[0:09] The time is now 5:39. I appreciate people waiting a few moments while we

[0:15] talk to our superintendent. On Wednesday, August 19th, 2026, and this

[0:20] public meeting of the DC State Board of Education will now come to order. The

[0:25] role will now be called to determine the presence of a quorum. Director Butler,

[0:29] please call the role. >> Representative Best.

[0:36] » Representative Chang, >> present.

[0:38] » Representative Coulson, >> present.

[0:41] » Representative Henderson, >> present.

[0:44] » Representative Johnson Law, >> good evening. And present.

[0:48] » Representative Thompson. >> Representative Williams,

[0:52] » present. >> Representative Goule,

[0:56] » here.

[0:59] President Patterson >> present.

[1:02] » Mr. President, you have a quorum. >> Okay. A quorum has been determined and

[1:07] state board will now proceed with the business portion of the meeting.

[1:12] [clears throat] Members, we have a draft agenda before

[1:15] us. Are there any corrections or additions to this agenda?

[1:23] Seeing no corrections or additions, is there a motion to adopt the agenda?

[1:29] » So moved. >> It's been moved by Rep. Vice President

[1:33] Goule. Can I get a second? >> Second.

[1:35] » It has been seconded by W a uh Representative De Johnson Law. Okay.

[1:43] Is there any discussion on the motion?

[1:50] » Okay. Seeing no discussion, the motion is to adopt the agenda. All in favor say

[1:54] I. >> I.

[1:55] » Any naysay? The eyes have it. The motion carries. We now have the minutes from

[2:01] our July 1st and August 5th working sessions. Is there a motion to adopt

[2:04] these minutes? >> So moved.

[2:06] » It has been moved by Johnson Law. Can I hear a second?

[2:11] » Second. >> It has been seconded by Representative

[2:13] Williams. Is there any discussion on the motion?

[2:18] Seeing no discussion, the motion is to adopt the minutes from our July and

[2:21] August working sessions. I will now ask for the yes and the nays. All in favor

[2:26] say I. >> I.

[2:27] » I. >> Any oppose say nay. The eyes have it and

[2:31] the motion carries. >> Good evening. I'm Dr. Patterson. The

[2:35] atlarge and president of the DC State Board of Education. On behalf of the

[2:39] state board, I want to welcome our guest members of the public, including those

[2:42] who are watching live via the district knowledge network to our public meeting.

[2:48] These meetings take place on the third Wednesday of each month in the old

[2:52] council chamber here at 441 4th Street. This evening, we will not be

[2:58] hosting an expert panel because we do not have the hybrid capacity in the old

[3:04] chamber that we would like to have. We voted as a board to shift the expert

[3:09] panel on age appropriate screen time to a virtual roundt on August 31st. More

[3:15] information including how you can view the round table will be available on the

[3:19] state board's website and social media channels.

[3:23] After a remarks, we will proceed with public comments. We have 30 public

[3:28] witnesses who have signed up to share testimony. We encourage the public to

[3:32] sign up every month at sbe.dc.gov. gov. The state board is available as a

[3:38] resource for our local communities. Please don't hesitate to contact your

[3:42] representative with questions or concerns related to public education or

[3:45] email our agency staff at sbe dc.gov. At this time, I would like to welcome

[3:53] our state superintendent, Annette Mitchell, to provide Aussie remarks.

[4:05] And I'm sorry, Antoanette. [laughter]

[4:13] » Thank you so much. Thank you so much, Mr. President. Good

[4:18] evening, state board members, staff, and members of the public. Thank you for

[4:23] welcoming me. As President Patterson noted, I am Anwinet Mitchell, the state

[4:29] superintendent of education for the District of Columbia.

[4:33] It is always an honor to give an update on our work and our shared priorities.

[4:39] Tonight is speech is especially meaningful as the state board prepares

[4:43] to vote on updated physical education standards and graduation requirements.

[4:49] Work I have been committed to for the past three years. First though, I'd like

[4:55] to tell you how excited I am to start another school year. Welcome students,

[5:01] teachers, parents, and staff to the 2026 27 school year. Fresh haircuts, new

[5:09] sneakers, new courses, new teachers, clean classrooms, updated routines, and

[5:15] fresh starts. In education, we get a chance to begin a new every year to

[5:22] improve what we did in the previous year and to look forward to great benefits.

[5:27] We have been hard at work at AIE preparing for the 2627 school year. Our

[5:34] transportation team continues to work diligently with our families and schools

[5:39] to get information we need to provide timely transportation services in the

[5:45] new school year. We are expanding career and technical education with the launch

[5:51] of our new permanent home for the Ward 8 advanced technical center. This facility

[5:57] is strategically located with the Walt Whitman Center, a critical health care

[6:03] provider east of the river. It will serve approximately

[6:07] 130 students this school year, giving them the chance to earn dual credit and

[6:13] industry recognized credentials. The new ATC will prepare students to become EMTs

[6:20] and clinical medical assistants, both of which are aligned to advanced degrees in

[6:26] nursing and are high-skll, high wage and high demand careers. We will keep the

[6:33] focus on stronger math and literacy outcomes in this out upcoming year as

[6:37] well. and we'll do that across all LEAs by continuing to implement ASI's

[6:43] literacy and math task force recommendations.

[6:48] In addition, we will continue to improve our LEA supports for student health

[6:53] because healthy bodies and minds provide the foundation for student growth,

[6:57] achievement, and attendance. Last school year, we raised immunization rates in

[7:03] the four key grades. We urge families to schedule their students annual wellchild

[7:09] visit as soon as possible to continue to keep them up to date on all required

[7:14] immunizations. AI will also continue to partner with

[7:18] LEAS's DC Health and FIMS to make sure every school has its emergency

[7:25] medication action plan and cardiac response plans in place.

[7:30] These are a few of the priorities driving our work right now as we move

[7:34] into the 2627 school year. We've also continued to work hard this

[7:40] summer by recently publishing a few different reports. We published an

[7:46] English learner landscape analysis, a report on the district's child and adult

[7:51] care uh adult care food program, and two final rulemakings. one on AIE subsidized

[7:57] child care program and one on the statewide academic assessments. And I

[8:03] look forward to additional announcements soon, including the release of the DC

[8:08] CAPE scores on tomorrow afternoon. I want to briefly highlight the

[8:14] resolutions before the board tonight, beginning with the physical education

[8:18] standards. I very much appreciate the board's engagement on this matter and

[8:23] encourage members to support SR 2612. The proposed standards update the

[8:30] standards updates are based on shape America's national physical education

[8:35] standards. AIE conducted a multiple month review of the national standards

[8:41] update in preparation with local PE teachers and eleas. The results of this

[8:47] engagement and the feedback we've received from the state board so show

[8:52] strong unified support for aligning districts the district standards with

[8:57] the national update. The proposed standards build on our existing ones as

[9:02] well as national research. They will strengthen students physical literacy

[9:07] journey helping them gain the knowledge and skills needed for lifelong physical

[9:12] activity and success in team environments.

[9:16] As a tennis enthusiast myself, I know firsthand how physical activity skills

[9:22] build K through 12 um uh learning into lifeline purs lifelong pursuits. The

[9:29] passage of SR 2612 positions us to drive our students to

[9:34] new heights on their physical education journeys.

[9:38] Tonight's vote on the DC the the district's graduation requirements

[9:43] represents the culmination of years of work. I started this work in the spring

[9:48] of 2024, even before becoming state superintendent. We began by creating the

[9:54] district's first graduate profile, a shared vision of the knowledge and

[9:59] skills every student should have by graduation. That profile informed

[10:04] extensive public informed extensive public engagement, including

[10:09] more than 40 meetings with educators, industry partners, community

[10:13] organizations, and other state education agencies. The state board also held five

[10:19] public meetings, formed a task force, and spent nearly a year reviewing the

[10:24] requirements in our proposal. This is without question the most

[10:29] thoroughly studied and reviewed recommendation ASI has ever brought to

[10:34] the state board. If the board approves SR 2613,

[10:39] and I am optimistic that you will, uh DC students will benefit in several

[10:44] important ways. For the first time, students will have six diploma

[10:49] endorsement options to choose from. These endorsement options will help

[10:54] students connect their learning to their career aspirations and increase their

[10:59] marketability to schools and employers. Students will also receive annual

[11:05] post-secary planning touch points to help them stay on track to graduate high

[11:10] school and to clarify their post-graduation plans.

[11:14] The community service requirement will expand to include both paid and unpaid

[11:19] opportunities and the required hours will decrease from 100 to 60. This will

[11:25] make the experience more meaningful for our students and more manageable.

[11:30] Mathematics options will grow as we begin building out a new integrated math

[11:35] pathway that weaves together essential concepts and focuses on practical

[11:40] problem solving skills while remaining absolutely true to our state math

[11:45] standards. The propos proposal also ensures that

[11:50] every student takes both physical education and health by separating the

[11:55] current 1.5 credit requirement into one one credit for PE and a half credit

[12:01] health course. It adds a new h uh half credit financial literacy course which

[12:07] was by far the most common request we heard from the public while canvasing

[12:12] students and parents at public events. And finally, at the board's

[12:17] recommendation, students will be able to earn competencybased credit in world

[12:22] languages. This change recognizes students language mastery, allows that

[12:27] mastery to be reflected on their report cards, and expands access to languages

[12:33] not currently offered at their school. These changes reflect true collaboration

[12:38] and effective compromise. While they look significantly different from ASI's

[12:43] original proposal, they represent a thoughtful consensus driven policy

[12:48] shaped by hundreds of voices across the District of Columbia.

[12:53] With tonight's votes, we continue building a stronger future for DC

[12:58] students. And after the graduation requirements are finalized, I look

[13:03] forward to transitioning to other important shared priorities, including

[13:08] reviewing the district's SS state accountability plan.

[13:12] Thank you very much for your time and for your attention. I wish you all a

[13:17] joyful, productive, and inspiring start to the school year. And remember, every

[13:23] day counts, so please start the year with strong attendance. Thank you.

[13:28] » Thank you, Dr. Dr. Mitchell, before you you leave the das, I just want to say

[13:31] that um this morning when I woke and I turned on the news,

[13:35] » I saw CBS. I was watch CBS in the morning. I saw that we were doing this.

[13:39] We were voting on this tonight, the graduation requirements. And I so

[13:43] appreciate and I want to say this how much you your team have been so

[13:48] collaborative throughout this whole process. You stated this is something

[13:51] that you started working on in 2024. >> Yes. our task force led by two dynamic

[13:57] leaders dug in and they worked with you and you worked handin glove with them.

[14:02] So I truly appreciate the collaboration and that morning news showed me that

[14:07] we're leading in these areas. So thank you so much for your collaboration over

[14:12] the duration of this time. Thank you. >> Thank you so much. It's been a pleasure.

[14:19] We hear testimony from public witnesses at every public meeting and your

[14:23] comments become part of our official record.

[14:26] If you would like to speak at a future public meeting, please sign up using the

[14:31] form or the website at spboe.dc.gov. Sign up closes 48 hours before the

[14:38] public meeting. As mentioned earlier, we have 30

[14:43] witnesses who have signed up to share testimony this evening. Members, please

[14:49] also refer to the written testimonies available in Dropbox and in your

[14:53] materials if you have them printed. As a reminder, all public witnesses must

[14:58] share a copy of your testimony with our staff at sbe at dc.gov

[15:04] so we can add it to the public record. We will hear from those in attendance in

[15:08] a panel format. Each witness will have up to three minutes to provide comments.

[15:14] Please note that you must use one of the microphones on the table. The timer

[15:19] light on the table will be green for the first two and a half minutes, yellow for

[15:23] the last 30 seconds, and red after three minutes have elapsed.

[15:29] After each panel of public witnesses, we will pause for questions from state

[15:33] board members. If members have questions, they have up to three

[15:37] minutes. These three minutes include their question, comment, and the

[15:41] panelist answers. Executive Director Butler, will you call

[15:45] the public witnesses? Oh, she will call the public w she will

[15:50] also assist with with timing to ensure our witnesses and members stay within

[15:53] their allotted time. Now, Director Butler, will you call our witnesses?

[15:58] » Thank you, President Patterson. As we prepare to call public witnesses, I want

[16:02] to reiterate that each panelist has three minutes.

[16:08] At the 30 second mark, when you have 30 seconds left, the light will turn

[16:12] yellow. Once it turns red, please stop talking.

[16:17] » And I will add before you start, garlic, >> we do not want to cut you off. We really

[16:23] don't, but we will. Okay. Thank you.

[16:30] All right. Well, good evening. Um, first on our list this evening we have Noah

[16:34] Dhorty, Maya Mechin Brier,

[16:40] Lindsay Lieberman,

[16:44] Michelle Harberg, Chuck Bratzky,

[16:52] Anna Caribel,

[17:07] Okay. Well, we're going to call two more. It seems like two people. Kate

[17:11] Rosenberg.

[17:19] Okay. You are here.

[17:25] Danielle Duncan,

[17:29] » I'm sorry.

[17:33] » Yeah, we can't control traffic, but yes. So, it's it's very confusing. So,

[17:42] so the people who were called, Noah Dhy, Maya Mackenbrier,

[17:48] Lindsay Lieberman, Michelle Harberg, Chuck Bratzky, and

[17:55] Anna Caribel.

[17:59] So, that is five people. >> So, we still have an empty seat.

[18:05] » Yeah, Maya Maya is in traffic. So Maya is not here. So Kate Rosenberg,

[18:12] if you can please come.

[18:20] Thank you. We're going to start with Noah and then work our way around.

[18:24] Unfortunately, the way the public testimony is set up, we are unable to

[18:28] wait for people who are not here um because people sign up on a first come,

[18:32] first- serve basis. Mr. Dhy.

[18:36] » Good evening. My name is Noah Dhy. the Ward 2 resident and the director of

[18:39] school talent and academic strategy at the DC charter school alliance. First, I

[18:43] want to thank state board representatives, superintendent

[18:45] Mitchell, members of the state board's task force, and all of the community

[18:49] stakeholders who have engaged in the process of reimagining our city's high

[18:53] school graduation requirements. We are very happy with AI's most recent

[18:58] proposed changes. They honor the hard work and deliberation of the state

[19:02] board's task force, reflect feedback from a wide variety of stakeholders, and

[19:06] provide implement implementation flexibility where appropriate. We deeply

[19:10] appreciate Representative Henderson's suggestion at the working meeting to

[19:13] reduce the number of required elective credits from 3.5 to three in order to

[19:18] maintain the number of required credits to 24. We want to thank the other state

[19:22] board representatives and Superintendent Mitchell for supporting this suggestion

[19:25] during that same meeting. We are also very excited that the proposal to allow

[19:29] students to earn competency based credits in world language has been

[19:32] included in the final recommendations. This is a deeply equitable move that

[19:36] honors the hard work many families put in to pass on their home language down

[19:41] to their children. And we appreciate all the work the board has done to make this

[19:45] opportunity as simple as possible for high schools to offer. The DC Charter

[19:50] School Alliance works with all 65 public charter eleas including the 21 who serve

[19:54] high school students. and we plan to convene two working groups. The first

[19:58] will explore ways to incorporate financial literacy standards into

[20:01] existing classes and the second will look at ways to ensure post-secondary

[20:05] planning touch points engage students and their families in preparing our

[20:09] young people for success in college, career and military pathways. These

[20:13] working groups will bring together the school leaders, college and career

[20:16] counselors and teachers who will ultimately be responsible for

[20:19] implementing these changes to develop solutions that can benefit the entire

[20:22] sector. We know this important process will continue for at least another year

[20:27] as Aussie develops the guidance and resources that educators, students, and

[20:31] families will need to understand, navigate, and take full advantage of

[20:34] these new requirements. And the alliance and our leaders are committed to

[20:37] engaging in that process and working as partners to ensure all of our city

[20:41] students are prepared for success in life. And finally, we appreciate the

[20:45] attention the state board is giving to the role of technology in our schools.

[20:49] The alliance has been playing paying close attention to this issue and has

[20:52] welcomed the opportunity to hear from a wide range of stakeholders. First and

[20:56] foremost, we firmly believe that more is needed to protect our students data and

[21:00] their privacy. This is an issue that is becoming more important and more

[21:04] complicated every day. And that's why the alliance is drafting a model policy

[21:08] for our public charter eleas that explicitly names the critical practices

[21:13] and processes necessary to protect our students. As this conversation

[21:17] continues, we are eager to hear more from parents, researchers, educators,

[21:21] and recent graduates. And we are committed to listening first so that we

[21:25] develop a balanced understanding of this complex and important issue. Thank you

[21:29] for your time, and I welcome your questions.

[21:32] » Thank you.

[21:37] » Good evening. My name is Lindseay Lieberman. I'm a DCPS parent, an

[21:41] attorney, and a volunteer with DC Schools Beyond Screens. When I last

[21:46] testified before you, I explained that under federal law, when schools consent

[21:50] on behalf of parents to edte used by their children under 13, families are

[21:57] entitled to notice about the platforms, websites, and applications that their

[22:02] children are using at school and those companies data practices. DCPS's own

[22:07] policy expressly promises an inventory of the platforms, websites, and

[22:13] applications that they are giving to our students to their our children and links

[22:18] to their privacy policies and specifically a process through which

[22:22] parents may opt out of these companies. On in May, my husband and I emailed DCPS

[22:29] twice requesting this information. We have still received no response. On June

[22:35] 30th, I sent a formal request to DCPS's general counsel. Although she confirmed

[22:40] receipt, I still not have received um any information or substantive response.

