division of the Elementary DC STEM Fair. Two of the students were on the school’s robotics team.

Principal Johann Lee sees robotics as integral to their expanding STEAM program.

“Robotics itself has really pushed our students to think critically and creatively and innovatively,” he explains. “What’s the coolest thing about it is it provides them the opportunity to work without fear of failure.” Lee says coding and technological STEAM curriculum are central to Kimball’s mission—building a bridge between their community and the world. “Today’s world is a very technologically integrated place,” he asserts, and it’s their job to prepare students for this world, “despite where they come from.”

The school obtained resources and materials through the Roberts Innovation Award.

Kimball is midway through their STEAM program’s three year plan, working to continue integrating the subject into the school’s general curriculum.

“I believe that STEM education will ultimately be education in about ten to twenty years,” Lee concludes.

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Expanding Horizons Science teacher Monich Brown, who leads Payne’s team with Shanita Henson, says that most elementary students envision being being doctors, or teachers, or football players.

Robotics “increases their interests in other fields.” For instance, students were interested in the construction at Payne last year so she took them to an engineering festival in DC. Cox’s mother, Lajuana Cox, tells me that her daughter’s time on the robotics club improved her math skills, and with the research involved, her reading, as well.

At Payne, Brown says, teachers prioritize the “maker thought process,” where students are taught to find solutions to the problem they identify. Teachers let students lead in competition—“we can’t even touch the robot,” she explains. When their controller wasn’t working, Cox says,

the teachers helped out, but she liked that teachers were otherwise hands off. “They’re learning from each other,” Brown concludes.

At the end of our conversation, Cox and Proctor show me how the robot works. Proctor slides in the battery and points to a blue panel: the brain. Cox admits that the robots were fancier in Kentucky—some had faces, some were designed like characters in movies.

But even though her robot is small, it can do almost everything the big ones can. She takes over, while Proctor describes the wires, and demonstrates how the robot’s claws pick up the rings.

“The world is changing,” Monich Brown concludes. In this “maker society,” she proclaims, “STEM and robotics [would] benefit all other aspects of student learning.”

RESOURCES: LET’S GO, the organization that partnered with Eagle: www.letsgoboysandgirls.com STEM at DCPS: https://sites.google.com/a/dc.gov/stem-dcps DC STEM Fair 2018: www.dcstemnetwork.org/dc-stem-fair 8 •

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SUMMER EDUCAT ION 2018 • 9

Environmental Initiatives A Space for Kids to Be Happy

S

by Elizabeth O’Gorek

yard greening projects. eaton Elementary School (1503 10 The RiverSmart program St. NW) Principal incorporates landscape design Suzanne Peters says principles to create wildlife adding an environhabitat, emphasize the use of mental education plan for native plants and highlight fourth graders was an imporwater conservation. In additant contribution — not only tion, the program provides to their overall education, but teachers with training and reto the whole child. “We just sources to use the schoolyard want to create a space where as an outdoor classroom for kids can be happy,” she said. hands-on learning.

Seaton has had a school Following the inception garden for more than eight of its environmental proyears, and last summer added gramming, DOEE expanded a river garden to the school its offerings to include seven yard. “Kids enjoy outdoors and programs which focus on litthe environment. It’s a great ter, storm water issues, District space,” said Peters. “It supports Rivers, green energy and work wildlife, especially insects, and experiences. the river.”

Every year the RiverSSeaton is not the only Dismart Program partners with trict school taking advantage of AWS to build river gardens opportunities to add environat five schools in the District.

Seaton Elementary School (1503 10 St. NW) Principal Suzanne Peters Poses with two rising mental education initiatives to DOEE builds three large scale 3rd grade students, Sophia and Gabby in the school garden. “It’s a great space,” she said.

Photo: E. O’Gorek/CCN their curriculum. Many schools gardens, and AWS focuses are drawing on programs ofon two smaller projects. The fered by the Department of Ensoms also offer programs that connect students river gardens have multiple ergy and the Environment (DOEE) and organiwith the earth, the environment and the future. benefits. They reduce storm water runoff into zations such as the Anacostia Watershed Society sewer systems, reduce sewage overflow and fil(AWS) as well as institutions like the University ter out pollutants. They also add green space RiverSmart Program of the District of Columbia (UDC). Gardening and reduce the heat associated with pavement.

The District DOEE has been offering enviorganizations such as DC Greens and City BlosAWS has been offering its own educaronmental education programs since 2008,

“The societal impact of environmental education is important... I see our students recycling, caring for their community gardens, and learning about how their actions impact the Anacostia River” 10 •

when the RiverSmart Schools Program was initiated. Since then 45 schools, including Seaton, Excel Academy PCS, Mary McLeod Bethune Academy PCS, St. Columba’s Nursery School and the British School of Washington have participated in the school-

tional programing to District schools since about 1996, said Ariel Trahan, AWS Director of River Restoration Programming. AWS works with schools in the District and Prince Georges County to ensure that environmental advocacy is being reinforced by teaching. The Society also offers five additional programs designed to encourage students to consider watershed ecology and to involve them in river restoration through tours of the river, planting foliage, and reintroducing shad and freshwater mussels.

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SUMMER EDUCAT ION 2018 • 11

Two Rivers PCS (820 26th St. NE) students plant native species at Kingman Island, on the Anacostia River. Grade 4 students complete a project looking at the way the school community can contribute to the rehabilitation of the river’s watershed. Photo: Storybox Photography. Courtesy Two Rivers PCS.

Harnessing the Power of the Community Seaton draws on both DOEE and AWS resources in their environmental program. Their river garden was installed last summer as part of the DOEE program, and students have completed the AWS SONG (Saving Our Native Grassland) project, a three-part program that involved an initial tour of the river. Students then grew plants native to the Anacostia River in their classroom and later returned to the river to plant them.