[22:46] Schools Beyond Screens has submitted multiple FOYA requests to DCPS seeking

[22:51] this information, but has not received any responses. My Children's Elementary

[22:56] School is fantastic, and they are doing more than many other schools in

[22:59] examining the effects and effectiveness of screens. and even they have not been

[23:04] able to provide this information despite my requests. On July 10th, DCPS sent a

[23:11] letter promising clearer guidance and a pathway for families to raise concerns,

[23:15] but none of the information that I speak about tonight was provided. Last night,

[23:20] the interim chancellor held a town hall for families and none of this

[23:23] information was provided. this morning. I understand that there was a teacher

[23:27] training on screens, but again, no indication that any of this information

[23:32] that we as parents are entitled to under law and policy will be provided to us.

[23:38] My daughter begins PK4 next week, and I still do not know which technology

[23:43] companies will receive her name, her birthday, her usage, and habits or other

[23:49] personal data. And she is only four. Just yesterday, the New York Times

[23:55] reported that many Silicon Valley executives send their own children to a

[24:00] private Waldorf school near Google's campus, where tuition is close to

[24:04] $50,000 a year. And of course, there are no screens at Waldorf schools. The

[24:10] people building and selling this technology are paying a lot of money to

[24:13] keep their own children away from it. And meanwhile, our public school

[24:17] families are being told that children need more screens and more technology in

[24:22] order to learn and thrive. This is particularly concerning considering that

[24:26] DCPS has not complied with their basic bare minimum requirement under policy

[24:33] and law to provide parents with the inventory of the websites and apps our

[24:37] children are using and a process to opt out.

[24:42] [applause]

[24:45] Good evening. I'm also here as a volunteer with the school beyond screens

[24:48] DC chapter. I live in Ward One and I'm a parent of a first and a third grader in

[24:53] DCPS schools. We invited teachers from across the district with the opportunity

[24:59] to share their perspective and on the ground experiences on the current use of

[25:03] technology in their classrooms so it could be on the record for this meeting.

[25:08] teachers provided their perspective and experience under the condition of an

[25:12] admmit. The first testimony I will read is from

[25:16] an elementary school teacher. She says or they say, "As a veteran

[25:22] kindergarten teacher, I am extremely uncomfortable and distressed by having

[25:26] to put my 5-year-old students onto tablets for I Ready testing in

[25:30] September, January, and May each school year. This testing atmosphere is

[25:35] extremely stressful for many of my students. The I Ready evaluation has

[25:39] little value in my mind because as a teacher I do not have access to the

[25:43] questions they ask and we don't teach an I Ready curriculum. In addition, the

[25:48] testing is touted as being adaptive and that means it becomes harder for the

[25:52] students when they answer correctly and they get even more distressed by this

[25:55] because they have no idea how to answer some questions. For example, on the math

[25:59] test, they might see a double or tripledigit addition, which isn't taught

[26:03] to them until much later grades. So, they begin to cry because they don't

[26:06] know how to do it. Or if they're able to read and they answer correctly to one of

[26:10] the questions, the test stops reading the questions to them and expects them

[26:14] to read it for to themselves. They don't know what is happening and get upset.

[26:18] Students shouldn't be subjected to this pressure to perform. Students at this

[26:22] age should be given individualized screenings by a friendly and familiar

[26:26] adult, not sitting in front of a screen. The second testimony is also from an

[26:32] elementary school teacher. My students are on technology far too much in my

[26:37] classroom. There's no science textbook or workbook, so everything I do, I have

[26:41] to print or they have to read it on a screen. For math, my kids do tons of I

[26:45] Ready le time every day. Part of this is because my TAS score is based solely on

[26:51] I Ready test data. It's teaching to the test and I don't really think they get

[26:54] the knowledge they need to master the skills. But as long as I'm assessed on

[26:58] it, the kids will do lots of lessons to improve my score. Every component of

[27:03] impact adds up to this one area, so I can count at least a few points in my

[27:07] favor. And the last testimony is from a high school teacher. Since the pandemic,

[27:12] it has felt as if the district wants everything taught through apps or

[27:15] devices. There's rarely textbooks anymore. When students struggle, the

[27:19] suggestion is to put them on an edtech app. Students take classes in high

[27:23] school that involve sitting on a screen the entire class watching a video of a

[27:26] professor lecturing. It doesn't spark creativity, engagement, or growth.

[27:30] DCPS's firewalls don't block distracting websites. I've seen kids in other

[27:35] classes while the teacher is lecturing watch videos, play games, etc. We are

[27:39] not teaching digital literacy, so all the screen time is not teaching skills

[27:43] that might be needed. Thank you.

[27:54] Good evening. Uh, thank you for having us here tonight. Uh, I'm testifying as

[27:59] part of the Schools Beyond Screens DC chapter. I live in Ward One, uh, since

[28:03] 1997. I'm a also a parent of a first and third grader, the the two uh, great kids

[28:09] behind us at a DC public school. And I'm here to read two additional testimonies

[28:14] submitted uh anonymously by teachers. The first, this is from an elementary

[28:18] teacher in Ward 4 who says that I feel strongly that screen use in general,

[28:23] including when it comes to edtech, has gotten out of hand in DCPS. I've been

[28:27] with DCPS since 2012 and have taught in elementary schools in wards 1, three,

[28:32] and four. I've watched screens become more and more common as replacements for

[28:37] teacher, student, and student interaction. Screens either on the

[28:41] Smartboard or laptops are used during indoor recess when specialists teachers

[28:46] are absent, before and after field trips and assemblies, and on the days leading

[28:51] up to a vacation, etc. Even during important social emotional opportunities

[28:57] such as morning meeting, songs, and brain breaks, YouTube videos are being

[29:02] regularly substituted for meaningful learning and interaction. So instead of

[29:07] learning how to regulate their emotions and sustain eye contact and take turns

[29:12] in a social setting, students stare mindlessly at videos that are

[29:17] overstimulating and overwhelming for many kids and even for some adults. It

[29:23] is far too easy to put students in front of screens instead of providing

[29:27] opportunities for them to engage in project-based learning, social emotional

[29:33] learning, independent paper-based activities, group and partner work, and

[29:38] other activities that we know help them develop their cognitive and social

[29:43] abilities. DCPS has pressured teachers over and over to ensure that students

[29:49] get their I Ready minutes when many of us understand that this program

[29:54] encourages disengagement, poor focus, and frustration in our students. I have

[30:00] been waiting many years for DCPS to set limits on the amount of time students

[30:05] spend on screens over the course of their days and weeks. And without these

[30:09] limits, teachers and school leaders are unaware of the cumulative number of

[30:14] hours that even our youngest students spend on screens every day. As

[30:19] educators, we need to understand the appropriate amount of time for our

[30:23] students to be on screens. And these numbers should be based on scientific

[30:27] research, not on claims from I Ready and other edtech companies. I would love to

[30:32] see a return to computer labs instead of onetoone devices and a reduction in the

[30:37] screen time that is built into our curricula. And second, this is from an

[30:41] elementary teacher in Ward 3. I believe that students in grade three through

[30:45] five should not be able to independently use computers while teachers are

[30:49] required to be teaching other things. Most of the time, upper elementary

[30:54] students are using computers independently.

[30:57] » Sir, thank you. [applause]

[31:06] Good evening. My name is Anne Caribel. I am a DCPS parent, a former teacher, and

[31:12] a post-doctoral researcher in special education at the University of Maryland.

[31:16] I am here as a volunteer with schools beyond screens to discuss the role of

[31:20] technology and education for students with additional needs and disabilities,

[31:24] my own among them. This group includes but is not limited to students with 504

[31:30] plans and IEPs. What evidence should we require about a product's safety,

[31:35] legality, and efficacy over established evidence-based practices before we offer

[31:41] it to students with disabilities. First, some terms. Assistive technology. This

[31:47] category describes technology that allows students greater access to

[31:50] content. These tools include screen readers, AAC devices, voice

[31:55] amplification, texttospech and speechtoext and so on. We should direct

[32:00] more energy to funding these tools and supporting the students who use them.

[32:05] Next, teched or technology education. This term refers to education about

[32:12] technology, not education with technology. Technology education

[32:17] includes digit digital literacy, typing, online research, file management, and

[32:22] more. Students gain these skills through intentional instruction that is separate

[32:27] from other content areas, not through mere exposure to digital devices and

[32:32] platforms. Finally, edte or e education technology.

[32:39] This is technology used for educational purposes and includes platformized

[32:43] instruction like I Ready, digital reading applications like Sora and Epic,

[32:49] classroom management and surveillance tools like Class Dojo, game and

[32:53] entertainment platforms like Cahoot, YouTube and BrainPop, and learning

[32:58] management systems like Canvas or Google Classroom. So for students with

[33:02] disabilities, what do we do with these adtech products? We have to think about

[33:06] the characteristics of effective instruction for children with

[33:10] disabilities. That instruction should be systematic and explicit. It should be

[33:15] appropriately scaffolded and students should have plentiful opportunities to

[33:19] respond and instruction should include ample feedback. EdTE products are not

[33:24] designed with these criteria in mind. They are marketed as adaptive, but they

[33:29] are not adaptive. They cannot retach, scaffold content, or provide contingent

[33:34] feedback. For example, on I Ready, when a student answers a question

[33:39] incorrectly, the platform offers a generic hint. With a second incorrect

[33:44] answer, the platform offers the same generic hint. With a third incorrect

[33:49] answer, the platform provides the answer. In other words, as students

[33:54] demonstrate a need for more instruction, the platform offers less. We cannot

[34:00] assume that a tool that works even moderately well for the so-called

[34:03] average student will necessarily meet the needs of an exceptional student. Our

[34:08] children I'll stop there. Thank you. [applause]

[34:21] Thank you for the opportunity to be here tonight. My name is Kate. I'm a DCPS

[34:25] parent and volunteer with Schools Beyond Screens DC. Neither I nor schools beyond

[34:30] screens take money from big tech, their philanthropic arms, or the donations of

[34:33] family offices funded by Microsoft, Google, Meta, or otherwise. We're asking

[34:38] for policy on technology in schools based on the best available research and

[34:42] evidence on children's learning and development, not personal opinions or

[34:45] apherisms like the world is changing. We're asking for very common sense

[34:50] policy protections that set all DC kids up for success, not just those born into

[34:54] economic privilege that affords them a human- centered and teacher-led

[34:57] education. In no other time in human history have private companies had so

[35:02] much influence on public education. We're asking you to move fast because

[35:05] these companies are moving fast and because childhood moves fast. 96% of

[35:10] tech apps used in public schools share children's personal information with

[35:14] third parties. Big tech executives shield their own children from the

[35:17] screens and apps they've developed, the products that made them rich. We can't

[35:21] accept a future where rich kids have human teachers, physical textbooks, and

[35:25] handwritten assignments, while the rest of our kids have Chromebooks,

[35:28] malfunctioning AI tutors, and screen addiction.

[35:33] Now, I'll turn to students with exceptional learning needs, such as, but

[35:36] not limited to 504s or IEPs. I'm a mom to one of them. The rights of students

[35:41] with disabilities must always be protected and DCPS should continue to

[35:44] allocate funding to meet the full range of technology needs of students with

[35:48] disabilities and special learning needs. But assist of technology, teched and

[35:52] edtech are three different things. While there are many kids for whom assisted

[35:55] technology is critical, there are others with other disabilities, diagnosed or

[36:00] undiagnosed, that will be made far worse with the introduction more screens. If

[36:04] all children should get the education they need, the answer cannot be that all

[36:08] kids are overexposed and harmed across the board because there's a benefit in

[36:11] specific applications. A career readiness argument is often used to

[36:15] justify screens and devices in classrooms. While many of us believe

[36:19] that school is for more than just developing future workers, I also want

[36:23] my kids getting jobs and moving out. But more exposure time spent on apps and

[36:27] devices in schools will not better prepare children for a technological

[36:30] future. Evidence shows that edtech use in K to3 has a negative effect on

[36:34] learning and gap widening harms concentrated among already disadvantaged

[36:39] students. Being AI ready means having a capacity for critical thinking, original

[36:44] thought, focused attention, and basic math and reading skills. The integration

[36:48] of technology should add to and not detract from these goals. But don't take

[36:52] my word for it. A recent Deote report listed critical thinking in problem

[36:55] solving, creativity, communication, and the ability to work in teams as the top

[37:00] skills leaders were looking for as they roll out AI applications.

[37:04] Today, philosophy majors are more likely to have jobs than their peers who

[37:08] studied computer science. Anthropics co-founder says uniquely human qualities

[37:12] will become more critical in the age of AI, not less. We can't perfectly predict

[37:17] the skill sets that the future will require, and education is for more than

[37:20] just making future workers. But the best available research and evidence supports

[37:24] taking action like so many other jurisdictions already have. [applause]

[37:31] » At this time, we will start a round of questions with our elected state board

[37:34] members. Representative Best.

[37:39] » Hey everyone. Uh I just want to say thank you for your continued advocacy on

[37:42] this. I don't really have any questions at the moment, but uh thank you. Thank

[37:46] you, Representative Chang.

[37:51] » And would you like some time to finish your section?

[37:54] » Oh, you have time to go. >> I would. Thank you so much. Um

[38:01] to determine whether a technology tool should be used in a particular

[38:05] situation, particularly with students with disabilities, we should require

[38:09] evidence of efficacy from multiple highquality, independently funded

[38:13] studies that compare the product to existing evidence-based practices and

[38:18] that consider the experiences and perspectives of the teachers and

[38:21] students who use the product. We need more transparency and oversight of

[38:26] edtech and especially platformized instruction in both general and special

[38:30] education settings. Our children with exceptionalities do not need more

[38:34] tablets or machines or platforms or devices. They need supportive, caring

[38:39] humans. Thank you for the opportunity to finish.

[38:45] » I I promise I have only one more sentence. It is just that um evidence

[38:49] supports taking action like many jurisdictions already have to protect

[38:52] children's learning, executive functioning and interpersonal skills so

[38:55] that today's DCPF students can think and problem solve in tomorrow's world,

[38:59] whatever it may look like.

[39:05] » I I understand that you are all volunteers, but as I'm looking at the

[39:08] researcher, do you have examples? Would you remind us from other contexts what

[39:13] what what's top of uh kind of what are the cases we should be looking at from

[39:18] other contexts? >> Sorry, can you elaborate

[39:22] » uh on your question? >> What are the examples from other

[39:25] geographies, other cities, other other schools districts we should be looking

[39:29] at? >> Sure. Um

[39:31] » Oh, that's what you were. Do you want to Oh, for

[39:35] » any any of our neighboring jurisdictions have already overhauled their tech

[39:39] policies. Um LA has rolled theirs out just this school year. Um so there are a

[39:44] lot of great examples. New York City um is reducing screen time as well. Um

[39:49] Baltimore, Arlington, Fairfax, Howard County, the list goes on. Um

[39:56] they're they're just there's >> And how how similar or different are

[40:00] they in terms of their the policies they've changed to one another? Um I

[40:05] think there's there's a very wide range in terms of what school districts are

[40:09] doing. We have heard from school districts in North Carolina um around

[40:13] Pennsylvania. Some of them are cutting back especially on individual tablet use

[40:18] in K to2 or preK to2. Um we see that that is the the consensus position on

[40:24] this topic right now. Um we see also see that in middle school and high school

[40:29] the debate is much trickier. Um in LA USD for example, there's device time

[40:35] limits um and those are being gradually implemented throughout this school year.

[40:39] So there there's a very wide range of what schools are doing, but the emphasis

[40:44] is on this rebalancing or using tech intentionally thinking about what the

[40:49] students are needing. >> Thank you.

[40:51] » Thank you. >> Thank you, Representative Coulson.

[40:56] » Good everyone. Thank you all for your testimony. Thank you all for uh those

[41:00] who have been here multiple times. I especially appreciate the additional

[41:04] context from teachers uh who are DCPS employees. Uh I do not have any

[41:10] additional questions at this time. >> Thank you, Representative Henderson.

[41:17] » I also want to thank you for bringing in the uh teacher perspective. Um and I'm

[41:21] wondering what if any questions you still have? like clearly you've you've

[41:27] been researching, you're continuing to to learn. Um are there any questions

[41:32] that you still have? Uh President Patterson referenced that we are having

[41:36] a an expert round table. Um and we're going to pose some questions, but I'm

[41:41] wondering what what if anything you're still curious about.

[41:52] in terms of

[41:57] » Well, I guess I'm asking what should we be asking and and I'm wondering if if

[42:02] there are any outstanding questions that you still like you you realized you

[42:06] needed to hear more from teachers, you went and learned more from teachers.