Kelly Custer is a teacher at River Terrace Education Campus (405 Anacostia Ave. NE). Located near the Anacostia River, the school serves special education students from third grade to adulthood. He said environmental education is a key element of the horticulture class offered to workforce development students aged 18 to 22.

“The year is geared to looking at DC as a community and an environment, and looking at various inequities that they can see, and that various parts of the 12 •

District expose. They can’t solve they the conflict, but they can do something just to restore justice.”

The class partners with AWS to do environmental education at the Anacostia River, where they grow native plants and assist with river clean-ups. They also partner with the University of the District of Columbia’s College of Agriculture, Urban Sustainability and Environmental Sciences (CAUSES) program at various greenhouses and at the UDC program’s farm in Beltsville, MD where they learn about urban gardening, landscaping and food production.

The River Terrace program links the balance of the environment to the balance between self and society. Custer says that the curriculum is centered around conflict resolution by helping students take ownership of the environment and their community, identify conflict between people and between people and the environment, and try to come up with solutions.

“They really feel they are involved in resolutions of conflicts they can see,” said Custer.

The societal impact of environmental education is important, said District of Columbia Public Schools (DCPS) Interim Chancellor Amanda Alexander. “When I visit our schools, I see our students recycling, caring for their community gardens, and learning about how their actions impact the Anacostia River,” she said.

Two Rivers Public Charter School (820 26th St. NE) is also working to come up with solutions.

The school has had a 14-year partnership with AWS in the form of a fourth-grade project that teaches children to understand and care for the local ecosystem. Students focus on understanding ecology and interconnected systems through the lens of the local watershed.

Working with AWS and staff, students look at ways to harness the power of the Two Rivers community to accelerate improvements to the Anacostia River. They have given presentations, produced brochures, and developed websites to share their learning and recommend action steps. One such site offers explanations of terminology as well as videos and experiments, including one that tests whether ground is impervious and potentially harmful to river quality.

Last year, Two Rivers students were finalists in the Caring for Our Watershed Youth Contest for 2018.

The contest, sponsored by Nutrien, awards prizes to students who submit the most provocative ideas for ways to improve their watershed.

Horticulture students from River Terrace Education Campus (405 Anacostia Ave. SE) work in a University of the District of Columbia (UDC) greenhouse. The program prepares students for employment in related fields, centering lessons in conflict resolution around environmental education. Courtesy: K. Custer/River Terrace EC]

SUMMER EDUCAT ION 2018 • 13

FOR MORE INFORMATION: Seaton Elementary School – seatondc.org Two Rivers PCS – tworiverspcs.org River Terrace Education Campus (DCPS Profile - does not have own public website) – http://profiles.dcps.dc.gov/River+Terrace+Education+Campus AWS – anacostiaws.org Saturday Environmental Academy https://www.anacostiaws.org/what-wedo/education/saturday-environmental-academy.html School-Based Programs https://www.anacostiaws.org/what-we-do/education/school-based-programs.html DOEE – https://doee.dc.gov RiverSmart – https://doee.dc.gov/service/riversmart-schools Anacostia Youth Summit – https://doee.dc.gov/service/anacostia-environmental-youth-summit Electric Vehicle Grand Prix – http://globaleee.org/DCEVGP.html

Funding and mentorship are available to turn ideas into reality. Two of the Two Rivers projects placed second and fifth and were awarded with cash prizes of hundreds of dollars. The students were the only elementary participants in the contest competing against middle and high school students.

Formulating Solutions – Together There are other opportunities available to District elementary schools to involve their students in activities that get them thinking about environmental problems and formulating solutions.

At the annual Electric Grand Prix, student teams apply engineering, science, and math principles and strategy to construct and race battery powered electric cars. The event aims to improve students’ understanding of renewable energy technologies and project management while working in a team environment.

Each year the Anacostia Environmental Youth Summit attracts approximately 400 District students in grades four to eight. The summit emphasizes youth leader14 •

ship and innovation. Students interact with environmental educators from numerous public and private organizations and engage in hands-on learning experiences.

Another opportunity is presented by the Saturday Environment Academy, open to middle school students in spring and fall. Ten Saturday-morning sessions are offered at Sasha Bruce (741 Eighth St. SE) where the focus is on different environmental themes. This fall, the theme is ‘Year of the Anacostia,’ and students will learn about the river and visit different sites.

The many environmental education initiatives offered in District schools facilitate different aspects of learning and personal development. They link people to the soil and to the ecosystem; they open students’ eyes to the connectedness of humans to on e another and to the earth; and they provide opportunity for aesthetic appreciation, socialization, and employment.

But ultimately, the most important result is perhaps the simplest.

“I think it helps to make them happy,” Seaton’s Suzanne Peters said, “and that’s so important.”

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SUMMER EDUCAT ION 2018 • 15

What Colleges are Looking For In DC-Area Applicants

By Becky Claster

I

’m usually skeptical of college rankings, but there’s a new one out that’s worth paying attention to. In May, the Independent Educational Consultants Association (IECA) released its ranked list of “What Colleges Look for in High School Students.” [https://www.iecaonline.com/wp-content/uploads/2018/04/IECA_What-Colleges-LookFor.pdf.] Based on an annual survey of nearly 2,000 independent educational consultants, the results both reinforce and challenge common assumptions about college admission decisions.

While grades and standardized test scores are among the top-ranked criteria, students might be surprised to know that the #1 item is a rigorous high school curriculum. Colleges, especially highly selective schools, want to see 16 •

high school students challenging themselves with honors, AP and IB classes, rather than getting straight A’s in less challenging coursework. With the recent news that some of DC’s most prestigious high schools are dropping AP courses, many students are wondering if this advice still holds. In fact, one of the reasons that Sidwell Friends, Georgetown Day School, St. Albans and the others decided to discontinue these classes is that they believe they can offer more in-depth and rigorous courses if they are not bound by the AP curriculum. The bottom line is that colleges will evaluate your curriculum in the context of what your school offers, so you should take advantage of the challenges available to you.