[42:10] » Well, I think there's also a big gap in the conversation about AI. It's very

[42:15] trendy now in all kinds of industries and business like, oh, AI exists. let's

[42:20] get AI into this company. And now they're saying, "Oh, we got to get AI

[42:24] into schools." And yet, I mean, this is a brand new

[42:29] technology and it is so powerful. And it isn't clear that DCPS is thinking

[42:35] thoughtfully and asking the right questions and talking to the right

[42:38] experts to be able to make policy on such an important matter. The risks are

[42:43] are so um extreme for our children. So, we would hope that you guys would find

[42:49] out more about DCPS's plan with AI and limit it to the extent that we can. Um,

[42:55] again, like so many people testified to, our children need to learn human skills

[43:01] uh before outsourcing them to a robot and we get the sense that DCPS is really

[43:07] excited about AI and is encouraging students to use it as much as possible

[43:10] and that really concerns us. Okay. Um, Miss Caribel, you talked about research

[43:15] and and like I agree about the need for evidence-based policy and decisions. Um,

[43:21] but I'm I'm finding it's increasingly difficult to get that with the way

[43:26] research is funded. You are a researcher. Do you would you point any

[43:30] particular place to um to find who who is evaluating edtech? Well,

[43:39] » yeah, thank you. That's a really important question. And if I can ask my

[43:42] friend in the back to hold up my prop for tonight. Um, we do have there is a

[43:47] lot of research done on this. Um, a lot of research on the specific apps

[43:52] themselves is funded by technology companies and so we always want to look

[43:56] at that very very carefully. Um, even in the various clearing houses like the

[44:01] National Center for Intensive Intervention, even on the ESSA website,

[44:05] the What Works Clearing House, conflicts of interest are not taken into account.

[44:09] So it takes somebody to know who you have to do a little um checking behind

[44:14] the scenes to know um but there is a ton of research about reading on screens

[44:20] about the importance of social interaction and I would direct you to

[44:23] this book. >> Thank you representative Johnson Law.

[44:28] » Thank you all so much for your testimony. Noah, I want to start with

[44:32] you. Thank you all so much um for all you all do um at the charter alliance

[44:37] and like and how you all support all of our public charter schools. Um it's no

[44:41] easy feat. I don't know you all probably I don't know if you get any credit. I

[44:45] don't know. But I wanted to publicly um acknowledge you and just say thank you

[44:50] for all you do and not just you but the entire team Ariel and everybody there.

[44:53] So thank you all so much. Um to the rest of the panel quick

[44:58] question. What interactions or outreach have you all done with any W 8 schools

[45:03] or students or families?

[45:07] » Thanks so much for the question. Um, we've talked to a lot of local groups.

[45:11] Um, actually Maya who was going to present first was going to discuss all

[45:14] of the stakeholders that we've talked to. Um, I have talked extensively with a

[45:18] good friend of mine um, at a particular school that I won't say just to protect

[45:21] her. Um but she and I have had uh very in-depth conversations about um I Ready

[45:28] and and the minutes and the disproportionate use of that tool um in

[45:33] that ward for sure. So we are um we are we have done a lot and we are continuing

[45:38] to work on um reaching families and teachers across the city.

[45:43] » Okay. Did this W 8 teacher that you talked to, did she submit testimony

[45:47] anonymously at all or >> um she she did not? No,

[45:50] » she did not. Okay. Could you encourage her to reach out to me, please?

[45:54] » Absolutely. I would be happy to. >> Thank you so much.

[45:57] » All right. I don't have any more questions. Thank you all so much.

[46:01] » Thank you, Representative Thompson.

[46:06] » Uh good evening. Uh thank you for everyone making it here given uh the

[46:09] road closures. Um I went through the same struggle as many of you did. Um I

[46:14] do uh appreciate everyone's testimony. Uh as representative uh Henderson said

[46:20] um our committee uh will be hosting uh the expert panel that would have been

[46:24] this evening. Um the beautiful thing about that is we get a bit of extended

[46:29] time uh to engage and ask uh thoughtful and thorough questions um that will be

[46:35] uh both made available to the public real time. Um we've done roundts before

[46:40] uh particularly when issues um are complicated and a little bit sticky. Uh

[46:45] so I'm I know that we arrived here uh due to our own technological issues um

[46:52] outside of our control. However, I think it's the right next step and so I'm very

[46:56] much looking forward to that. Um I do not have any questions. All of the

[47:00] testimony uh this evening um I was able to follow and I will yield the rest of

[47:07] my time. Thank you. >> Thank you, Representative Williams.

[47:14] » Yes. Thank you all for uh your testimony today. Uh Mr. Dhi, I want to start with

[47:18] you. Uh I just appreciate kind of how you're already getting a step ahead with

[47:24] like thinking about the working groups with the implementation of the

[47:26] graduation requirements. So, um I'm interested in collaborating with you on

[47:30] the financial literacy piece because I've heard so much u difference around

[47:34] training. You know, some I already know some schools that are teaching financial

[47:38] literacy this year that are having social studies teachers teach it that

[47:41] have not necessarily gone to a training. as a social studies teacher myself, I'd

[47:44] be interested in teaching that course, but I don't necessarily feel qualified

[47:47] to do that yet. So, I want to make sure that as we move that um into uh a

[47:53] requirement that we're also being thoughtful about how teachers are

[47:56] trained effectively to be able to do that. Um, and there's so many so much

[48:00] difference in the charter eleas that I want to make sure we're doing uh that

[48:03] well and thoughtfully. So, no question, but just something to continue working

[48:06] with you on. Thank you. um to the other parents around um the screen time piece.

[48:11] I um I'm also a DCPS teacher. Um so I sat through the hour training today. Um

[48:18] and uh it did there there's a lot of change kind of going around and trying

[48:24] to figure this out. I do not get the sense although I understand from some

[48:28] people's perspectives and I've heard that AI is being pushed completely into

[48:32] schools that were um that is that is not anything that I got from today's

[48:38] training. Um so that that was good to hear. um the sources that were used to

[48:45] kind of validate some of the research because I do think that as a whether it

[48:50] be DCBS or charter districts, we need to do a better job of just communicating

[48:54] what we're doing and how it's happening. Um and I think that clarity um will help

[48:59] us make sure that we have thoughtful correct policies. So a lot of the

[49:04] research today came from uh the American Academy of Pediatrics um World Health

[49:10] Organization and the US Surgeon General for right or for wrong. Um but that is

[49:14] what I was told as a teacher in training today. Um and additionally the guidance

[49:19] that I got around I seemed way more reasonable where I feel like a lot of

[49:24] the testimony experiences um have been misuses of technology. So,

[49:30] the ELA and math guidance was 30 minutes per week from what I received and I'm

[49:36] looking at on the screen right now. [clears throat]

[49:40] And I think we've also heard a lot of principal testimony, school leader

[49:45] testimony about not abandoning the tools that we have to be able to make sure

[49:49] that students have quality instruction, but not using technology as a

[49:54] substitute, not using that as the main thing. Um, so I'm just I don't have any

[50:00] particular questions right now. I'll think about it, but I'm committed to

[50:03] figuring this out with everyone. Thank you,

[50:07] » Vice President Goule. >> I want to thank everybody uh for coming

[50:10] out with the schools beyond screens. I just keep fighting for our younger kids.

[50:14] I think on the same page with you and look forward to continuing to work with

[50:17] you. Uh Mr. Dhy, I want to turn to you because we do have the high school

[50:21] graduation requirements up tonight to vote. So I just recently

[50:27] There's been a shift in the proposal to having the waiverss which I don't

[50:31] support having a waiver process for our students who have developed foreign

[50:35] language skills shifting that from AI to the public charter school board which I

[50:40] thought was a strange shift. Have you been involved with any of the

[50:42] discussions on that? >> Uh this is the first time hearing about

[50:45] it. >> Okay. Okay. Yeah. Yeah, I mean it was

[50:47] the first I' I'd heard of it recently, too. And it just for me, if a student

[50:50] has obtained proficiency uh or fluency in a foreign language by by

[50:56] demonstrating that competency, I I want there to be equity with how it's

[51:00] treated. I don't want to, you know, interrupt the operations of a particular

[51:04] charter school, but I also don't want to have like the public charter school

[51:08] board having to go through an application process. So, I was just very

[51:11] confused by that and I wasn't sure. I think you've answered the question if

[51:14] you'd had any feedback in that yet or not.

[51:17] » No, this is the first time hearing, but a couple of just quick things I would

[51:20] note very quickly I think are um some of the things we would have expected to

[51:24] come through the like rulem and guidance process would be, you know, if the stamp

[51:28] test was used to decide if student was awarded um uh competency based credit,

[51:33] we were assuming that the state education agency would say at what

[51:37] levels um across all eleas. So I think there's a question of if it's just

[51:41] coming from the public charter school board then is there a world where um

[51:45] there is uh there are discrepancies between DCPS and public charter eleas. I

[51:50] think there's some other questions but would certainly wanted to see the the

[51:53] language first I think. >> Thank you. I mean, and that's kind of

[51:55] how I was envisioning it as well, where where they would set the standards uh

[51:59] for tests for various levels for obtaining like the two credits of

[52:02] competency for obtaining fluency with the seal of bi literacy that that would

[52:06] be set by the superintendent, but kind of having one set approved by DCPS, one

[52:12] set approved by the public charter school board with these waiverss. I

[52:15] mean, I'd like to get rid of the waiverss altogether and make sure that

[52:17] the students who've earned uh you know, these skills then just are able to take

[52:22] that to the school and get the credit and certainly report the data back to

[52:25] AIE, but but do so in a way that makes sense. So, thank you for your continued

[52:28] work on this and always appreciate you being able to help us with policy on

[52:33] this. So, thank you very much and thank you all for coming out tonight and

[52:36] braving the traffic. >> Thank you, President Patterson.

[52:40] » Thank you so much. I want to thank everyone. Um, I don't have any

[52:44] questions, but I do have a few comments. Uh, for Mr. Dohy, I just want to say

[52:48] thank you for through the whole process with our graduation requirements of

[52:52] being there, attending meetings, providing feedback u from a charter

[52:56] perspective. I really appreciate your just your due diligence and your

[52:59] dedication to making sure that we were doing those in an equitable kind of way

[53:02] and providing that input. So, thank you so much for participating so much to my

[53:07] parents. Um, I am also a parent of two DCPS uh students. So this is very very

[53:13] vital to me. I also was online yesterday with uh Dr. Jackson, the intram

[53:19] chancellor, and went through all of the iterations of them talking about

[53:23] different things, you know, and each person coming up doing their

[53:25] presentation and watching on the screen and everything, but this did not come

[53:29] up. And like you, I was a little annoyed by

[53:34] that. So I truly understand parentto parent the frustration that you're

[53:39] currently feeling currently. Um, I look forward to our round table that has been

[53:43] mentioned quite a few times here and really digging in to see what type of

[53:47] policies we can try to uh start to craft around this. Um, so I just appreciate

[53:53] your dedication to this to stay on this um and and feel

[53:58] definitively your pain in this particular issue of not being able to

[54:02] get answers or even a discussion um on on it. So [snorts] I appreciate you so

[54:08] much. Thank you. And with that, I believe you guys are going to be excused

[54:12] and we're going to call our next group of people.

[54:15] » Thank you all for your testimony. At this time, we will call our next round

[54:18] of public witnesses.

[54:34] » Danielle Duncan Hatfit

[54:41] Jacqueline Sanchez,

[54:46] Aaron Wowski,

[54:56] Toba A.

[55:06] Llewellyn Dixon,

[55:13] Nicole Summers,

[55:18] Andrew M. Lee

[55:28] Ad Bernu Hanu.

[55:38] » Danielle, we will start with you and go around.

[55:40] » Okay. Um, good afternoon, good evening, state board members, SBO staff, invited

[55:47] guests, parents, advocates, civic communities members. My name is Danielle

[55:52] Duncan. I'm an FBLA representative. Let me first acknowledge every personal

[55:58] personnel that has collaboratively been dedicated to the education and learning

[56:02] experience for decades with the safe with the sole purpose of each one. Teach

[56:07] one. Teaching does not stop. It is a continuous requirement for sub

[56:13] substantial growth in learning from each and every humankind in living existence

[56:19] of life. With that being said, I believe that is very important that we as a

[56:24] nation, community, parent, leader, teacher and pupil to understand the

[56:28] cognitive patterns of learning and comprehensive mechanisms to understand

[56:33] how important education is. It's the knowledge to our souls that we fe that

[56:39] we feed each other without a bias approach whether it's classification,

[56:43] genification or radicalism of old patterns of negative attitudes to which

[56:49] we value is acceptable behavior styles to teaching each and other with

[56:56] with mannerisms. It is a it is of a great importance that

[57:00] we remember as individuals that we what we teach and how we teach what we

[57:06] learned and how we gravitate to things based on understanding is a vi in our

[57:13] environment and economical levels of coping with each other's cultural

[57:16] standards will always resonate in the lives of our

[57:20] future for that for that for those who didn't quite understand that statement

[57:26] I'm going to reference to what I I just said to a quote from Sammy Rammy. A true

[57:33] seeker can always remedy the re the reality and obtain freedom from old

[57:38] bondage. One who has transferred his attitude can change his or her bad

[57:43] circumstances into favorable ones. In my perspective, that means when we

[57:49] change the narrative of how we ourselves enlighten the ways we believe in a

[57:53] positive light, we live and when we can teach each other how to better ourselves

[58:00] in the way we think and believe with free will. Education is knowledge to

[58:05] know what is right versus what is wrong. And how we teach from how from the home

[58:10] to the school to the governance that guides our society starts with the

[58:14] accountability to do what is just and not losing our compassion for human

[58:19] beings feelings, emotions and continuous contagious behavior that narrative of

[58:26] negative patterns of past histories of of unhealed of unhealed attentions.

[58:34] Although we come from different and diverse backgrounds of teachings, we

[58:40] must take into consideration that nobody learns at the same pace or understands

[58:45] the same way. >> Thank you so much for your testimony.

[58:53] » Good evening and thank you for the opportunity to be here. My name is

[58:56] Jacqueline Sanchez and I'm a parent, a DCPS parent of a rising kindergartener

[59:01] and a volunteer with Schools Beyond Screens DC. I'm here to ask the state

[59:05] board to be an important ally in holding DCPS accountable for how technology is

[59:09] used in our classrooms. Right now, it's the wild west for parents trying to

[59:14] understand technology policies and practices at individual schools. Too

[59:18] often, those practices conflict with growing research about the risks of

[59:21] excessive screenbased instruction for learning and academic growth. There is a

[59:26] striking disconnect. The technology industry has spent years selling schools

[59:30] on digital learning, while some of the people building these products have

[59:33] chosen intentionally low tech schools for their own children. As one SPS

[59:38] advocate put it, CEOs are using our kids for their tech products to pay for

[59:42] Waldorf school tuitions for their own kids. DCPS students should not be

[59:47] subjects of an experiment we later discover failed them. If technology

[59:51] belongs in our classrooms, the burden should be on the system to to

[59:56] demonstrate that it is being used intentionally, appropriately, and in

[59:59] ways that benefit children. That requires accountability. As we await

[1:00:04] DCPS's new technology guidance, we are asking for five things. First, make

[1:00:09] implementation measurable and public. DCPS should regularly publish actual

[1:00:14] usage data for I Ready and other common platforms against its own guidance along

[1:00:18] with school or ward level compliance. A policy only matters if we know whether

[1:00:22] it is being followed. Second, put real numbers in the guidance. Terms like

[1:00:27] defined thresholds and reduce online assessment time are intentions, not

[1:00:31] standards. Families need maximum weekly minutes for platform platforms like I

[1:00:36] Ready and age-based expectations for device free instruction. Third,

[1:00:40] establish ongoing public oversight. DCPS should report quarterly to the state

[1:00:44] board, council, and AIE on implementation with public materials and

[1:00:49] opportunities for family and educator feedback. This community feedback should

[1:00:52] be used to inform contract renewals like I Ready. Uh fourth, give parents a real

[1:00:58] escalation pathway. Families need a formal process to report concerns, a

[1:01:03] responsible office, defined response times, and public reporting on aggregate

[1:01:07] trends. Finally, communicate repeatedly and transparently. One parent you use

[1:01:12] session or announcement is not enough. Families should receive guidance at

[1:01:15] launch again in September and midyear with translations and permanent online

[1:01:18] access to DCPS guidance and individual schools technology policies. Notices

[1:01:23] cannot simply be posted on students schoolisssued devices. These are basic

[1:01:27] principles of accountable policymaking, specific standards, measurable outcomes,

[1:01:31] public reporting, regular oversight, and a meaningful feedback loop. Our children

[1:01:35] get one kindergartener year, one kindergarten year, one third grade year,

[1:01:39] and one childhood. They should not have to wait years for adults to determine

[1:01:43] whether an educational technology experiment worked. We ask the state

[1:01:47] board to ensure DCPS gets this right from day one. Thank you. [applause]

[1:01:57] » Good evening. Uh my name is Aaron Walowski. I'm a W three resident and the

[1:02:01] proud parent of a rising sixth grader at Deal Middle School and a rising freshman

[1:02:05] at Jackson Reed High School. I want to talk about two important areas where our

[1:02:08] school school communities need strong oversight, transparency, and proactive

[1:02:12] leadership. Health staffing uh and finding the right balance on educational

[1:02:16] technology. First, on health and safety, I want to make sure board members are

[1:02:20] aware of the available administration of medication training from the Department

[1:02:23] of Health for school staff. And I encourage each of you to reach out to uh

[1:02:27] school contacts across your wards and ensure principles and staff know how to

[1:02:31] access it for the the school year. DC law requires every public public school

[1:02:36] and uh and and public charter school to have at least two AOM trained staff on

[1:02:40] site at all times while a dedicated full-time nurse in every single school

[1:02:44] must remain our ultimate priority. I also want to recognize that DOH is

[1:02:48] planning some mitigations uh to health staffing this year. According to parents

[1:02:52] united for school health, do is hiring additional school-based staff to reduce

[1:02:56] clusters from five schools to four. However, it should remain a priority of

[1:03:00] city public health and educational leaders, including this board to monitor

[1:03:04] health staffing levels and their impacts. Uh just as we need transparency

[1:03:08] and active oversight of school health staffing, we also need a high level of

[1:03:11] transparency and clear guide guidelines when it comes to technology in our

[1:03:14] schools. True true transparency around what tech is used in our classrooms, how

[1:03:19] often it's used, and what data gen it generates are essential. Without robust

[1:03:24] transparency, we can't effectively identify and curb excessive screen time

[1:03:28] or protect our our classrooms from unproven digital platforms. We also

[1:03:32] can't ensure equitable access to meaningful technology where appropriate.

[1:03:35] We need to we need clear visibility to identify which resources work and

[1:03:39] whether they are actually reaching students across all eight wards. We've

[1:03:42] heard many wellfounded concerns about edtech. At the same time, I don't think

[1:03:46] we have to choose between common sense safeguards, which which I think folks

[1:03:50] are asking for here, and digital equity. We can and must do both. Technology

[1:03:55] needs to be treated as a as a tool to support teachers who should remain at

[1:03:59] the center of instruction and who deserve clear guidelines and resources

[1:04:02] from the city. And I think there are examples where technology does s serve

[1:04:07] an important purpose. things like assisted technology and other essential

[1:04:11] accommodations for students with special needs, targeted acceleration for twice

[1:04:15] exceptional uh twoe learners, and age appropriate and genuine digital

[1:04:20] literacy. Preparing students for the modern world means touch teaching them

[1:04:24] how to navigate technology effectively, safely, and responsibly, which includes

[1:04:28] knowing when not to use tech in favor of analog methods that rely on fundamental

[1:04:32] skills like reading, writing, and math. We need common sense limits on screen

[1:04:36] time where technology is counterproductive or harmful while also

[1:04:39] ensuring older students across DC have equitable access to evidencebacked tools

[1:04:43] where appropriate. Thank you.

[1:04:52] » Good evening. My name is Llewellyn Dixon. I am a teacher at Leki Education

[1:04:57] Campus. I was educated at MCPS. I went on to receive a bachelor's and master's

[1:05:02] degree from Morehouse College and Emory University respectively. I'm now

[1:05:07] pursuing a PhD in leadership from Pepperdine University and prior to

[1:05:11] teaching in DC, I held several leadership roles in uh where I've raised

[1:05:15] millions of dollars. I'm also an ordained minister of the gospel of Jesus

[1:05:18] Christ. I have a question for you on the panel. Would you send your child to

[1:05:23] Leki? If the answer is not an enthusiastic yes, then it is your moral

[1:05:30] and professional duty to oblige my forthcoming request. The mission of DCPS

[1:05:35] is to educate children. With an average literacy and math proficiency rate of

[1:05:40] 13%, it is clear that Leki is failing at that mission. Over the course of the

[1:05:46] 2025 2026 school year, there was one in-person staff meeting that took place

[1:05:51] in October and two optional virtual ones. For at least one entire school

[1:05:56] year, Leki had an infestation of mice that went unressed until the summertime.

[1:06:01] Funds that have been allocated for specific purposes have not been made

[1:06:05] available for those purposes, and there has been no accountability or receipts

[1:06:09] provided. Special education students are grossly neglected and undereducated. The

[1:06:14] school is experiencing several lawsuits because of mismanagement. And there are

[1:06:19] several other policy violations that could be named if time permitted.

[1:06:23] Again, the mission of DCPS is to educate students in a safe environment. And by

[1:06:29] allowing these things to go on, the principal, Naika Wilson, has proven that

[1:06:33] she is not in line with said mission. Any other employee who committed such

[1:06:37] egregious acts would be terminated. So now the ball is in your court panel. As

[1:06:43] leaders of the school system, it is your moral duty to ensure that the children

[1:06:47] receive the same level of education that you received that allows you to sit in

[1:06:51] the seats that you're currently in. In addition to the mission of DCPS, it is

[1:06:56] wise to have it at the forefront of your mind to make every school in DC a school

[1:07:01] where you would send your child to. So I ask again, after hearing the current

[1:07:07] state of the school, would you send your child there? If the answer is no, do the

[1:07:14] right thing, conduct a full investigation, and hold Naika Wilson

[1:07:18] accountable for her actions. Thank you.

[1:07:27] » Good evening. My name is Nicole Summers and I am a DCPS parent here with Schools

[1:07:32] Beyond Screens. I am also a professor at Georgetown University Law Center. Law is

[1:07:37] a profession that is largely embracing AI. Law firms use it and many tools

[1:07:42] exist to embed AI in legal practice. Yet, this does not mean that we are

[1:07:47] reshaping legal education and embedding the technology across our pedagogies. To

[1:07:52] the contrary, we understand that to use AI successfully as lawyers, students

[1:07:56] need to learn the tools of legal analysis first. At Georgetown Law, we

[1:08:00] have required all firstear exams to be in class with no access to the internet.

[1:08:04] The University of Chicago Law School, currently ranked the second best law

[1:08:08] school in the nation, has done the same and has also banned all laptops from

[1:08:12] classrooms. In a memo that circulated widely, the University of Chicago Law

[1:08:16] School administration said, quote, "AI is already a pervasive part of legal

[1:08:20] practice and will become more so. It is simply unrealistic to think that

[1:08:24] students and lawyers will not use AI. But legal technology is changing rapidly

[1:08:28] and there is no guarantee that the specific AI tools or techniques that are

[1:08:32] ascended today will be useful when current students enter practice. Thus,

[1:08:36] AI skills training requires more than producing students who can use the tools

[1:08:40] that are currently part of legal practice. Law schools must give students

[1:08:44] the analytical skills and theoretical toolkit to adapt as technologies change.

[1:08:49] this is how we will ensure that our students learn how to use AI

[1:08:52] responsibly, effectively, and ethically." End quote. I completely

[1:08:56] agree with the emphasis DCPS places on preparing students for college and

[1:08:59] beyond. From my own experience as a professor, I want to emphasize that to

[1:09:04] succeed in higher ed, students do not need the quote unquote digital literacy

[1:09:08] that is acquired from time spent learning how to use AI, doing exercises

[1:09:12] on apps, and making PowerPoints. What they need is to be able to sustain

[1:09:15] focus, to read and comprehend lengthy texts, and to think independently and

[1:09:19] critically. Across higher ed, faculty are discussing students decline across

[1:09:23] all of these areas. Students are more distracted and distractable. Their

[1:09:27] capacities to absorb lengthy reading assignments are diminished, and they're

[1:09:30] more reliant on the internet and AI to think for them. These are skills they

[1:09:35] have to learn in their elementary and secondary years. And all the research

[1:09:38] has shown that time spent on devices and on edtech programs undermines them. It

[1:09:43] is precisely as these technologies have taken over the classroom that we've

[1:09:46] witnessed these effects. Finally, I will note that in my own law classes at

[1:09:50] Georgetown, I highly discourage laptop use. I do this because the research

[1:09:54] shows that students learn more when they handwrite notes. When students

[1:09:57] handwrite, not only are they less distracted, but the process of

[1:10:01] handwriting actually helps them retain the material. Yet, so many of my

[1:10:04] students can't act on my encouragement to handwrite notes. For many of them,

[1:10:07] they don't have the physical handwriting skills necessary to do so. For others,

[1:10:11] they don't know how to engage in the process of more slowly taking notes by

[1:10:15] hand. Every year, the students with the top scores on the blind graded exam have

[1:10:19] been the ones who took handwritten notes. The status if the status quo

[1:10:23] continues in DCPS is only likely to increase inequality. Time spent on

[1:10:28] devices makes Oh, thank you.

[1:10:37] Good evening, board members. My name is A Bhanu. I'm here as a mother of a DCPS

[1:10:42] preK4 student, a physician, and a volunteer of schools beyond screens. I'd

[1:10:47] like to start with a shared foundational obligation between medicine and

[1:10:50] educators alike, which is to put the health, safety, dignity, and development

[1:10:54] of children before any institutional convenience or commercial interest.

[1:10:58] Though I'm not a pediatrician, as a physician, I have reviewed the

[1:11:00] literature and it is from this parental and medical responsibility that I want

[1:11:04] to share the unequivocal risks associated with increasing presence of

[1:11:08] screens and edtech in our schools. I'll briefly review the highlights for you.

[1:11:12] As you know, preschool is a period of exceptionally rapid brain development.

[1:11:16] In a neuroim neuroiming study of three to five year olds, greater screen

[1:11:20] exposure was associated with low white brain matter changes associated with

[1:11:24] circuitry tracks supporting language, executive function, and emergent

[1:11:28] literacy and that's associated with lower scores on those corresponding

[1:11:31] assessments. The digital environments introduce rapid stimulation and

[1:11:36] distraction that can compete directly with sustained attention. Longitudinal

[1:11:39] evidence suggests a direct relationship between digital media use and ADHD

[1:11:43] symptoms, sleep disruption, and impaired social relationships in the classroom.

[1:11:48] The problem is not limited to the child using the device. But research also

[1:11:52] shows that laptop multitasking can also disrupt um and impair learning of among

[1:11:57] by nearby students who can visualize the screen. So this makes onetoone devices

[1:12:02] not uh makes it a classroom level issue and not simply an individual choice.

[1:12:08] A screenheavy school day can displace one of the most important forms of

[1:12:11] pediatric preventative medicine, which is movement. Metal analyses have shown

[1:12:16] that students who use greater than two hours of screen time have greater than

[1:12:19] 67% odds of being overweight or obese compared to children who use less than

[1:12:24] two hours of screen time per day. Sedentary behavior, as you know, is

[1:12:27] associated with downstream cardabolic risk factors such as hypertension and

[1:12:31] diabetes in children. Increasing screen exposure also raises significant

[1:12:36] pediatric vision concerns with significantly higher odds of myopia

[1:12:40] among children and greater screen exposure. In fact, a meta analysis of 45

[1:12:45] studies with more than 335,000 participants found that each additional

[1:12:48] hour of daily screen time use was associated with 21% higher odds of

[1:12:52] myopia. I would also be remiss not to mention

[1:12:57] from um an equity perspective the concerns here. Their research also shows

[1:13:02] that school monitoring and AI technologies also disappropriately um

[1:13:06] surveil and misclassify and have increased disciplinary events for black

[1:13:10] and Hispanic students. Numerous studies also show how educational technology can

[1:13:15] reinforce existing inequalities and widen the widen the achievement gap.

[1:13:21] Technology has legitimate uses, but we must distinguish between supplementing

[1:13:25] education and institutionalizing high volume um exposure to screens. Our

[1:13:30] children's developmental years are not renewable. Their attention is not a

[1:13:33] commodity. And while edtech vendors have legitimate commercial incentives,

[1:13:38] schools have a different obligation. Thank you.

[1:13:41] [applause] >> Thank you. At this time, we will have a

[1:13:45] round of question from our elected state board members. Representative Chang.

[1:13:50] » Nicole, would you like to finish your testimony?

[1:13:52] » Oh, thank you. >> For sure. Um,

[1:13:58] time spent on devices makes students less prepared for higher ed. Higher

[1:14:01] income parents will be able to counteract this effect with screenfree

[1:14:05] supplements at home and through outside providers. Low-income households will be

[1:14:08] unable to do the same. Thank you and thanks for the opportunity.

[1:14:12] » And I think one one of the things that um I was thinking about as as you were

[1:14:18] talking is what the ideal day as a as a parent would look like. If if you're

[1:14:24] imagining what your child is experiencing when they go to school, if

[1:14:28] any of you would be willing to walk me through, uh what what would that what

[1:14:33] would that be? >> And I'm looking at you, Nicole, because

[1:14:36] I'm >> sure. Yeah,

[1:14:37] » sure. I mean, so I have a rising first grader and a rising preker. Um and for

[1:14:43] me, it's human interaction. I mean, it's very much what he had his first year,

[1:14:46] which had virtually no screens except for um required I Ready testing. the his

[1:14:51] teacher did not believe in screen based instruction. Um, and it was wonderful. I

[1:14:56] actually volunteered in the classroom every week and saw what it was like and

[1:14:58] it was vibrant and human- centered and the kids were interacting with each

[1:15:02] other. They were, you know, using physical materials. It's kindergarten,

[1:15:05] so there's a lot of physical play, you know, play with physical materials still

[1:15:09] and learning with physical materials. They're learning how to handr write. Um,

[1:15:12] they're reading physical books and I want that to continue, of course, you

[1:15:15] know, adapted to, um, appropriate age and educational experiences. But um it

[1:15:20] would really be a hand uh paper and pencil instruction um throughout and uh

[1:15:26] humanto human interaction.

[1:15:35] » I would echo everything Nicole said and I would also say that you know an ideal

[1:15:39] day would also have the option for paper alternatives to electronic testing. So

[1:15:45] if there's going to be testing, I I do believe that, you know, it it makes

[1:15:48] sense to have some sort of measurement of growth of where the students start

[1:15:52] and where the students end. But I think we used to do it in the olden days in my

[1:15:56] day um via via paper. And so I think the big thing with that has to the resources

[1:16:01] have to come along with that. So we must not give an unfund funded mandate to

[1:16:05] teachers. I think that's really important that we invest in the

[1:16:07] materials um and as much outside time play-based activity particularly in

[1:16:12] those early years as much as we can do to reinforce policies that um contribute

[1:16:16] to that social emotional learning um and keep screens out unless absolutely

[1:16:20] necessary. Um but I'm not opposed to them just an intentional use of the

[1:16:24] screens and a research based one. >> Arinad either of you have anything to

[1:16:29] add to that?

[1:16:33] I was going to add just the um the kinesthetic and visual ways of learning

[1:16:37] because of the new centuries of technology. So as a parent, you have to

[1:16:42] adapt both ways of how you personally teach them and then have them adapt to

[1:16:46] how they can collaboratively engage with other students. So understanding the

[1:16:52] cognitive behaviors of what they like to learn and how they learn and dealing

[1:16:56] with that hands-on with them so they can be diverse in learning. Thank you,

[1:17:03] » Representative Coulson.

[1:17:07] » Good evening, everyone. Um, I have a question, I have a comment, and maybe

[1:17:13] just a statement. Uh, so that allow me to say this and you all chime in when

[1:17:18] you can. Um I was thinking while I was listening to the parent from deal he

[1:17:23] spoke about health care and nursing and then right behind that sir you spoke

[1:17:28] about our test scores and the condition of the buildings and we have heard

[1:17:32] multiple testimonies about screen time and while that is a very important issue

[1:17:38] I'm wondering why this is the particular is issue that has galvanized everyone

[1:17:43] together again not saying that it's not important and I do understand and my

[1:17:48] thought was maybe because their babies are young and they're just now entering

[1:17:52] the system and so this is the issue that is at the forefront but my also thought

[1:17:57] my thought is also as they metriculate through the system and as you begin to

[1:18:02] see test scores uh which was mentioned because I don't want to name any other

[1:18:06] problems or you begin to have the need for a nurse will we have this same

[1:18:11] response so I guess my question is specifically if you all can tell me how

[1:18:16] we got here with everyone being so um coordinated with the screen time and

[1:18:23] then uh what would that look like once you all have succeeded or once you move

[1:18:27] on? Will this energy and this um coalition then move on to support some

[1:18:33] of the other concerns that older parents or parents of older students may have?

[1:18:39] » Can I just uh jump in really quickly? So, as a parent of of older um students,

[1:18:45] I I mean, I can't speak for sort of what's what's galvanized everyone. I can

[1:18:48] I can say I am thinking about concerns across the board in our schools. So, I'm

[1:18:53] concerned about whether or not there are nurses. I'm also concerned about what

[1:18:57] the the amount amount of screen time and I, you know, I had a daughter who was an

[1:19:00] eighth grader this past year at Deal. We've had a great experience at Deal. I

[1:19:04] saw we saw she saw a huge increase in the amount of technology she used. So I

[1:19:09] I think part of what's driving the issue right now is it's happening in real

[1:19:12] time. Things are things are increasing exponentially. So the these concerns,

[1:19:18] concerns at specific schools, concerns with school health are are ongoing

[1:19:22] concerns and they deserve attention. But I I think from my perspective,

[1:19:27] [clears throat] this is happening right now. It's, you know, things look

[1:19:30] differently on the tech side than they did five or 10 years ago. And it's

[1:19:34] happening really fast. So I think folks are reacting to that. But that's my

[1:19:37] take. >> And would the movement from across the

[1:19:40] country also play a part as well? The federal lawsuit. Uh I believe we started

[1:19:45] to hear testimony uh from this group after that was dropped. So is that part

[1:19:49] of it as well? >> So I think I think doubling on what Erin

[1:19:53] said is exactly right. I think this is a byproduct of COVID. So I think what

[1:19:57] happened during COVID is we were all scrambling to make sure that our kids

[1:20:01] could get an education of some kind. And what happened was there was a huge

[1:20:04] influx of money from the federal government distributed to all um all

[1:20:09] states and localities and they had to spend the money and get the devices out.

[1:20:13] And so they they just willy-nilly sent them out with no thoughtful process

[1:20:18] behind how they were crafting the policy. And now here we are years later

[1:20:22] dealing with the in-person real life chaos that is on the ground. Um and I

[1:20:28] the urgency and why we all came together. I think it was organic. It was

[1:20:32] not driven by a national movement. It was we found each other by talking to

[1:20:36] each other at meetings and on WhatsApp groups and that's how we just started

[1:20:39] organizing and I think the urgency is that this tech is corrosive the way it's

[1:20:44] being used and there is an urgency to fix it fast and so that is why that

[1:20:48] movement I think has galvanized.