At the same time, I always emphasize that students should maintain a manageable work-

load. High school and college students are reporting increased levels of anxiety and depression, and these trends are linked to increased pressure for academic achievement. So take classes that are challenging but not overwhelming; you should push yourself, but not to the breaking point.

At most colleges, the importance of GPA and standardized test scores is just behind that of rigor, although each college puts a slightly different emphasis on these academic criteria.

For example, there are more than 1000 fouryear colleges in the country that are now testoptional or test-flexible. In fact, the prestigious University of Chicago just announced its decision to go test-optional, joining a list that includes other highly selective institutions like Bates, Wesleyan, Wake Forest and Skidmore, as

well as George Washington University and American University here in DC. (You can find a current list of test-optional colleges and universities at www.fairtest.org.)

College admission essays, including school-specific essays, ranked at #4 in importance. Essays are key pieces of your application because many students have comparable statistics and even activities.

While playing varsity basketball for four years is valuable and dem-

pay, the majority of schools cannot afford to admit students without knowing whether they can come up with the tuition. For DC residents, the DC TAG grant can help make public colleges and universities more affordable by providing up to $10,000 per year toward the additional out-of-state cost. But don’t make the mistake of focusing only on public schools without considering private schools whose costs may turn out to be similar if they offer

While grades and standardized test scores are among the top-ranked criteria, students might be surprised to know that the #1 item is a rigorous high school curriculum. onstrates commitment, on paper it doesn’t look that different from playing four years of varsity volleyball, soccer, or field hockey. The essay is an opportunity to give a bit of insight into what makes you unique. It’s also a place where you can illustrate your personal character, and this year students’ values and character made the list for the first time at #12. There is renewed attention to character right now, especially in light of some pretty awful behavior on college campuses as well as Turning the Tide, a 2016 report by the Harvard Graduate School of Education, which called for the college admissions process to elevate the importance of “ethical engagement” and reduce “excessive achievement pressure.” Although character generally will not outrank academics in importance, I’m interested to watch this trend in the next few years.

Also new to the list this year was the ability to pay, placing #7 in the ranking. While certain elite colleges do not consider the ability to

aid packages based on merit.

As you review these new rankings, keep in mind that each school is different and each will prioritize different qualities in applicants.

Neither school counselors not independent counselors have secret information about how to get in, but when I visit campuses and meet with admission staff, I get to know what different schools are looking for and what makes each college unique. Using information about admission factors like legacy and demonstrated interest, as well as other criteria like campus culture, helps me guide students to the campus that offers the right fit for them.

Becky Claster is the College Counselor at Blyth-Templeton Academy and the Founder of Claster Educational Services. She can be reached at becky@ clastereducation.com.

SUMMER EDUCAT ION 2018 • 17

The 1-2-3s of IEP Individual Education Plans Deciphered

P

arents of children with special needs face worry over many issues, but perhaps the most prevalent worry is education. Where to send their children to school and whether schools can adequately handle and educate them is a near-constant concern for many, if not most, parents of disabled students. Prior

by E.V. Downey cial education, much progress has been made in the last four decades.

Students with disabilities now have a right to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). In order to help facilitate this, each student is given an Individualized Education Plan (IEP). The IEP lays out what

Individualized Education Plans can help students with special needs have a successful school experience.

to the Education for All Handicapped Children Act, enacted in 1975, only about 20% of students with special needs were educated in public schools in the United States. Children who were blind or deaf or who had emotional or intelligence issues were specifically prohibited from attending public schools. They either stayed home or were put in institutions with no education or rehabilitation programs.

So, while there are still many problems in spe18 •

school employees need to know about a student and a systemized plan in order to best facilitate a successful school experience. Baseline information about a student’s abilities and deficits is obtained via formal evaluations and through a review of the student’s current performance in school or in the home environment. Any issues that impact a student’s ability to learn or to participate in the school environment should be considered. This in-

formation is then used to put together services and goals that will support the student.

Evaluation and Placement Many people have the misconception that an IEP deals only with academic issues. Rather, the IEP addresses life skills, physical functioning, and social and behavioral abilities in addition to the core academic subjects. There are 13 specific diagnoses, including autism, specific learning disabilities, serious emotional disturbance, deafness, and visual impairment, that qualify a student to receive an IEP. Often these disabilities have an academic impact, but such an impact is not a requirement of receiving an IEP. After laying out the child’s primary and secondary disabilities, the IEP will indicate the school placement for that student. School placement always considers whether the student is in the Least Restrictive Environment possible. To the greatest extent achievable, a disabled student should be included with typically developing peers accessing the same general education that they receive. In other words, the ideal is for special education students to be placed in a general education classroom with support provided within that classroom.

An IEP should also include support for extracurricular and nonacademic activities such as field trips, lunch, and recess.

Commonly, students are educated within the general education environment with a combination of in-class support and pullout sessions for additional support outside of the classroom. Other options for placement include a special classroom within a general education school and placement at a school devoted solely to special education students.

Accommodations The IEP then outlines what special assistance will be given to educate the student. This assistance can include individualized instruction, a special education teacher assisting the student either within or outside of the general education classroom. Related services such as Occupational Therapy (OT), Physical Therapy (PT), Speech Therapy, or Behavioral Support can also be assigned.

Again, these services can be delivered both within the general population and as a pull-out service. The frequency and duration of any special education or related services is spelled out precisely in the IEP. Some students require a more intensive level of support either within the general education classroom or in a self-contained (special education only) classroom or school. If a student qualifies for a dedicated aide--a person who spends the day with the student to support his or her success in the school environment--that assignment is indicated on the IEP. The IEP also states whether the child qualifies for transportation services to and from school and for ESY, Extended School Year, summer school for special education students. ESY is intended to lessen the negative impact of the long summer break on the progress made during the school year.

Supports such as accommodations and assistive technology are also included. Accommodations can include additional time for tests, reduced homework, preferential seating, and breaks from the classroom. Assistive technology can include things such as using a keyboard rather than writing, audio books, and talking calculators.

Any program modifications needed to enable the child to reach goals, participate in extracurricu-

lar and nonacademic activities, and be educated and participate with other children with disabilities and nondisabled children is dictated on the IEP. Accommodations for statewide and districtwide testing are spelled out on the IEP. If a student requires assistance such a scribe (someone to write the answers), dictation (someone to read out the questions), small group testing (testing in a separate room with a smaller group of students), or other accommodation, this is indicated in the IEP. Some students, unable to take the general version of the standardized testing, have the provision of alternative testing. This often includes a portfolio review, assessment via a collection of permanent products that the students has created.

The IEP will have annual goals that are set to give a target for areas in which the student struggles. These include academic topics such as writing, reading, and math and also areas such as social and emotional behavior.

These goals must be measurable and are set for the calendar year starting at the time the IEP is developed. They are updated yearly.

Goals are based on the present levels of academic achievement and functional performance of the student at school. They also outline how the disability impacts the student’s involvement in the general educational curriculum.

The criteria for monitoring and reporting on goal progress is also outlined.

Parental Input The IEP is developed by a team of people including teachers and staff and the child’s parents. This team meets at least once a year to develop a new IEP, but can meet other times when the current IEP has not proven satisfactory to adSUMMER EDUCAT ION 2018 • 19

equately support the student. Developing an IEP can often be a contentious process with the parents pushing the school to do more while the school often seems unwilling to do enough.

Parent education about their child’s needs and the special education process is essential in fully participating in IEP meetings. Establishing an IEP with your child’s school is a long process, but it will be worth it in the end.

Students with a disability who do not qualify for an IEP may qualify to receive a 504 Plan. This provision falls under Section 504, a civil rights law, which requires schools and other public institutions to provide appropriate, reasonable adaptations to eligible students. Section 504 defines disabilities in broader terms. In order to qualify for a 504 Plan, a student must have a mental or physical disability that limits at least one

RESOURCEs on Special Education: www.wrightslaw.com https://osse.dc.gov/service/special-education-laws-and-regulations https://dcps.dc.gov/specialeducation https://www.greatschools.org/gk/articles/ understanding-special-education-laws-and-rights/

life activity such as walking, speaking, or breathing. A good way of thinking about the differentiation between a 504 Plan and an IEP is that a 504 Plan provides for access to the institution for a child with a disability whereas an IEP is concerned with the success of the student.

Happily the vast majority of school employees, and the law, are on the side of students with special needs and their parents. Crafting a strong IEP can result in a successful school experience for most. The IEP should be seen as a legal contract between the school and the student/parents for the successful education and development of that student. Understanding the makeup of that contract should go a long way toward developing a strong one.

E.V. Downey is an educational consultant based on Capitol Hill.

She helps families navigate the public, charter, private, and special education school systems. After spending more than a decade navigating special education for her own two children, she enjoys helping other families with similar challenges. E.V. also works as a behavior therapist with kids on the autistic spectrum.

20 •

SUMMER EDUCAT ION 2018 • 21

NOTEBOOK

by Kathleen Donner

Bard in the Park On Aug. 16 at 7 p.m., join neighbors as Folger Shakespeare Library screens Disney’s beloved “The Lion King” at Canal Park, 200 M St. SE. On Aug. 23 at 7 p.m., catch “Kiss Me Kate” (1953). Inspired by The Taming of the Shrew and scored by the music of Cole Porter; the movie is a raucous, slapstick classic musical comedy starring Kathryn Grayson and Howard Keel. Enjoy a viewing of this Broadway musical. capitolriverfront.org.

it’s on stage at Glen Echo through Aug. 20.

Tickets are $19.50 and can be purchased at adventuretheatre-mtc.org or by calling 301634-2270.

Adventure Theatre’s New Season Adventure Theatre MTC, recipient of 8

Helen Hayes awards, brings to the stage an action-packed 67th season. Here is the lineup: “Blueberries for Sal,” Sept. 21 to Oct. 21; “Fancy Nancy’s Splendiferous Christmas,” Nov. 16 to Jan. 1; “Huckleberry Finn’s Big River,” Feb. 8 to March 3; “Winnie the Pooh,” March 29 to May 26; “The Cat in the

Child And Infant CPR It takes two hours of time to learn the skills that could save a child’s life.

Taught by a Pediatric Intensive Care Unit Registered Nurse, learn Infant and Child CPR, AED and what to do if a child or infant is choking. Child And Infant CPR classes are at Hill Center, 921 Pennsylvania Ave. SE, on the third Sunday of every month, 1 to 3 p.m. $65. hillcenterdc.org.

Register for the Marine Corps Marathon Kids Run The Marine Corps Marathon Kids Run on Oct. 27, the day prior to the MCM, is a one-mile just-for-fun running challenge for kids ages 5 to 12. Participants may select from six specific starting waves.

Shuttles from Metro, post-event hospitality, activities, entertainment, games and mascots make this an unforgettable event. Registration is $6. All participants receive a shirt, access to the Camp Miles Family Fitness Festival and a medal at the finish line. marinemarathon.com.

Tinker Bell at Glen Echo Everyone knows the story of Peter Pan. What about the story from Tinker Bell’s experience? A new twinkling light shines on Wendy, the Lost Boys, Peter Pan, Smee and the nefarious Hook from a feisty fairy’s point of view. For all ages, 22 •

Robert Hatch of Alexandria, Virginia reads a book to his daughter and son at the National Book Festival, Sept. 2, 2017. Photo: David Rice

Supreme Court Justice Sonia Sotomayor Launches Children’s Book at the National Book Festival As part of the Main Stage lineup of authors at the 2018 National Book Festival, US Supreme Court Justice Sonia Sotomayor will launch her first children’s book, along with an adaptation of her memoir for young readers. Librarian of Congress Carla Hayden will interview Sotomayor about her new book, “Turning Pages: My Life Story,” which tells about her childhood and her lifelong love of reading. The National Book Festival is Sept. 1, 9 a.m. to 7:30 p.m., at the Washington Convention Center. loc.gov/bookfest.