[1:20:52] » Thank you.

[1:20:56] So sorry, represent

[1:21:00] » Representative Henderson. >> Yes, thank you.

[1:21:03] » Uh I do feel like most of the people who have testified on this issue have young

[1:21:09] young children. Um but Miss Summers, you are also talking about um higher ed. Um,

[1:21:16] can you connect the dots a little bit for us and kind of what that means for

[1:21:22] what you're saying for older students? >> Sure. Yeah. So, my concern while I have

[1:21:29] very young kids, my concern actually is much more about what is going to happen

[1:21:32] to them in the older grades because right now my kids are at start, my older

[1:21:37] one is, and there's very little screen use, especially in the early years. Um,

[1:21:42] » correct. What I'm very concerned about is having

[1:21:46] as a professor having a and then having this be my own kids having a generation

[1:21:51] of students who can't read lengthy texts, who can't think independently,

[1:21:56] who can't take handwritten notes because this is a part I had to cut out in my

[1:22:00] rush through my testimony, but um they were never taught how to handr write.

[1:22:04] Many don't have the physical handwriting skills to handwrite because they quickly

[1:22:08] moved on to devices in the lower years of school. And um then in when they were

[1:22:13] in high school, they were never taught how to take notes by hand. And so you

[1:22:16] get to law school and you just can't do it. And I I can't teach that's not my

[1:22:20] role as a law professor. Um we expect students to be able to do that. And so

[1:22:24] there all these things that we're witnessing happening in at when students

[1:22:28] are getting to law school which is for most you know their terminal education

[1:22:32] and they're lacking these sort of basic skills that for generations they got in

[1:22:35] the lower grades and they're coming to law schools and higher ed unprepared and

[1:22:42] I'm really worried about that at well I'm for a parent strongly for my own

[1:22:48] children that they are going to grow up not able to have those skills to be able

[1:22:51] to read substantial material. material, think about it, digest it, have the

[1:22:56] patience and focus for it and be able to think about it independently um and be

[1:23:00] able to write and think well and I am extremely um worried about having a

[1:23:06] generation of law soon very soon having a generation of law students who cannot

[1:23:11] do that and I think it all come what you know in higher ed we're getting students

[1:23:15] again at the end they're in their mid20s um for many of them we we can't give

[1:23:19] them those basic skills that has to be um in the lower years. Thanks. Uh,

[1:23:23] anyone else want to talk about the older ages?

[1:23:31] » Um, I will say that because technology started booming at a fast rate at

[1:23:35] certain generational levels that some parents found it easier to and schools

[1:23:41] found it easier to teach people with the gaming systems. So they took the gaming

[1:23:45] systems and incorporated into learning capabilities not knowing that how it's

[1:23:50] going to have a translucive effect on them in the long run when it comes to

[1:23:53] health and understanding how to do regular comprehension skills.

[1:23:59] » Thank you. >> Thank you representative Johnson Law.

[1:24:06] » Thank you all again so much for your testimony. I I have so many things and

[1:24:10] uh Mr. Dixon I represent word eight so lucky is one of my schools. So, I will

[1:24:14] be coming to you after this, but as we have this conversation and kind of

[1:24:17] piggybacking off of what Representative Coulson said about this particular

[1:24:21] issue, I I wish I had you guys for special education. I wish I had you all

[1:24:26] for transportation. I wish I had you all for bullying. I wish I had you all for

[1:24:30] safety because those are like the top three things that I get from my schools.

[1:24:35] And when it comes to technology, the other side of this, again, as we talk

[1:24:39] about equity, many of our families still don't have

[1:24:43] computers. Many of our families don't even have access to Wi-Fi or to the

[1:24:48] internet for them to even, let's say, if they have a research project. Many of

[1:24:52] them are in the library. Not saying that everybody in W 8, but but many but many

[1:24:56] of them do. I get calls from schools saying they don't even have enough

[1:24:59] devices. They're not even updated enough to even h do some of the things that you

[1:25:03] all are talking about. So as we have this conversation again, I would like to

[1:25:07] know where are you all with W 8 engagement?

[1:25:11] » Well, um well, I started with engagement with

[1:25:15] W 8 and was part of some of the enhancements of program and teaching on

[1:25:20] a on a on a I'm going to say low income level. So I understand exactly where you

[1:25:25] coming from as far as them not having. But a lot of the things that I find that

[1:25:29] is important when it comes to safety is about them being able to keep the the

[1:25:34] circular networks and doing the the educational needs that they need to do

[1:25:39] whether their environment is disruptive or whether they just feel a competitive

[1:25:43] moment to have to work versus go to school or have to bounce around and do

[1:25:46] certain things. So I think it's an economical very variable based on their

[1:25:51] environments and also the narratives of them staying in the the limelight of

[1:25:57] being in competition with other schools and other things being able to stay

[1:26:01] focused with certain things. >> So it's a it's a little bit about a lot

[1:26:05] of bit of of just environmental and homebased things and then school-based

[1:26:10] favoritism things. So it's a lot of things that need the nuances.

[1:26:14] » Yeah. Thank you, Miss Danielle. Mr. Dixon,

[1:26:19] you mentioned Lucky and you mentioned about the mice and you mentioned about

[1:26:23] special education. In the last 40 seconds, you can take the rest of my

[1:26:27] time. Um, one, can you just update me? Has anyone responded from DGS? If not,

[1:26:32] let's follow up offline. And then two, you mentioned special education. What

[1:26:36] things are not happening so I can also follow up in regards to that as well.

[1:26:40] » Yeah. And and I I want to preface my statement by saying this. Um I have been

[1:26:45] in DCPS only for eight months and I've observed all these things. So um C

[1:26:50] phrases like DGS I'm not really familiar with. Um

[1:26:53] » I'm sorry. Department of General Services.

[1:26:55] » Okay. Department. Okay. Thank you. Um and even with the sped stuff I am still

[1:26:59] working through some of those some of that knowledge. However, um I have not

[1:27:04] received any responses from DGS as of yet. Okay. And

[1:27:08] » let's I'm out of time. Let's follow up offline. Thank you, Mix. Thank you.

[1:27:14] Representative Thompson.

[1:27:18] » Um, sir, you can take 30 seconds to finish your response.

[1:27:23] » Uh, the most recent example I can give as far as Thank you for that. Um, as far

[1:27:27] as the SPED violations. Um, there is again it's a it's an abuse of power in

[1:27:34] in in in certain kind of ways. I am not sped certified for example. Um, I don't

[1:27:40] mind, you know, teaching special education, but I'm currently not sped

[1:27:43] certified. Um, after some conversation, um, that was contentious between the

[1:27:48] principal and I, um, I was placed in an ILS class this year, um, to be to to

[1:27:55] teach there in a space where that is not my certification. And it is, uh, and

[1:28:00] that's a common practice that happens at the school as well. Um, I have uh when I

[1:28:04] was a teacher last year in third and fourth grade as a small groups ELA

[1:28:07] teacher, there were two students uh I don't want to say their names, but there

[1:28:11] were two students who could not read or write their own names and very clearly

[1:28:16] belonged in special education and they had made it to third grade now going to

[1:28:21] fourth grade being completely ignored. Um, as a naive first year teacher there,

[1:28:26] I went to Yes, ma'am. I said 30 seconds and you 30 seconds times two and 30

[1:28:30] seconds times three and I I believe you are a good teacher so you know what that

[1:28:34] means. Um I I just want to say uh really quickly uh you are talking uh to one of

[1:28:39] the right people. Um but I wanted her to be able to get a sense of um what you

[1:28:43] raised especially since uh you are one testimony here and we're getting

[1:28:48] extended testimony about a larger a different issue. Right. Um the beautiful

[1:28:53] thing uh when when multiple people come uh is you get to delve in and everybody

[1:28:58] gets three minutes. Um I will also say um you mentioned you are new to DCPS. I

[1:29:04] do see uh your union president in the back. I don't know if you've met Miss

[1:29:08] Fuches. Uh I've known Miss Fuches for many years because she's taught in war 7

[1:29:13] for many years. Um and that is your sister Ward. So I highly recommend you

[1:29:18] stop and see her. um as another um avenue uh to get your issues addressed.

[1:29:27] Okay. Um I had another thought, but I lost it

[1:29:32] probably 35 seconds ago. >> Sorry.

[1:29:35] » Um and so I uh will yield the rest of my time. Um because I cut you off for a

[1:29:41] reason I just can't remember. Um but it's okay. It's okay because you got

[1:29:45] across what you needed to get across. So, uh, thank you all everyone, uh, for

[1:29:49] your testimony this evening. Um, and I'll turn back to you, Director Butler.

[1:29:54] » Thank you, Representative Williams. >> Yes. Um, hello everyone. Um, so I'm I'm

[1:30:00] going to come back to the, uh, DCPS technology guidance that I was given

[1:30:03] today. Um, one of the components of the platform, uh, is entitled family

[1:30:09] partnership and communication pathway. It says very clearly, "Families need

[1:30:14] clear information and a simple pathway for questions or concerns." So, I'm

[1:30:20] curious, do you feel like you have that? And if not, what would it look like?

[1:30:33] So, we also heard a little bit about some of those pieces being included and

[1:30:37] um right now uh there is no back and forth with DCPS that exists at all. Um

[1:30:44] so I think what that would look like is kind of something along the lines of my

[1:30:48] testimony. um having an escalation pathway. So if families have uh issues

[1:30:53] that they're experiencing on any number of issues in addition to some of the

[1:30:56] ones that were spoken about here, there's a real path to escalate it to

[1:31:01] somebody that will listen and engage. Um we have a there's a September 1st

[1:31:06] technology parent university um session coming up. I I would venture to guess

[1:31:12] that that will not be interactive. It will be us being spoken to about the

[1:31:17] guidance but no opportunity to comment. There were hundreds of comments

[1:31:20] submitted um for the session last night and as you noticed um they did not

[1:31:25] answer any of them. So it would be a real process.

[1:31:29] » Yeah. Does anyone want to add to that? I was going to say engagement and having

[1:31:35] some type of real data core value where there's issues or concerns that parents

[1:31:40] and teachers have on a database level where they can reach out and someone is

[1:31:43] being accountable for addressing those issues instead of leaving them to a year

[1:31:49] later or they get to 128 and they still have those competencies of problems.

[1:31:54] » Right. Yeah. something that I'm thinking about because I I I hear you uh both and

[1:31:59] uh miss just to your point about just DCBS kind of talking at you. Um that was

[1:32:04] my experience today. Um and and so uh it's it it's just not

[1:32:11] collaborative. I and I think that's one of the things why I'm so excited about a

[1:32:16] new marministration, right? I really think we need a cultural shift in our

[1:32:20] schools, you know, that puts students, uh, teachers, families at the center.

[1:32:26] And, and as I and I, yeah, and and I've heard this also from our WTU president

[1:32:31] hundreds of times, right, that sometime like we really need to be thoughtful

[1:32:35] about what central administration is doing, not have it be so great, but also

[1:32:39] have it support schools and not make teaching and learning harder. Um, so,

[1:32:45] uh, yeah, I think we there's a lot of room for growth here. I don't want to

[1:32:49] like have it be a gotcha system with teachers and and I want to think about

[1:32:53] proper communication channels, but I I don't think we have that yet.

[1:33:00] » Thank you, Representative Best. >> Thank you, uh, Jacqueline. Thank you for

[1:33:06] your continued partnership and support uh, and advocacy on this issue. Uh, I

[1:33:10] want to talk to Mr. Dixon. Um, so I don't want to lie to you, man. Like I

[1:33:16] hear you and uh that's extremely uh unfortunate. I wish that there was

[1:33:22] something that this board could do. I wish that we could launch an

[1:33:26] investigation uh but unfortunately the way that we're set up, we just don't

[1:33:31] have that power um to really act on that. Um I think that we can talk about

[1:33:38] what are some effective ways that we can help you address some of those problems.

[1:33:43] I think you know one mentioned you know connecting with Laura but like I think

[1:33:48] we can also figure out like what are those other avenues outside of uh this

[1:33:54] right here. Um because unfortunately this board doesn't have that power. Uh

[1:33:58] where most uh areas and regions have a school board. Uh we're not a school

[1:34:04] board. Um, we act as a policy, uh, advisor. Um, and so, um, I'd love to

[1:34:12] talk to you afterwards about what I would do if I was in that scenario. And

[1:34:15] I appreciate you for being brave and standing up and speaking out against

[1:34:19] some things that you're seeing and you're witnessing and putting yourself

[1:34:22] on the line. Uh, so I I do appreciate that.

[1:34:26] » Absolutely. May I >> Yes, absolutely.

[1:34:28] » Yeah. So, uh, I I thank you for clarifying that for me because again,

[1:34:32] new to the system. Um, but also even my my intention was that even if you all

[1:34:38] are not able to do something, I wanted it to be said very loudly, dragged out

[1:34:43] of the darkness because my experience has been even in my eight months that a

[1:34:47] lot of things are done too quietly and I didn't want this to be quiet. So, thank

[1:34:53] you. I appreciate it. And and I just think that, you know, for

[1:34:57] those of you who are here um who have continued to advocate for certain

[1:35:02] things, I think one thing that you could advocate for in the future is that this

[1:35:06] board has some more power to do some things uh outside of what we can do

[1:35:09] right now. [applause]

[1:35:14] » Thank you, sir.

[1:35:18] Representative Chang.

[1:35:30] That's for the next round. He he goes >> right. Representative Goule. Oh,

[1:35:34] » thank you. I just want to thank you all for your testimony tonight and thank

[1:35:38] again uh our our parents who've come out on this screen time issue. You I think

[1:35:44] the reason I I think uh Representative Coulson, you mentioned it like why is

[1:35:47] this such an important issue for people? And I think it's because they're seeing

[1:35:50] the effect on their younger kids. And I think this is where it's just

[1:35:53] tremendously concerning to me is on the brain development of our young children.

[1:35:57] I think uh you Miss Sanchez mentioned it and hit the nail on the head by saying

[1:36:01] we need an intentional use of this technology. And I think that's the real

[1:36:04] concern is that our youngest learners we have I think a physician Dr. uh Berna

[1:36:12] Hugh am I saying that right? Viru,

[1:36:15] I think you you cited the research on this and I think that is what should be

[1:36:19] the guide on this is what what are our physicians, our independent physicians

[1:36:24] saying about the effect this has on our children's learning on their brain

[1:36:27] development and then using that research to start to set reasonable limits on the

[1:36:33] amount of time and the types of activities that should be on screens and

[1:36:36] I think if we do that we're going to get to a good place. Uh, so is there

[1:36:40] anything more you would like to add with that research on really drilling down to

[1:36:44] the youngest kids and what we're seeing from pediatricians because you talked a

[1:36:48] little bit about it. I wasn't sure if there's anything you wanted to add to

[1:36:50] what you said previously. >> Short of going into the specific

[1:36:54] studies, I just want to call this out. This is parallel to a public health

[1:36:57] crisis. So, we've seen already in our children's social media use causing

[1:37:00] significant mental health concerns. And so, we have a choice to be ahead of the

[1:37:05] wave, on the wave, or behind the wave. And so I think that's why this is a

[1:37:09] national issue and it is very personal to all of us because if we don't start

[1:37:13] now, it will be too late in two years. [applause]

[1:37:20] Well, I want to thank all of you uh for speaking on this and I'll just lastly I

[1:37:24] want to go to Miss Summers on this and I I appreciate you then sharing the kind

[1:37:29] of the the end of all this with with some of our students who still haven't

[1:37:33] developed these skills, you know, even when they get to to law school and

[1:37:36] graduate programs. What do you think at the high school level is necessary to

[1:37:42] transition those students into college and then into professional programs? Uh

[1:37:48] like what what skills should they be working on to you know really so so you

[1:37:53] have students coming in ready for law school because that's I think where you

[1:37:56] can share expertise with us here. >> Sure. I think they have to they should

[1:38:00] be reading full books. They should be reading a lot of full books on paper.

[1:38:05] That should be an expectation. They should be able to analyze those texts

[1:38:09] critically and independently and that involves writing. There was an excellent

[1:38:13] article that came out in the New York Times yesterday. I don't know if people

[1:38:15] saw about what's lost when students outsource writing to AI and I

[1:38:20] wholeheartedly believe with the perspect agree with the perspective in that

[1:38:23] article which is that we have to figure out a way to get students to write

[1:38:26] independently in an age of AI where they are not using it because they are losing

[1:38:30] critical thinking skills when they do not write anymore.

[1:38:34] [applause] >> Thank you.

[1:38:37] President Patterson >> again thank you all for your

[1:38:42] testimonies. Um the thing is when you go last pretty much I got very smart

[1:38:46] colleagues. They ask pretty much the questions that you are kind of

[1:38:50] formulating in your mind. So I appreciate um Representative Best kind

[1:38:54] of spelling out the authorities that we have and we don't have which we've

[1:38:57] advocated for more of. Um, but some people think that we should not have

[1:39:01] those powers to perform the things that people come to us every single month and

[1:39:06] add ask us to do. I appreciate um, Representative Thompson pointing out

[1:39:10] that also that the president of the WTU is here as well. Um, and I'm speaking to

[1:39:16] you, Mr. Dixon, at this particular point. Um, but I'm going to come back to

[1:39:20] you, but I would like to say, Miss Sanchez, thank you. Thank you for giving

[1:39:23] me five things to look at right off the bat. I always appreciate someone who

[1:39:27] gives me a laundry list of something that I can go and research as I get

[1:39:30] ready for the round table. So, thank you for that. Really appreciate that. Coming

[1:39:34] back to you, uh, Mr. Dixon, um, I am a W 8 resident. Um, I have children that are

[1:39:40] raised in W 8. They now are past the age that they would attend Leki. So, when

[1:39:44] you ask me that question, I cannot send my children there. Plus, we're out of

[1:39:48] that. That's not my right school. Turner Elementary School is okay. But I

[1:39:53] appreciate how you came to this meeting because you're frustrated and you're

[1:39:57] frustrated like I'm frustrated as a W 8 resident. I've watched Leki. I've lived

[1:40:02] in that ward for over 31 years at this point. And I remember when Leki was a

[1:40:07] totally different school. It is located right above bowling or JBA as we call it

[1:40:13] now, Joint Base Anacostia Bowling. And it was the school that everybody wanted

[1:40:17] to send their kid to in the southwest area in Ward 8. I know it specifically

[1:40:22] children that you would get stationed there because I'm a military member

[1:40:25] previously and they would say go to Leki. Go to Leki. It's a great school.

[1:40:29] You're going to get a great education. And now when I look up their proficiency

[1:40:32] rates, they are deplorable. They are absolutely deplorable. So when you ask

[1:40:37] people the question, would you send your children there? Most parents, even W 8

[1:40:41] parents are going to say no. No. And so you've heard my colleagues

[1:40:47] talk about what what we have and what we don't have. One thing that we have

[1:40:50] retained is the bully pull pit. Just like the other parents are coming here

[1:40:54] for screen time, we have the power to elevate concerns such as yours to

[1:40:59] another level. Our council member lives within walking distance of Leki. I know

[1:41:04] exactly where he lives. We need to raise the temperature on this problem. I look

[1:41:10] forward to working with you to raise the temperature because as you eloquently

[1:41:14] said, bringing this out of the darkness where it's just happening and nobody's

[1:41:19] addressing it and we continue to see it happen to all the kids. I think they

[1:41:22] have what do you have 300 students there some

[1:41:25] » about three or 400, >> right? Exactly. That are in this

[1:41:28] situation right now and nobody's raising this issue. Nobody's raising the issue

[1:41:32] of proficiency. I look forward to working with you.

[1:41:35] Thank you for coming here in the manner that you came. Thank you. Thank you,

[1:41:39] sir. >> Thank you all for your testimonies this

[1:41:42] evening. We will now move on with our next round of public witnesses.

[1:41:53] I'm sorry. Susan Friy,

[1:42:01] Maria Finluc Finuk,

[1:42:07] Sally Schwarz, Adria Kenny,

[1:42:16] Laura Fuches,

[1:42:21] and Gabriella. Silva,

[1:42:35] » Susan, we will start with you and then work our way around.

[1:42:38] » Thank you. >> Good evening. My name is Susan and I'm a

[1:42:43] W4 resident and mom of twin boys entering second grade in a DCPS

[1:42:47] elementary. >> Susan, could you pull the mic a little

[1:42:50] bit closer? We can't hear you. >> Sorry.

[1:42:53] Okay. For me to start over? >> Yes.

[1:42:54] » Thank you. >> One second. Let me get the clock.

[1:42:57] » All right. >> Go ahead.

[1:42:58] » Good evening. My name is Susan and I'm a W4 resident and mom of twin boys

[1:43:02] entering second grade in a DCPS elementary in a school and community I

[1:43:07] genuinely love. I'm here tonight because the evidence suggests that DCPS's

[1:43:11] current approach to screens and edtech is not serving our children well. And I

[1:43:15] believe we can and must do better. A few months ago, I read a Wall Street Journal

[1:43:20] investigation entitled How YouTube Took Over the American Classroom. The article

[1:43:24] is about YouTube specifically, but points to something broader. There's a

[1:43:28] mounting research base proving that profit-driven screen overuse in schools

[1:43:32] is hurting children's ability to learn. Not just academically, but socially and

[1:43:37] behaviorally. Any parent who has had a child on a screen too long knows what it

[1:43:41] looks like. the short fuse, the resistance to putting the device down,

[1:43:45] the struggle to re-engage with the real world afterward. These are not parenting

[1:43:49] failures. These are documented, predictable responses to overexposure.

[1:43:54] And if it's happening at home, we should be asking hard questions about what is

[1:43:57] happening during the school day. I'm also deeply troubled that this is

[1:44:01] rapidly becoming an equity issue. Wealthier districts are pulling back on

[1:44:05] screens and putting safeguards in place. Schools with fewer resources are growing

[1:44:09] more dependent on edtech in part because these products are offered at a low

[1:44:12] price point. They're making it cheap because they know that our children's

[1:44:16] data is valuable. Furthermore, my husband is a veteran. We

[1:44:21] are raising our boys to be present, engaged, and oriented towards something

[1:44:25] larger than themselves. Algorithmically driven content designed specifically to

[1:44:30] capture and hold child's attention works against every one of those goals. I'll

[1:44:34] note that research has documented boys being served particularly harmful

[1:44:38] content through these platforms which compounds our concerns. With that, I'm

[1:44:42] leaving you with three specific asks. First, a real audit of how much time our

[1:44:46] children are spending on screens during the during the school day. Parents are

[1:44:50] advised to monitor overall screen time. Only a true accounting of time spent on

[1:44:54] screens at school will allow parents to make informed choices at home. Second, a

[1:44:59] formal plan for screen use in schools developed collaboratively by school

[1:45:03] administration and PTAs so that the total screen time our children

[1:45:07] experience in and out of the classroom is intentional, coordinated, and

[1:45:10] developmentally appropriate. Third, a commitment to a mostly device-free

[1:45:16] elementary environment as the default with technology introduced as part of a

[1:45:19] purposeful curriculum, not as a substitute for instruction or a

[1:45:23] classroom management tool. DCPS is spending $54 million annually on

[1:45:29] tech and 600 million 600,000 on AI. Comparatively, they spend $37 million

[1:45:35] annually on special education. That is a decision worth examination.

[1:45:40] These are funds that could be and should be reallocated to address other common

[1:45:44] areas of concern. My kids, as well as kids across this district, all deserve

[1:45:49] an education grounded in what the evidence actually says. Thank you.

[1:46:00] Hello. Thank you for having us here. Uh my name is Maria Felanuk. I'm a world

[1:46:04] one parent uh of an almost fifth grader. Uh and this is my experience as a parent

[1:46:09] of a fourth grader at DCPS title one school. Upon asking how the school was

[1:46:14] each day, we started hearing excited reports about free time on the computer

[1:46:18] that our child was getting every week, if not every day. Upon further

[1:46:22] questioning, it seemed like free time is earned by finishing up work early and

[1:46:26] was given by teachers every reward. What the kids do during free time? We had the

[1:46:31] same questions. I can't speak for all the children, but here's what he said. A

[1:46:36] lot of time was spent on coding. While it sounds educational, most of coding we

[1:46:41] observed was done by modifying and then playing existing video games. Not only

[1:46:46] that, one of the main websites used, scratch.com,

[1:46:50] has social media functions such as counting views and engagements under

[1:46:53] children's projects. I'm sure I don't have to explain why this is problematic.

[1:46:58] I'm not against the idea of teaching coding. It can be fantastic tool to

[1:47:01] teach logic and problem solving. If this school board decides that coding should

[1:47:06] be part of our DCPS education, then teach it. Teach it by having real

[1:47:10] curriculum, adult leaders, by scaffolding skills, by measuring

[1:47:14] progress. The way coding is experienced at DCPS is much closer to video game

[1:47:18] based social media. Another program that my child cited was

[1:47:23] Sora. Sora is a digital library that allows kids to check out digital books

[1:47:28] and read them on the computer screen. There are multiple issues regarding

[1:47:32] screenbased reading such as drastically increased myopia risk and difficulties

[1:47:38] focusing for kids with ADHD. We know that reading physical books results in

[1:47:42] retaining more information because it engages multiple senses.

[1:47:46] Books have weight, covers have textures, and most importantly, words have a

[1:47:50] physical address. All those aspects help us retain information and develop

[1:47:54] stamina for longer reading passages. I checked my child's average time spent on

[1:47:59] Saurin. It was five minutes. That brings me to my last point. Most of

[1:48:04] the three time most of the free time was just spent on video games. Some of them

[1:48:09] I actually purchased and provided by DCPS. For example, Prodigy, which is

[1:48:13] known for low quality instruction, providing minuscule or learning to game

[1:48:17] ratio and aggressive upselling. But the main offender is Google mini sites that

[1:48:22] complete that compile links to video games that bypass the district firewall.

[1:48:27] Those games range from low quality at best to mature content at worst. We

[1:48:32] cannot expect teachers to play screen time police to every child. The solution

[1:48:37] is not a better firewall. During the last week of school, my child

[1:48:40] self-reported six hours of screens a day.

[1:48:47] Thank you.

[1:48:55] Um, hello everyone. Good evening. Uh, I'm Sally Schwarz representing

[1:49:00] Globalized DC. I'm here tonight to urge inclusion of a clear state level policy

[1:49:06] allowing for competency based credit for world languages as part of the new high

[1:49:10] school graduation requirements proposal. Simply stated, this policy creates the

[1:49:16] opportunity for DC students to earn recognition and credit for languages

[1:49:20] learned outside school based on their proficiency level as measured by an

[1:49:24] independent assessment approved by AIE. Twice before in 2015 and 2018, prior

[1:49:32] state boards have made the same recommendation. In both those cases,

[1:49:36] ASIE declined to move forward. I am very hopeful we will not do that

[1:49:41] again. Uh this recommendation aligns with the new graduate profile and with

[1:49:46] ASI's vision for creating more flexibility and choice for students,

[1:49:51] real world experience and pathways to careers. It is simply a broader

[1:49:56] application of the credit by exam policy that underpins the new seal of

[1:50:00] biiteracy. This is a policies whose time has come

[1:50:05] thanks to so much good work on the part of ASI by the task force that I served

[1:50:10] on and by this state board. So I'm very grateful to all of you for getting us to

[1:50:16] this point. Why do we keep pressing for this policy? Because students across the

[1:50:21] city will tangibly benefit. Individual students will have their language

[1:50:25] learning outside school credited on their report cards, receiving a widely

[1:50:29] recognized credential that can help them when they apply for college or jobs. And

[1:50:34] it will give us as a city the policy tool we need to create more for credit

[1:50:40] out of school language options to augment in school offerings. then we can

[1:50:46] begin to address some of the current deep inequities and discontinuities

[1:50:51] in K12 world language access in DC. Uh but here is the problem. The language in

[1:50:58] AI's final proposal in regard to this policy as presented at the board's

[1:51:03] August working session is ambiguous and unclear at least to me. Uh we are in

[1:51:11] support of LEA having LEAs having the option to award credit and to allow

[1:51:16] competency based credit to fulfill graduation requirements. We are opposed

[1:51:20] to requiring that LEAs take any additional step requesting permission or

[1:51:26] a waiver which could represent a huge roadblock um and a step backwards from

[1:51:32] our current uh less than satisfactory situations. We urge AIE and the board to

[1:51:37] fix this language before this proposal is approved. We remain hopeful you will

[1:51:41] get there. Um and look forward to working with AIE board members, ELEAs,

[1:51:47] language experts and other stakeholders in addressing issues around

[1:51:51] implementation, access and support for students. This will make a big

[1:51:55] difference. Thank you. >> Thank you.

[1:52:03] » Good evening. My name is Adria Kenny and I'll be following up on Sally's

[1:52:06] testimony. I'm a W six resident. I'm a former educator and international

[1:52:11] affairs professional and I'd like to share my perspective on the value of

[1:52:15] global education and language learning opportunities in the hopes that this

[1:52:19] will highlight the value of adopting a policy that grants competency based

[1:52:23] credit for world learning. I know firsthand that foreign language

[1:52:27] proficiency can open doors to career opportunities, especially careers here

[1:52:31] here in DC. In my case, I fell in love with Spanish as a student in Ohio, which

[1:52:36] later motivated me to study abroad, live overseas after college, achieve Spanish

[1:52:41] fluency, and eventually to move here. You see, my experiences as a student

[1:52:46] sparked an enduring passion for international exchange. And I figured DC

[1:52:51] was the perfect place to build my career since this is the heart of our nation's

[1:52:55] international relations community. I am far from the only one who has come to DC

[1:53:00] with the intent of building a career in global affairs. Not long after moving

[1:53:05] here, I took a job at an international relations think tank. And what was

[1:53:08] striking to me about working there was that every single one of my immediate

[1:53:12] colleagues was a transplant like me. Every single one of them. There was not

[1:53:16] a single person with whom I worked closely was a native Washingtonian.

[1:53:21] While I am thrilled to make my home here, I think there is an opportunity to

[1:53:25] expand global learning opportunities so that more DC youth develop the interest

[1:53:30] and skills needed to take jobs at embassies, think tanks, and other global

[1:53:35] institutions. A competency, a competency based credit for world language would

[1:53:40] communicate the value of foreign language study, incentivize a broader

[1:53:44] range of students to study foreign languages, and reward those already

[1:53:48] developing foreign language proficiency. While plenty of DC students are

[1:53:53] currently able to pursue foreign language learning through their schools,

[1:53:56] these opportunities are not equitable across schools. Furthermore, students

[1:54:00] who develop proficiency outside of the traditional classroom setting do not

[1:54:05] currently have a way to receive recognition for their efforts.

[1:54:09] A competency based credit option could open the door for more students to

[1:54:13] pursue language learning, thus readying an entire population of next generation

[1:54:17] global leaders here in DC. I am a living example of the career options that

[1:54:22] language learning can unlock. And I ask the board to approve the proposal for a

[1:54:26] competency based credit for world language. Thank you.

[1:54:34] » All right. Good evening. We are at an inflection point for education in the

[1:54:38] District of Columbia. Come January, we will have a whole host of newly elected

[1:54:42] leadership across our government. And with that comes an opportunity to

[1:54:46] reinvision education, especially in DC public schools. The Washington Teachers

[1:54:51] Union is preparing to meet the moment handinand with all of our key

[1:54:55] stakeholders. We are done with the top-down methods that have colonized our

[1:55:00] thinking in this district and have a plan to build people power by engaging

[1:55:04] our members, parents, students, and the community at large from the bottom up.

[1:55:09] In school year 2526, the W2 focused inwards, building up avenues for our

[1:55:14] members to have their voices heard, starting from their schools and building

[1:55:18] outwards towards how our union is governed. We engaged in bylaws,

[1:55:21] amendments that enshrined greater checks and balances and removed power from the

[1:55:25] presidency as well as founded a whole host of committees to ensure that our

[1:55:29] union is listening and getting all of our direction from the members

[1:55:33] themselves. Now, we turn to the district. This school year, we are

[1:55:38] focusing on three key areas that we plan to fundamentally change. One, replacing

[1:55:43] impact with an evaluation that focuses on growth over punishment. to a new DCPS

[1:55:49] chancellor that is found through a process that follows the law and

[1:55:52] includes parents, students, and the WTU with great weight in recommending who

[1:55:56] will lead us into a future where W2 and DCBS can work together as full and equal

[1:56:01] partners. Three, the W2 contract, which expires September 2028 and will begin

[1:56:07] negotiating June 2027. Throughout it all, we will be keeping

[1:56:11] our eye on the national government and its encroachments on our district's

[1:56:14] freedom. We will make sure that our members are prepared to take action to

[1:56:18] defend our elections and democracy itself if that is what is called for

[1:56:24] as a union. Everything is framed around our contract. And given that Mel control

[1:56:28] does not appear to be going anywhere anytime soon, the WTU's contract is one

[1:56:33] of the only formal entry points for the public to have a direct say on how our

[1:56:37] schools are run. We do not take this responsibility lightly for our working

[1:56:42] conditions or our students learning conditions. Therefore, we will be

[1:56:46] opening up our bargaining to the light of day before, during, and after. We

[1:56:51] will be holding community conversations this fall that we hope and intend to

[1:56:55] build a lasting partnership with our parents, students, and broader

[1:56:58] community. From developing a shared vision to drafting bargaining proposals,

[1:57:03] sitting with us at the bargaining table, and then holding the district

[1:57:06] accountable to us all for enforcing the contract once it is ratified.

[1:57:11] There is so much that needs to be reformed. And while the whole point of

[1:57:14] this process is to develop clear priorities that meet the moment, we know

[1:57:18] some topics are evergreen. Our international educators need to be

[1:57:21] supported with green cards over testing is happening everywhere. Impact special

[1:57:27] education, our grievance process, and greater leadership preparedness um to

[1:57:33] protect all our students from federal attacks.

[1:57:35] » Miss Okay. Thank you. [applause]

[1:57:44] Thank you. Good evening, members of the state board of education. My name is

[1:57:47] Gabriella Silva. I'm the senior program manager at PAVE and award 2 resident.