This year, Children’s Stages features: “A Book That Shaped Me” summer writing contest, Elizabeth Acevedo, Sylvia Acevedo, Katherine Applegate, Harry Bliss, Alexandra Bracken, Matthew Cordell, Christopher Paul Curtis, Matt de la Peña, Kate DiCamillo, Patrick Downes, Russell Ginns, Chris Grabenstein, Erin Entrada Kelly, Jessica Kensky, Minh Lê, Loren Long, Danica McKellar, Meg Medina, Jennifer A. Nielsen, Jason Reynolds, Jewell Parker Rhodes, Nikki Russell, Rachel Renée Russell, Dan Santat, David Shannon, Suzanne Slade, Trudi Trueit, Brendan Wenzel and Jacqueline Woodson (National Ambassador for Young People’s Literature). Teen Stages feature: Leigh Bardugo, Robin Benway, Ellen Hopkins, Justina Ireland, Brendan Kiely, David Levithan, Sandhya Menon, Marisha Pessl, Brian Selznick and James L. Swanson.

SUMMER EDUCAT ION 2018 • 23

by phone or in person. Other restrictions may apply. Family Fun Packs are available for Dave and Anything Goes. arenastage.org.

Photo: Courtesy of the US Army Band “Pershing’s Own”

Ladybug Release On Aug. 17, 10 to 10:15 a.m., kids can help the Smithsonian Gardens staff release ladybugs into the croplands of the National Museum of the American Indian. This hands-on event will be followed by a make-and-take activity for children, led by staff of the imagiNATIONS Activity Center. Meet at the south entrance of the museum, Independence Avenue between Third and Fourth Streets SW. Ladybug releases will be cancelled in case of inclement weather.

AmericanIndian.si.edu.

Tchaikovsky’s 1812 Overture at Ft. Myer The US Army Band, “Pershing’s Own,” presents this fun, family-friendly concert Aug. 18, 8 p.m.

The evening’s music will culminate with Tchaikovsky’s 1812 Overture complete with live cannon fire supplied by the Presidential Salute Battery of the Third Infantry Regiment, “The Old Guard.”

Also featured are The US Army Herald Trumpets, The US Army Chorus and The US Army Voices. The concert is at Summerall Field. It is held in Conmy Hall in case of rain. This event is free and open to the public; no advance tickets are required. Bleacher seating is available on a first-come, first-served basis starting at 6 p.m. There is a big grass area for low chairs and blankets.

Bags will be searched. Food is permitted. However, no coolers, alcohol or glass containers will be allowed. Vehicles and pedestrians may enter JBM-HH via Hatfield Gate. The Henry Gate will be open for pedestrians only from 6 to 10:30 p.m. Cyclists may enter at either gate. Valid photo ID is required for patrons 18 and older. usarmyband.com.

Health & Wellness Back 2 School Festival The Greater Washington Urban League’s Health & Wellness Back 2 School Festival is on Aug. 18, 10 a.m. to 3 p.m., at Columbia Heights Community Center, 1480 Girard St, NW. Parents and children can take advantage of free health screenings, family-friendly fitness demonstrations, workshops, healthy food tasting station, interactive games and a school supply giveaway. gwul.org.

Family Thursdays at the Capitol Hat,” June 21 to Aug. 18. All performances will take place in the historic Glen Echo Park, 7300 MacArthur Blvd., Glen Echo, MD. For more information, call 301-634-2270 or visit adventuretheatre-mtc.org.

Kids On Ice Kids On Ice programs (KOI) provide free and/or subsidized skating lessons to children six days a week, serving approximately 2,500 children each year. KOI programs encourage children to achieve a more fitness-oriented lifestyle while learning a new healthy activity. Kids build self-confidence, self-esteem, character and a sense of accomplishment in ice skating lessons that teach basic and advanced skills. The mission of the Fort Dupont 24 •

Ice Arena (FDIA) is to provide increased opportunity, education, and inspiration to young people in DC and the surrounding area through ice skating and educational activities.

FDIA, located Ward 7, is the only indoor, public ice arena in the city. Fort Dupont Ice Arena, 3779 Ely Pl. SE. fdia.org.

Arena Stage Family Fun Pack Arena Stage’s Family Fun Pack offers four seats for $129. Orders must include a minimum of two patrons between ages 5 and 17 per Family Fun Pack and cannot be combined with any other offer or applied to previously purchased tickets. There is a limit of two Family Fun Packs per household. All standard fees apply. Family Fun Packs must be purchased

Every Thursday, at 11 a.m., the US Capitol welcomes kids for a 30-minute themed program. Meet in the entrance of Exhibition Hall. visitthecapitol.gov.

Last Time Kids Run the Bases For the last time this season, kids ages 4 to 12 can run the bases after the Sept. 22, 4:05 p.m. game vs. the Mets. Kids Run the Bases begins immediately following the game. An adult must accompany runners to the field. washington.nationals.mlb.com.

Kids in Canal Kids in Canal is free, kid-friendly entertainment s Wednesdays, 10:30 to 11:30 a.m.

Bring the little ones to the middle block of Canal Park to enjoy magic shows, kids tunes,

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science demonstrations and puppet shows.

Then a splash in Canal Park’s dancing water fountains. Here’s the remaining lineup: Aug. 8, Zig Zag the Magician; Aug. 15, Rainbow Rock Band; Aug. 22, Carousel Puppets; and Aug. 29, Mad Scientist. Canal Park is at 200 M St. SE. capitolriverfront.org.