[1:57:52] Today, I'm here to share a thank you from our parent leaders for your work on

[1:57:55] the graduation requirements and elevate some of their feedback as we head into

[1:57:58] the implementation phase of this process. Earlier this year, PAVE parent

[1:58:02] leaders wrote and shared a letter with their feedback on the proposed

[1:58:05] graduation requirements. They are glad to see that some of their

[1:58:07] recommendations were included in the final version of Aussiey's proposed

[1:58:10] recommendations, which we will vote on later tonight. Parent leaders were

[1:58:14] excited to see endorsement options that will honor the additional ways students

[1:58:17] can challenge themselves throughout high school. Changes to community service

[1:58:20] hour requirements to include paid and unpaid options, allowing students to

[1:58:23] broaden the ways they can get involved in their community. The separation of

[1:58:27] health and PE requirements as parents felt strongly that both courses are

[1:58:30] critical. an increase in the number of touch points required in person for

[1:58:34] post-secary planning with an adviser with a minimum of one touch point per

[1:58:38] grade for a total of four. Three of the initial proposed changes had paved

[1:58:42] parent leaders particularly concerned. Changes to math requirements, changes to

[1:58:46] science requirements, and the proposal of a practical studies diploma. They are

[1:58:50] glad to see that Aussie noted a commitment to determining a naming

[1:58:52] convention that clarifies that algebra 2 is included in integrated math agreeing

[1:58:57] with pave parent leaders recommendation to name the course integrated algebra 2.

[1:59:01] They look forward to the positive impact expanding math pathways could have and

[1:59:05] will remain focused on ensuring that any negative impacts are mitigated.

[1:59:09] Parent leaders were deeply concerned with the negative impact a reduction in

[1:59:12] science requirements would have on students looking to pursue pursue STEM

[1:59:16] fields especially considering that according to the office of education

[1:59:19] through employment pathways nearly 40% of DC graduates pursue STEM pay leaders

[1:59:24] were glad to see that the number of required science courses was not reduced

[1:59:27] in Aussie's final proposal the primary area of concern was the proposal of a

[1:59:31] practical studies diploma as it could severely limit the number of options

[1:59:35] available for students postgraduation parent leaders appreciate Aussie

[1:59:39] eliminating the option and committing to improving graduation outcomes and

[1:59:43] opportunities for post-secary success for all students with disabilities. As

[1:59:47] noted in their original letter to the state board, they recommend expanding

[1:59:51] foreign language requirements to include options like ASL or coding as a way to

[1:59:55] meet the requirements for a standard diploma. In a world where coding and

[1:59:58] understanding large language large language models are becoming

[2:00:01] increasingly prevalent, we must prepare our students for the future. Expanding

[2:00:05] options to include coding allows students to build fluency in a workforce

[2:00:08] that will look different than what we're all used to. They urge the SBE and ASIE

[2:00:12] to keep this in mind as you both work to expand access for our students. Pay

[2:00:16] parent leaders would like to thank the state board for incorporating their

[2:00:18] feedback into the recommendations to ASIE and would like to thank Aussie for

[2:00:22] including the feedback in their final proposal. In a world that is changing

[2:00:25] daybyday, parents are looking forward to the different ways the updates to the

[2:00:28] graduation requirements can further support students as they navigate the

[2:00:32] variety of opportunities available to them throughout their high school

[2:00:34] experience and ultimately lead to post-secary success. Thank you for the

[2:00:38] opportunity to testify today. I look forward to your continued leadership

[2:00:41] working to ensure that all students in the district have the tools they need to

[2:00:43] thrive. Thank you all for your testimony. We

[2:00:47] will now have a round of elected member questions.

[2:00:53] Representative Coulson,

[2:00:57] » thank you all for your testimony. Um, I want to circle back and again just to

[2:01:02] reiterate to be make sure I'm clear, I am not saying that technology is not a

[2:01:07] important issue. I just want to be clear on that. I also want to say that because

[2:01:11] we're talking about brain development at the young ages. as we get older and as

[2:01:16] our students get older in our schools here in the city, we have an issue with

[2:01:20] vaping and with marijuana as well that develops that impacts their development.

[2:01:26] And so when we talk about these concerns, I want to make sure that we're

[2:01:29] talking about all of the concerns that harm our children. So I just want to

[2:01:32] note that. Um I want to say thank you to my ward for parent. Thank you for your

[2:01:36] testimony. Did you read a revised testimony? because you cited some

[2:01:41] numbers at the end that were not that they caught my ear. Um, and they're not

[2:01:46] in this testimony here. Um, so I would love to hear those again. And before you

[2:01:52] do that, I want to say um, thank you to President Fuches. You come often and you

[2:01:58] testify, but I am specifically thankful about you today because many times the

[2:02:03] other unions benefit from the work that you do and the work of WTU. I am a part

[2:02:09] of a different union. My leadership is not as vocal as yours and I am excited

[2:02:15] that you are not waiting and that WTU is not waiting. That we are taking action

[2:02:20] now. I say we like I'm a part of your union. Um but I'm going to make myself

[2:02:24] an honorary member that we are taking action now, not to wait and just see

[2:02:28] what happens. I love that we are thinking now and not just waiting

[2:02:34] because so many times we just by default go back to what has happened before. And

[2:02:38] when change in administration comes in or change of any type, it is a wonderful

[2:02:44] opportunity for us to reassess and to tear up and and to uh interrogate what

[2:02:50] has happened before and find a new way, a better way to move forward. So I thank

[2:02:54] you for continuing to come here. All right, my W four parents, I'm ready. hit

[2:02:58] those numbers again, please. >> So, and I should say I those numbers

[2:03:02] came to me from a document that was prepared by the schools beyond screens

[2:03:06] group, which I'm not a volunteer necessarily with that group, but there's

[2:03:09] a lot of active parents in my parent community that gave some information,

[2:03:14] which is part of certainly why I'm here today because I'm aware of it through

[2:03:17] them. So, they can give you more information on it. But I will say the

[2:03:21] numbers I cited were that DCPS spends $54 million annually on tech and 600k on

[2:03:28] AI compared to $37 million spent annually on special education. So that's

[2:03:34] just I mean you could compare to lots of different amounts of spending, but to me

[2:03:38] $54 million annually spent on tech could be spent on building computer labs in

[2:03:45] schools across DCPS if access to computers and Wi-Fi is an issue that we

[2:03:50] care about which to me would be a address an equity issue and put more

[2:03:56] control into what teachers want. >> Ma'am, thank you. Um, so the reason I

[2:04:00] added that, that was actually in an earlier Sorry.

[2:04:03] » Thank you. I'm sure somebody else will yield time back to you. Thank you,

[2:04:08] » Representative Henderson. >> Uh, Miss Rey, I was going to ask you

[2:04:12] about that, too, because I noticed that was not in what you submitted. So, if

[2:04:15] you would send your uh your revised testimony. Um and Miss

[2:04:22] Felenuke, >> um your testimony reminds me that like

[2:04:28] like we're talking about policy a lot and then you know what what's happening

[2:04:32] what our kids tell us like we need to make sure that those things are are

[2:04:36] matching like if there's a policy it needs to be implemented and we need to

[2:04:40] to make sure that it is. Um, Miss Schwarz, thank you for your

[2:04:46] continuing uh, advocacy and um, staying engaged on this issue. Uh, I have to

[2:04:53] admit I was very confused by some of the um, proposals, counter proposals that

[2:04:58] went on um, over the last month or so. Um, I'm feeling pretty confident that

[2:05:05] the new language gets us pretty close to what we want. Uh I think the remaining

[2:05:12] sticky point which you mentioned is eleas will still need to request a

[2:05:17] waiver uh but it will be to either DCPS or PCSB

[2:05:23] rather than to AIE. Um so I'm I'm hopeful that we can find ways to reduce

[2:05:31] that barrier. uh even if we don't eliminate it in policy today, that there

[2:05:36] are ways that we can work to make sure that's not an impediment uh for the

[2:05:41] opportunities that we want students to have. Uh Miss Fuches, um it's great to

[2:05:46] hear very clear priorities from WTU and I think I support everything that you

[2:05:50] said and have. I don't think I've thought about replacing a chancellor

[2:05:55] before. Um, but I support uh your approach and engaging uh

[2:06:01] » I appreciate the legal approach um in engaging the public uh in that process

[2:06:06] and um and support the other uh issues that you laid out and and have for many

[2:06:12] years. Um, and Miss Silva, thank you for um getting or making sure that PAVE

[2:06:20] parents were part of the process for the graduation requirements and making sure

[2:06:24] they knew um when and how to take those opportunities and um to take advantage

[2:06:30] of them. So, thank you all. >> Thank you, Representative Johnson Law.

[2:06:39] » Thank you all so much for your testimony. I'm going to start with

[2:06:43] President Fuges and just want to say thank you all so much for all you do. I

[2:06:47] know we have a back to school bash coming up. I saw Mike in passing and

[2:06:50] told him thank you like as I yelled it out the window, but as you are here

[2:06:54] publicly, President Futes, thank you so much for all your support for our Ward A

[2:06:57] schools and students and for this back to school bash on Saturday. Is that 1

[2:07:01] p.m.? Well, that'll be the announcements at the end. Um, and again, thank you all

[2:07:05] so much for all of your testimony. Gabby, I'm gonna give the rest of my

[2:07:09] time to you because maybe no one's really answered my question and I'm

[2:07:13] hoping you can answer my question. Have you all engaged uh East of the River

[2:07:17] families in regards to the screens and technology concern? And if you have,

[2:07:22] what have they what have they said? >> Yeah. So, our parents, our citywide

[2:07:27] board put together um their thoughts on technology just in response to some of

[2:07:32] the shifts we're seeing across the country. uh because as they will tell

[2:07:35] you as some of them are here tonight uh they wanted to make sure that W seven

[2:07:39] and W eight voices were included in that conversation since that's m where the

[2:07:43] majority of children's and families uh live in DC and so essentially their

[2:07:47] takes and I can bump this I can text it to you or send it in your inbox again uh

[2:07:51] really revolved around balance right we want our kids to balance being prepared

[2:07:55] with also staying safe um they understand the importance of

[2:07:58] differentiation among grade levels but they're also really concerned about

[2:08:02] implementation and what this would mean for educators and a lot of our parents

[2:08:07] work in schools or have worked in schools and they were concerned of like

[2:08:10] who actually would be doing all of this? This sounds like a full-time job. Uh and

[2:08:15] we want our teachers to have the tools they need to thrive in the classroom. So

[2:08:19] they were really focused on making sure like educator training is there. All of

[2:08:24] the other things a teacher needs to succeed in the classroom are there. So

[2:08:26] that way techn is a supplement, not necessarily the primary focus. So I can

[2:08:31] bump that up in your inbox. you can for sure ask them because I know they have

[2:08:34] opinions and I know they will share them with you. Um but that we have had those

[2:08:38] conversations with our parents and we will continue to have those

[2:08:40] conversations with our parents and keep their voices centered as we always do.

[2:08:44] » Thank you so much and again thank you all so much for your testimony this

[2:08:47] evening. >> Thank you Representative Thompson.

[2:08:54] » Uh good evening. I um want to focus on the testimony run requirements uh

[2:09:01] tonight. Um first I really appreciate the testimony

[2:09:09] um around the foreign language component and I'll tell you why and um Sally knows

[2:09:14] this about me. So Sally knows um that when I went to college, I went to

[2:09:19] college actually for international relations and I have minors in Hispanic

[2:09:22] studies um and international relations. I have I'm a history major and that when

[2:09:30] I came back to DC um and it this is at top of mind for me now because I uh was

[2:09:35] speaking to some Georgetown students earlier today. Um when I came back to

[2:09:39] DC, my first job uh out of college uh was working for DCPS

[2:09:45] and I graduated during a time similar to right now um where econ economic times

[2:09:52] were really bad. And all of my colleagues uh were like, "Oh, you're so

[2:09:58] lucky to be from DC because DC is recession proof." A lot of people who

[2:10:02] are transplants think DC is recession proof. clearly many years ago before

[2:10:06] Doge um and it's true um but it's not completely

[2:10:13] true and people who are like me who are natives don't benefit um from that in

[2:10:17] the same way because we don't prepare our kids uh for the economy we have and

[2:10:24] I had friends who had spent uh all of their time um getting ready for jobs

[2:10:29] that weren't going to exist I had friends walking out of Bear Sterns and

[2:10:32] Lehman Brothers uh with boxes which don't exist anymore. Um because a lot of

[2:10:37] people go to my school to become an investment banker and they were going to

[2:10:40] be the first person in their family to pull, you know, everybody else out of

[2:10:44] poverty and all the things. And those were the people who were telling me how

[2:10:47] lucky I was uh as a Washingtonian. So I came home, I was actually taking the

[2:10:53] foreign service test. I passed the test. It's a whole year and a half long

[2:10:56] process. And I decided that I was going to continue to work for DCPS1 because I

[2:11:01] needed a job. my family is not independently wealthy. Um, and two, uh,

[2:11:05] because I had a little bit of what we would call, I don't know, a quarter life

[2:11:09] crisis. Um, because I plan to live, uh, for very much longer and felt like if

[2:11:14] things weren't right at home, I shouldn't go somewhere else. I say all

[2:11:17] that to say, um, everything you said in your testimony about why language, why

[2:11:23] the world is important is important if we want to prepare our kids, uh, for

[2:11:28] what is the future here. [snorts] And I really appreciate all of the work um

[2:11:34] that yes, the task force did. Thank you, Sally. Thank you, Laura. Um thank you

[2:11:38] Glenn who was sitting in the audience, right? Um that you all put into that

[2:11:42] thoughtfulness um and everybody else. And so I look forward to our discussion

[2:11:47] later tonight uh about what is in front of us to vote and what we want to be

[2:11:53] true for all of our kids. So, thank you,

[2:11:59] » Representative Williams.

[2:12:04] » Yes, thank you all. Um, yes. Uh, with the competency based

[2:12:09] requirement, um, I feel similarly uh to, uh, Representative Henderson's comments

[2:12:15] about really I'm glad that AI has been so collaborative about making these

[2:12:19] changes. um and that you know I I think there are still some questions around

[2:12:24] implementation that I have but my biggest concern and biggest um priority

[2:12:30] is just ensuring that students have access to um being able to to gain

[2:12:35] credit um in appropriate ways and that we have access to a variety of world

[2:12:40] languages um in schools. Um I think uh Miss Fuches in terms of the WTU

[2:12:47] priorities, some of my colleagues call me up. I am in full support and

[2:12:50] appreciate your leadership. So um thank you for all the the effort with that and

[2:12:55] the new organizing efforts and um I'm just excited uh to kind of see the WTU

[2:13:01] uh continue to uh to grow and to and to lead these conversations. Um, and then I

[2:13:06] think in terms of the broader kind of screen time things, uh, there are

[2:13:11] variety of pieces that we're coming back to, I did get I do want to see there be

[2:13:16] balance in the way that we want our students to be able to be treated as

[2:13:19] full students and to not be put into screens inappropriately and to make sure

[2:13:23] that that is a force and accountable. I think part of that is ensuring that we

[2:13:26] have quality curriculum um and making sure that DCBS is accountable for um

[2:13:32] ensuring that teachers have what we need to be able to teach effectively. Um

[2:13:38] and um I think there's there's a bunch of pieces to this puzz puzzle that I

[2:13:43] think still need to to be able to be improved. So, I think the parent

[2:13:46] communication is one of the pieces that I want to continue to work on and and

[2:13:49] and figure out what that looks like just generally a more responsive, transparent

[2:13:54] school system. Um but also um yeah I I I don't what I got from the training today

[2:14:02] in terms of the the privacy component piece which I know is alarming to to

[2:14:08] many of us uh is that there are sense there are approved um tech platforms

[2:14:14] that are a part of like the clever and canvas suite that educators use to log

[2:14:17] on to and like then teachers are not supposed to independently vet additional

[2:14:25] um tools or if they are there's a pretty rigorous set uh process that I would

[2:14:29] even not feel super confident doing um other than just using my own lens of

[2:14:33] what I know students need to know to learn the content in my classes. Um so I

[2:14:38] think there's a couple pieces there that DC

[2:14:42] everyone is kind of still figuring out to make sure that we feel safe that

[2:14:45] we're not giving data um to the edtech companies um inappropriately. So, uh, I

[2:14:51] don't have the answers for that yet, but, um, you know, I think it's

[2:14:54] something that I will am committed to pushing for clarity for.

[2:14:59] » Thank you, Representative Best. >> Um, thank you all for uh coming out. I

[2:15:06] have no further questions today. >> Representative Chang,

[2:15:10] » Representative Coulson, I think you had a unanswered question.

[2:15:17] » Yes.

[2:15:28] I'm trying to revisit my thoughts to remember what it was on the question of

[2:15:33] the numbers. I know and I think I was just saying that as someone who's maybe

[2:15:37] a step back from the detail of how the talking points are all put together, but

[2:15:41] I know that the screens beyond schools people have lots of information that

[2:15:44] they could send you on the numbers that I cited. And um just to say I think to

[2:15:49] your excellent point that screens are obviously a big part of the conversation

[2:15:53] tonight. That's in recognition that money that is being allocated towards

[2:15:58] technology in schools that a lot of us are really concerned about. We see and

[2:16:02] agree with you that there are many many other concerns and hearing about

[2:16:06] specific schools tonight where I think we would love to see that money better

[2:16:10] spent and um redirected within the DCPS budget.

[2:16:17] President Fuches, I'm curious um on your take whether personally or uh from what

[2:16:25] you've heard from other educators in response to the asks that the parents

[2:16:29] have come forward with. >> Yeah, I think maybe we've shared this

[2:16:34] with the parent group as well. I mean, our concerns are that kind of as we look

[2:16:39] at kind of the balance of where testimony is headed and how DCPS tends

[2:16:44] to respond to certain families more than others and how that's clearly taking

[2:16:48] place once again. Um, that we have to be careful that we are moving all together

[2:16:55] as one, right? DCPS moved very fast on this roll out. They just met with W2

[2:17:00] today. I've not gotten a chance to talk to them about the tech policy to look at

[2:17:04] our contract to look at what's going on, right? And it was 30 minutes.