The Newseum Free for Kids

vocational skill sets and promoting literacy in both English and Spanish. The workshop runs in cycles that culminate in public presentation in fall, spring and summer. For more information and to register, call 202-234-7174 or email info@galatheatre.org.

Black Student Fund & Latino Student Fund Annual School Fair

Registration Open for the Kids’

By George, Run! Registration is open for the George Washington Patriot Run 5k/10k Race at Mount Vernon on Sept. 9, 8 a.m. A special free kid’s fun run will be held at 9:45 a.m. near the finish line. Registration is required. Visit mountvernon.org/patriotrun for details.

Through Labor Day, the Newseum waives adThe Black Student Fund & Latino Student Peter and the Wolf at Glen Echo mission for youth visitors age 18 and younger.

Fund Annual School Fair is on Sept. 30, 2 Staged with half life-size marionettes, Peter Up to four kids visit for free with each paid to 5 p.m., at the Washington Convention and the Wolf is one of the Puppet Co.’s bestadult or senior admission, or Newseum Membership. Open Portrait Party for Young Learners Mondays through The National Museum of Women in the Saturdays from 9 a.m.

Arts Young Learner Tour, Aug. 19, noon to 5 p.m. and Sundays to 1 p.m., exclusively for children ages from 10 a.m. to 5 3 to 6, is designed to get little bodies p.m., Newseum is at moving, minds thinking, hands making 555 Pennsylvania Ave. and mouths talking about works of art.

NW. newseum.org.

Participants go on an adventure through the galleries and look closely at works in Register for the collection. They learn about the NaThe Race For tional Museum of Women in the Arts, practice museum manners, and discover Every Child and art concepts through developmentally Kids Dash appropriate discussions, a themed story The Race For Every and hands-on activities. Free. ReservaChild, Oct. 20 at tions at nmwa.org are required by Aug. Freedom Plaza, is a fun 16. The National Museum of Women event that promotes in the Arts, 1250 New York Ave. NW. children’s health and Photo: Emily Haight, NMWA nmwa.org. wellness while raising funds for Children’s National. Pre-race activities start at 7 Center, 801 Mt Vernon Pl. NW. For over loved stories. Over a million children and a.m.; 5k at 8:45 a.m.; and Kids’ Dash at 10:15 forty years, the Black Student Fund (BSL) adults have seen this one-man show, based on a.m. Children between the ages of 3 and 10 and Latino Student Fund (LSF) joint school Prokofiev’s popular tale of good versus evil, are eligible to participate in the Kids’ Dash. fair has provided a networking opportunity performed by Puppet Master Christopher childrensnational.donordrive.com. for thousands of families in the metropolitan Piper. An introduction to the instruments area to meet with representatives from more in the orchestra precedes this story of Peter Paso Nuevo Youth Program than sixty independent schools. Parents and and his animal friends, and their attempts to “Paso Nuevo” is GALA’s unique and free afterprospective students get first-hand knowledge capture wily “Old Lupus.” On stage at Glen school performance workshop for kids 12 to about each school’s programs, community, Echo, Aug. 9 to Sept. 30. Recommended for 18 years old. While incorporating aspects of admissions requirements and financial aid ages four, up. Tickets are $12. Hansel and acting technique including voice and moveprocess. In addition, the fair features interacGretel is on stage from Oct. 4 to Nov. 16; The ment, the focus is on individual creative extive seminars focused on the admissions Nutcracker from Nov. 24 to Dec. 30. thepuppression and performance in a safe, collaboraprocess, the financial aid process and personal/ petco.org. tive environment. Theater is used as a tool for family financial management. Read more and enhancing self-esteem, developing language register at blackstudentfund.org.

Have an item for the Kids and Family Noteand communication skills, strengthening book? Email it to bulletinboard@hillrag.com. cultural identity, increasing academic and 26 •

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RESOURCES EDUCATIONAL RESOURCES DC Association of Chartered Public Schools www.dcacps.org The mission of the DC Association of Chartered Public Schools is to increase opportunities and outcomes for students by supporting the development, growth, and sustainability of quality charter schools in Washington, DC. The association was created by and for DC public charter school leaders to serve as their collective voice.

My School DC • myschooldc.org My School DC is the common application and lottery for public schools. Come to EdFEST, the public school fair, to meet representatives from 200+ schools on December 8, 2018. Apply by the deadlines: February 1, 2019 for grades 9-12, and March 1, 2019 for grades PK3-8.

Office of the Student Advocate DC State Board of Education www.sboe.dc.gov/page/office-student-advocate We guide and support students, parents, families, and community members in navigating the public school system in DC. Our mission is to empower DC residents to achieve equal access to public education through advocacy, outreach, and information services. Our commitment to promoting equity in family engagement through voice, access, and power is reflected in the day-to-day operations of our office. We provide one-on-one coaching for families; facilitate issue specific or community specific workshops and trainings; and connect families directly to additional resources. We answer out intake line live Monday - Friday from 9am. Contact 202 741 469 or emailstudentadvocate.dc.gov

SCHOOLS Public Charter Schools BASIS, Washington D.C. • basisdc.org BASIS DC High School is the District’s top-performing charter school, according to the most recent annual D.C. Public Charter School Board rankings.Through BASIS.ed’s revolutionary liberal arts program, BASIS DC students are inspired to love learning, ensuring 28 •

they are prepared for success in every aspect of their future lives.

Bridges PCS • bridgespcs.org Bridges Public Charter School is an expanding elementary school growing to serve students in grades Pre-K through 5th by the 2018/2019 school year. The school’s developmentally appropriate, student- and family-centered educational approach includes small classroom sizes, a well-trained staff, individual planning for each student, and hands-on and projectbased learning. The school is now located at their new campus at 100 Gallatin St. NE. District of Columbia International School dcinternationalschool.org DC International School inspires inquiring, engaged, knowledgeable, and caring secondary students who are multilingual, culturally competent, and committed to proactively creating a socially just and sustainable world. Applications are open for grades 6-9. DCI is a public charter school and authorized IB MYP World School offering Spanish, Chinese, and French.

Eagle Academy PCS • eagleacademypcs.org Eagle Academy Public Charter School employs a variety of educational, technological, physical, and sociological tools to transform its students into active learners. Offering pre-k to third grade instruction, the school has a myriad of programs including STEAM, arts, music, Spanish, and swimming that encourage student curiosity, which is the key to successful learning. The school has two conveniently located SE campuses in Capitol Riverfront and Congress Heights.

IDEA Public Charter School • ideapcs.org IDEA Public Charter School prepares scholars for college and career success with committed, experienced teachers and small class sizes.

IDEA has a positive culture emphasizing leadership and academic achievement for all. One featured pathway is our Academy of Construction and Design program which teaches practical skills including construction, architecture, carpentry, sustainable design and more.

Lee Montessori Public Charter School Leemontessori.org Entering its 5th year, Lee Montessori follows

the Montessori approach to educating students in mixed-age classrooms in grades PK3-6.

Masters-trained teachers work with students, enabling them to create differentiated instruction and individual learning paths for each child. It is located in the Brookland neighborhood of Northeast Washington, DC. Monument Academy PCS monumentacademy.org Monument Academy Public Charter School is a weekday boarding program model that is trauma informed with an emphasis on personalized learning, experience-based learning, and social-emotional well-being. We offer small classes, extended day and enrichment activities.

Preparing students for college, career, community and life. Currently accepting applications for grades 5th-8th .

National Collegiate Preparatory PCHS nationalprepdc.org National Prep provides students with an excellent high school education that includes broadening their life experiences and understanding the global community in which they belong. It features small class sizes, rigorous STEM curriculum, competitive and title earning sports and an international curriculum which includes a service learning trip abroad to Panama. Space is available for 9th and 10th graders. Distinguished as the only IBO World High School East of the River and 100% college acceptance for all seniors.

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

Somerset Preparatory Academy somersetdc.com Somerset Prep is a middle/high school in Ward 8 dedicated to providing a college preparatory and career-enhancing education. Through a collaborative environment, strong parent

partnerships, and technology-driven hands-on learning, Somerset Academy prepares students for college and careers in the fields of Digital Media and Computer Science, and IT. At Somerset Prep DC Public Charter School we strive to develop students who are self-assured, well-rounded, and prepared for future success.

Two Rivers Public Charter School tworiverspcs.org Founded 13 years ago by a group of Capitol Hill parents, Two Rivers serves preschool 8th grade students across two campuses in Northeast D.C. A high performing network, its mission is to nurture a diverse group of students to become lifelong, active participants in their own education, develop a sense of self and community, and become responsible and compassionate members of society.

Washington Yu Ying Public Charter washingtonyuying.org Washington Yu Ying Public Charter School combines inquiry-based learning with Chinese immersion. Yu Ying teaches students to think critically in Chinese and English and the school opens doors through the development of strong bilingual, cognitive, and social skills. Yu Ying serves pre-k to fifth grade students, with a structured before- and after-care program. Apply online and visit the website to learn more.

Private Serving our Children www.servingourchildrendc.org Serving Our Children (SOC) administers the D.C. Opportunity Scholarship Program (OSP) and is dedicated to the concept that all students, regardless of income or socioeconomic status, should have access to a quality education. K-12 private school scholarships are available to DC residents who have children entering kindergarten through 12th grade in the 2019-2020 school year. SOC will open its online application this fall. Families can learn more by visiting our website or calling 1-888-DC-YOUTH (329-6884).

The Auburn School • theauburnschool.org The Auburn School, an integrated program built for student success, weaves together our

social skills program and challenging academic curriculum. Our schools serve intellectually curious students with challenges in socialization, communication, and organization. Auburn integrates art, music, social learning, occupational therapy, study skills, and organizational techniques into core academic subjects. We have campuses in Virginia, DC and Maryland.

Blyth-Templeton Academy – Hill Center blythtempleton.org Blyth-Templeton Academy is a college-preparatory, private, non-sectarian, co-educational high school serving grades 9-12. A micro school that averages eight students per class and provides an academically rigorous experiential education where students learn outside of the classroom as well as within it. The school is located at the Hill Center on Capitol Hill.

Come to an information session or schedule an individual meeting and tour to learn more.

Burgundy Farm County Day burgundyfarm.org Burgundy Farm County Day School provides an inclusive, creative, and nurturing learning environment on a 26-acre “hidden gem” main campus, including a new arts center and outdoor spaces. Our innovative, hands-on approach to education cultivates excellence, instills respect for diversity, and teaches responsibility for self, others, and the natural world.

Capitol Hill Day School • chds.org Capitol Hill Day School is one of the DC area’s leading schools, offering a distinctive and progressive approach to learning that engages students in the classroom and with the world around them. CHDS serves 220 students, prekindergarten through eighth grade. Since 1968, passionate and professional educators have offered a progressive education that sparks joy in learning, encouraging curiosity, exploration, creativity, and play. We connect the classroom to the larger world with over 300 field education experiences annually. Rich and varied after school and summer camp programs are available, as well as need based financial aid. In 2019, the middle school program will expand into Farren’s Stable at 218 D St. SE. The space is being designed with middle school learners in mind, and will include flexible spaces for students to collaborate and socialize.

Capitol Learning Academy capitollearningacademy.org Our mission is to prepare and teach students to effectively utilize resources, tools and relationships in order to succeed as world citizens in an unpredictable future. We are accepting students ages 6-9 on a rolling basis until all available slots are filled. For questions please email info@capitollearningacademy.org DeMatha High School dematha.org DeMatha High School offers a college preparatory curriculum serving students of differing abilities, interests, and backgrounds from the DC area. DeMatha’s outstanding academic program includes extensive AP and honors courses, opportunities for Christian service, an acclaimed music program, co-curricular activities, and a nationally recognized athletic program.

Elizabeth Seton High School setonhs.org Rooted in Catholic values and the charism of the Daughters of Charity, the mission of Elizabeth Seton High School is to cultivate confidence in young women to excel in college, careers, and life through an innovative and rigorous academic experience.

Friends Community School friendscommunityschool.org Experience the joy of an extraordinary education. Friends Community School offers Quaker progressive education for students K-8, featuring small classes, hands-on learning, dynamic faculty, before/after care and enrichment, and summer camps open to all. Just 15 minutes from the Hill. FCS students love to learn, know how to learn, and succeed in leading high schools area-wide.

Our Lady of Victory School olvschooldc.org A dynamic, diverse Catholic school in Washington, D.C. with 220 students in PK3 through Grade 8. Twice recognized as a National Blue Ribbon School of Excellence by the U.S. Department of Education, the teachers and staff of the school are committed to providing a learning environment that promotes scholarly excellence while fostering students’ moral and spiritual growth.

SUMMER EDUCAT ION 2018 • 29

RESOURCES St. Peter’s School stpeterschooldc.org St. Peter School, a National Blue Ribbon School celebrating 150 years, is a family of learners serving the Capitol Hill parishes and community. The children are provided with an education that is founded on love of God and service to others, characterized by Catholic values and academic excellence, and dedicated to addressing each child’s unique talents and abilities. Enrollment applications are due by Jan. 18, 2019.

ToTH Montessori ToddlersOnTheHill.org ToTH Montessori, founded as Toddlers on the Hill in 2012, is an innovative, award-winning, independent school community for children between the ages of 16 months and 6 years of age. Each of our programs embraces the methodology and curriculum developed by Dr. Maria Montessori.

The Sycamore School thesycamoreschoolva.org The Sycamore School offers personalized, experiential learning from 5th-12th grade in Arlington, VA. With a 1:10 teacher to student ratio, self-paced instruction and projectbased learning, TSS nurtures creativity and sparks curiosity. Our curriculum is equally focused on social-emotional and academic development and civic engagement. We do school differently.

American Youth Chorus (AYC) www.congressionalchorus.org/JoinAYC The American Youth Chorus was founded on the premise that all children, regardless of socio-economic background, deserve a highquality music education. AYC offers students a performance-based choral program that encourages young people to develop their voices, creativity and self-esteem in a fun, supportive environment. Email AYCManager@congressionalchorus.org to schedule an audition

Waterfront Academy waterfrontAcademy.org Waterfront Academy is a dual immersion (Spanish and English), faith-based Montessori school with emphasis on charity and stewardship in the Catholic tradition. Serving children 30 months to 8th grade with an academically rigorous program adhering to Montessori philosophies that foster independence, problem solving, cultural awareness and Christian stewardship in the Catholic tradition.

Capitol Hill Arts Workshop chaw.org Creativity, confidence, and community are the guiding principles of the afterschool Youth Arts Program at CHAW. Dance, theater, music, visual art, ceramics, and photography help students develop a unique artistic voice. Tuition assistance, payment plans, and transportation options are available for all. CHAW Summer and After Care Camps offer the perfect balance of arts and recreation. Private music instruction is also available for all ages

Preschool

Music on the Hill musiconthehilldc.com Music on the Hill strives to take the guesswork out of music education by putting everything you need in one place. We provide high quality student instruments for sale or rent, with our staff making sure you walk away with the correct size. Our rentals start at $20 a month. All of Music on the Hill’s teaching faculty boasts at BA in their instrument (at minimum) and have years of experience teaching. We offer private lessons in piano, guitar, bass, violin, vocals, ukulele, woodwinds and more. Starting at age 3.5-adult, we believe that it is never too late, or too early to become a musician.

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

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ARTS, DANCE AND MUSIC

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

SERVICES AND SUPPORT Capitol Kids Therapy LLC capitolkidstherapy.com Capitol Kids Therapy LLC’s therapists offer therapies to address articulation, developmental delays, language delays, auditory processing, and pre-reading/phonemic awareness skills. They are PROMPT-trained and have experience implementing oral-motor and feeding therapy. Capitol Kids therapists work with children in a variety of settings including clinics, schools, daycares, in-home, and through the DC Strong Start program. Ask about their social skills groups for a variety of ages and abilities Reading and Language Learning Center readingllcenter.com RLLC was founded in 2002 as a center for the treatment of dyslexia and language deficits in children and adults. RLLC is owned and operated by certified Speech-Language Pathologists.

We ensure a high quality of treatment and customer satisfaction.

Skills on the Hill LLC skillsonthehill.com Skills on the Hill offer pediatric occupational therapy to children from birth to teenage years. The practice has experience working with motor-skill delays (visual, fine, and gross motor), hypotonia, dyspraxia, sensory processing disorders, autism spectrum disorder, and trouble with social and play skills. It works closely with families using a team approach.

There are two convenient locations in Arlington and Capitol Hill.

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K-12 PRIVATE SCHOOL SCHOLARSHIPS AVAILABLE THIS FALL For the 2019/20 School Year

To Learn More... Text “SignMeUp� to 52886 www.servingourchildrendc.org

The D.C. Opportunity Scholarship Program (OSP) provides low-income children K-12 with private school scholarships.

Serving Our Children (SOC) administers the D.C. Opportunity Scholarship Program (OSP) and is dedicated to the concept that all students, regardless of income or socioeconomic status, should have access to a quality education.

The Opportunity Scholarship Program is targeted to low-income District of Columbia residents who have children entering kindergarten through 12th grade in the 2019-2020 school year.

Learn More at www.servingourchildrendc.org Need Assistance? Call 1-888-DC-YOUTH (329-6884)