[2:17:09] So, you know, they're still kind of doing what they do, which is pick and

[2:17:14] choose who they feel like responding to and then which issues they choose to

[2:17:18] kind of ignore blatantly. Um, and so it's not that we're opposed

[2:17:25] to what's happening necessarily, it's that once again it is hasty. it is being

[2:17:30] done in reaction to families that they want to appease um in order to try to

[2:17:37] keep the peace I suppose. Um and that doesn't mean that it's not important

[2:17:41] what parents are advocating for and of course they should advocate but we're

[2:17:44] just kind of concerned at how all this is moving in a direction that still is

[2:17:49] not collaborative. It's still this very just top down like we're going to do

[2:17:53] this. DCS is always fake. central office never has the reality the pulse on the

[2:17:58] reality in the classrooms like they acted shocked when we said hey you know

[2:18:02] paper we never have it so like what am I supposed to do like that's on a good

[2:18:06] year right and they're acting surprised as if we haven't told them this for 20

[2:18:10] years straight so you know it's just like it's a it's just classic

[2:18:14] » Miss Fuches >> yes

[2:18:16] » thank you representative Goule >> I want to thank you all for your

[2:18:20] testimony today and for coming out I I am going to focus my uh questions on the

[2:18:25] graduation requirements tonight because that's going to be coming up and we have

[2:18:28] a couple members on the panel. I want to thank you for serving on the task force.

[2:18:31] I think the work of the task force was just absolutely tremendous. Uh people

[2:18:36] dedicated hours of their time, days of their time probably when you add it all

[2:18:40] together to be able to participate in that. And I think the product that came

[2:18:43] from the task force was really phenomenal. And I have fully endorsed

[2:18:47] the task force report since it's been out. uh which does lead me to some

[2:18:51] concerns on this and and I want to express my concerns with the high school

[2:18:54] graduation requirements right now and I think we should do in my personal

[2:19:00] opinion like we did with social studies is hear from the public here tonight

[2:19:03] what the remaining concerns may be and then take a month to work on those

[2:19:07] concerns that's that's my position before the meeting and it it is now as

[2:19:12] well that we because we have one issue specifically that I'm going to focus in

[2:19:16] on and that's this foreign language issue and I and I think you mentioned

[2:19:19] mentioned it, Miss Schwarz, is we're really in the same place we were four

[2:19:22] years ago and four years before that and that we are talking about implementing

[2:19:26] this, but then the implementation hasn't really gone anywhere with competency

[2:19:29] based credits. And what we're going to vote on, you know, at least

[2:19:34] theoretically on the table tonight to vote on is very much like when we the

[2:19:38] council approves the budget. It's just a very basic document. It doesn't have any

[2:19:42] of the details in it. It's when you look at it, you wouldn't know what really the

[2:19:47] graduation requirements were, how they're implemented, but there's a

[2:19:50] letter that comes with it that explains that. And I I would liken that to the

[2:19:53] budget books where you explain how all the money is going to be spent in the

[2:19:56] city. Uh what concerns me is the implementation on this and and I've

[2:20:00] expressed that concern uh to AIE and you know, I think they've been very

[2:20:05] responsive and very collaborative in working with us. Uh but the proposal

[2:20:09] I've seen, you know, in the last couple days actually shifts it in a direction

[2:20:12] that I'm more concerned about rather than less. And that is taking this

[2:20:16] waiver process from AI and now having it be within DCPS and within the public

[2:20:21] charter school board. And the concern I have with that is essentially that

[2:20:25] you're going to be having bodies picking and choosing which students get this

[2:20:30] credit. I mean, I think you talked about access, uh, Representative Williams, and

[2:20:34] I think that's a hugely important issue, and we have an international city with

[2:20:38] students who know these languages from home, who come in, who can take an exam,

[2:20:44] and that we want to make sure that their achievement and their competency and

[2:20:50] proficiency in these languages recognized. And I don't want to leave

[2:20:53] that up to DCPS or the public charter school board to have to sit there and

[2:20:58] approve waiverss for individual students. I just don't think that makes

[2:21:00] any sense. And I think we really would benefit from sitting down for another

[2:21:04] month and trying to figure out a better path to doing this. And I I'll be glad

[2:21:07] to speak more when we get to the bill, but thank you both uh for your voice in

[2:21:12] this tonight.

[2:21:15] » President Patterson. >> Again, as I always say, I appreciate

[2:21:20] every person who ever comes out and testifies in front of us. Um it really

[2:21:24] informs me. Um, I don't have any questions, but as always, I have some

[2:21:29] comments. First, I want to direct my comments to President Fuges, and I want

[2:21:33] to thank you. I want to thank you for coming in front of us and telling us

[2:21:36] what the union WTU will be focused on. I I don't remember anyone ever doing that

[2:21:43] to be quite honest with you. And where we can be supportive, it is always very

[2:21:46] nice when someone comes to us and say, "These are the things that we've focused

[2:21:50] on in the past. This is where we're going to be focused in the future." and

[2:21:54] it allows us to start aligning ourselves to where we can be supportive. So, I

[2:21:58] appreciate you doing that and I hope that becomes a tradition. We all know

[2:22:02] that, you know, I'm a president, you're a president. We may not always be in our

[2:22:05] positions, but we hope that if we set a precedence that those people will follow

[2:22:09] and continue to do that because it it makes better for collaboration. So,

[2:22:13] thank you for doing that first and foremost. Um especially I want to touch

[2:22:17] on a point that you talked about um green cards um because it's very near

[2:22:21] and dear to my heart because there was a teacher who totally transformed my

[2:22:25] daughter's understanding of math who has literally reached out to me asking me

[2:22:29] will I help her stay in the country her husband's a teacher her child attends a

[2:22:35] DCPS school and she we're in communication right now see now how I

[2:22:40] can keep this amazing teacher in the country So, I want to continue to work

[2:22:46] with you on that, whatever we can do. I think you understand our authorities

[2:22:49] more than most people do. But I do want to thank you for keeping that in the

[2:22:53] forefront and everything. Secondly, I'm going to come to Miss uh Swords. Uh

[2:22:58] thank you for serving. As I told Noah, Mr. Dhy earlier, I appreciate people who

[2:23:04] come and bring their expertise to our task force um and just really work with

[2:23:09] us to get it right. Um, a lot of people don't understand, you know, when you're

[2:23:14] doing policy, as they sometimes refer to, it's like sausage making and all the

[2:23:17] things that go on and everything. Um, and I think there's up until the 11th

[2:23:22] hour, literally, we have been talking about this subject for credits for for

[2:23:27] language. Um, and what I will say, I know it's been said a couple times that,

[2:23:32] yeah, this happened at this point. We've this happened, but I don't think we've

[2:23:35] ever had the people who are assembled to say that they're going to work on it.

[2:23:40] And right before we started this meeting, I appreciate our uh

[2:23:44] superintendent coming up here talking to us and telling us what's in the

[2:23:48] resolution should be voted on. And I'm hoping that it's passed. What's in the

[2:23:53] letter we will and she gave me her word that we will work out to make sure that

[2:23:58] we make this the easiest possible. And I believe her. I look forward to the

[2:24:02] discussion when we get to that point. But what I say what's important is the

[2:24:06] people who have been at the table and the people that have shown themselves to

[2:24:10] be trustworthy and I appreciate you for being the person that you are. So I look

[2:24:14] forward to voting on that. Okay. And thank you for your service.

[2:24:19] » Thank you um witnesses for your testimony this morning. We will now call

[2:24:24] our next round of public witnesses.

[2:24:39] Don, Don Smith,

[2:24:47] Kathy Riley, Scott Goldstein,

[2:24:56] Dylan Craig,

[2:25:00] Jeffrey Wood,

[2:25:06] Ara Shelton,

[2:25:13] Lashima Bernett.

[2:25:25] Don, we'll start with you. >> Thank you.

[2:25:29] » Good evening, members of the state board of education. I'm Don Smith. I'm a W

[2:25:35] seven resident and a proud native Washingtonian. I have three wonderful

[2:25:39] children, two who have graduated and my youngest who is about to start second

[2:25:44] grade at Vaness. I am here today to talk about the proposed high school

[2:25:49] graduation requirements and to say thank you.

[2:25:53] I was excited to see that AIE is recommending that integrated math should

[2:25:57] be named integrated algebra 2 to ensure that it is clear to all colleges and

[2:26:03] universities that students has fulfilled their graduation requirements. I look

[2:26:08] forward to seeing how offering integrated math can expand a student's

[2:26:13] option to help them build strong understanding of math. My biggest

[2:26:18] concern with the initial proposed change is about the practical studies diploma.

[2:26:24] Now, I am going to be honest. While paved parent leaders love each other, we

[2:26:29] don't always see the same I mean have the same opinion. We love to deeply

[2:26:35] discuss the debate and different ideas. In all my time with PAVE, I have never

[2:26:40] seen a citywire or advisory board come together so quickly to oppose something.

[2:26:46] The conversation about the implementation of a practical studies

[2:26:49] diploma we had came to a unanimous conclusion. Absolutely not. This does

[2:26:55] not support our students with disabilities. This is not setting them

[2:26:59] up to success outside of the classroom. This change cannot guarantee the

[2:27:04] employers will recognize the practical studies diploma with the same weight as

[2:27:08] a traditional high school diploma. I was thrilled to see that SBOE, the

[2:27:15] graduating task force, and AIE recognized that the practical studies

[2:27:19] diploma will not serve students with disabilities. I look forward to seeing

[2:27:24] AIE fulfill their commitment to expanding options for students with

[2:27:28] disabilities and hoping they continue to partner with parents and families as

[2:27:33] they explore options to do so. Lastly, as a proud mother of two DC graduates

[2:27:39] and a future DC graduate, I know the value of how postsecary plan for college

[2:27:44] or for entering the workforce right away. My two oldests have picked two

[2:27:50] different paths. My oldest went straight to her career and my son is currently in

[2:27:55] college pursuing his degree in animal science with a concentration in big

[2:27:59] animals. By requiring high school students to meet with their counselor at

[2:28:04] least once a year to build out post-secary plan, we are ensuring that

[2:28:09] all DC students have a chance to think about what comes next and working on the

[2:28:14] steps that they need to take to get there. While my youngest may have a

[2:28:18] while until she enters high school, I am looking forward to knowing that Faith

[2:28:23] will be thinking about her post high school secondary as [clears throat] soon

[2:28:26] as she enters 9th grade. Thank you, state board of education, the graduating

[2:28:32] task force in Aussie for your commitment to ensuring DC graduate requirements are

[2:28:37] preparing students for an everchanging world. I appreciate all of the ways you

[2:28:42] are incorporating. >> Thank you, ma'am.

[2:28:45] » Thank you.

[2:28:49] » Yeah, I think that's good helpful. >> Hi. Uh, thank you. Um, I appreciate and

[2:28:56] value the opportunity to testify on your impending vote for the revisions to the

[2:29:01] graduation requirements to begin with the ninth graders entering high school

[2:29:05] this week, next week. I was part of the SBOE task force making recommendations

[2:29:10] to AIE this spring as well as in May of 2018 and I think at least one before

[2:29:15] that. I am the co-founder and executive director of SHAPE since 1998. My name is

[2:29:20] Kathy Riley. I strongly support the SBOE recommendation to Azie and appreciate

[2:29:25] the effort of the board on this and the large number that of recommendations

[2:29:29] that Azie accepted. The changes are modest and they build on the work done

[2:29:34] eight years ago. I would like clarification. I noticed in the letter

[2:29:38] last night that it does say that you're going to increase the graduation

[2:29:42] requirements to 24.5, which was different than I expected. So,

[2:29:46] I hope that gets clarified. Instead of the 24 graduation requirements apply to

[2:29:52] students, not to eleas, they apply to students.

[2:29:56] One of our goals on the SBO task force was to look at how a student is able to

[2:30:00] attain the necessary credits and have a transcript that reflects their efforts

[2:30:05] regardless of which one of the high school level 23 LEAs that they attend.

[2:30:11] We perceived an unnecessary level of inequity in world language. Any student

[2:30:16] can demonstrate competency through their performance on an assessment but on the

[2:30:21] you know the assessment but if their LEA does not choose to apply for a waiver

[2:30:26] they are not eligible to receive credit. This is a credit that is already fully

[2:30:30] recognized by ASI in their certification of the seal of biiteracy and with the

[2:30:35] stamp assessment accepted. Removing the requirement for an LEA to

[2:30:39] request a waiver is a step forward, but the document forwarded last that I the

[2:30:44] last one that I read does require a charter LEA to submit an AIE approved

[2:30:49] waiver to the public charter school board and then DCPS which is an LEA um

[2:30:55] has to have an AI approved waiter waiver the schools present to them. AIES

[2:31:00] established the validity of the assessment, the cut score and the

[2:31:04] credit. So, I don't think a waiver should be needed at this point. Um,

[2:31:09] whether a student's credit applies to the world language requirement is a

[2:31:13] different issue. We're just talking about credit and acknowledgement and and

[2:31:18] credit and acknowledgement of languages not taught in the school. It's to

[2:31:22] expand. Um, world language, which was identified, you know, in 2018 and again

[2:31:28] this year, is one rare area where there's strong and accurate assessment

[2:31:32] of competence in being able to read, write, listen, and speak a world

[2:31:36] language. And there's a shortage of teachers and what we teach is not

[2:31:40] representative of the many languages our students speak or can access for

[2:31:44] instruction. So, I'm cautious. You know, I I can see

[2:31:47] I'm almost over. The one thing I'd say to what you said uh Prince President

[2:31:52] Patterson is I wish the discussion if you're going to have a discussion about

[2:31:55] the letter I wish it would be public. I mean I've actually spent quite a lot of

[2:32:00] time on this. >> So the thought that you're going to

[2:32:02] figure it out you're going to vote tonight and then you guys are going to

[2:32:05] all figure it out. >> It's a little tough to hear.

[2:32:08] » I appreciate Thank you, Miss Riley.

[2:32:14] » Uh good evening. Um, while it is not the subject of my testimony, uh, my

[2:32:18] colleague Caroline Prior did submit written testimony on the subject of the

[2:32:21] graduation requirements that you're voting on tonight, as well as the

[2:32:24] important appointments you're making to the community schools task force and the

[2:32:27] educator evaluation task force. Um, I I do want to say that I do have a slightly

[2:32:32] different concern about the world language requirement, not about the

[2:32:35] waiver itself, but about whether it actually should supplement the two

[2:32:38] credits or supplant the two credits that are necessary and how that might narrow

[2:32:42] the experience for some students in in uh their overall high school experience.

[2:32:47] At Empower, I believe it is fundamental that students have positive lasting

[2:32:50] relationships with adults in school that help motivate them and provide them

[2:32:53] guidance along their way. In the past 10 years, alongside advocacy from the state

[2:32:57] board, we've made progress on teacher retention. Still, turnover across our

[2:33:00] schools remains too high, especially in our public charter school sector. And

[2:33:03] the beginning of each year is an opportunity to think about how we can

[2:33:06] approach this issue proactively. So, I'd like to raise several ways in which the

[2:33:09] board can pay close attention to this issue over the course of the coming

[2:33:12] year. First, prioritize a holistic approach to educator and student mental

[2:33:16] health. As many of you know, this past year, the administration pursued a

[2:33:19] misguided attempt to bring school-based behavioral health entirely in-house at

[2:33:23] DBH. It's a plan DBH was not ready for, and luckily, the council rejected in its

[2:33:27] final budget. But the funding for the CBO model was also cut back. This means

[2:33:31] dozens of schools are starting this school year without a clinician that

[2:33:35] students depended on last year and had a relationship with. We need your advocacy

[2:33:38] this year to rebuild and strengthen the CBO based model for delivering mental

[2:33:42] and behavioral health to students in schools and your support for expanding

[2:33:45] mental health services to educators both through the kind of educator wellness

[2:33:48] partnerships that empower ed support schools with but also clinical support

[2:33:52] like provided by organizations like MedStar Wise. We're excited to be

[2:33:56] working with both MedStar Wise and Transcend to launch a citywide educator

[2:33:59] wellness hub this year. Second, use your platform to elevate educators often left

[2:34:03] out of the conversation. Educators like our specials teachers have unique

[2:34:07] concerns for curricular support to peer mentorship that would be that would

[2:34:10] better support their growth. Early childhood educators have unique concern

[2:34:13] as do our special educators. Please uplift their unique concerns. Continue

[2:34:17] your advocacy for special education beyond the graduation requirements

[2:34:21] discussion until we are sure that all of our educators have access to the

[2:34:24] training that they need to support students with disabilities and we can

[2:34:27] lower the bureaucratic burden on educators so they can devote the time

[2:34:30] and attention to students with disabilities that they need and are

[2:34:33] legally entitled to. for participate in efforts both through the forthcoming

[2:34:36] council educator evaluation task force and with the new incoming administration

[2:34:40] to elevate successful growth-based systems of teacher support and

[2:34:43] evaluation. The state board has the ability to elevate the experience of

[2:34:47] those who have actually experienced systems different from our own uh and do

[2:34:50] so in a in the public view. Uh fifth, while DCPS retention is now over 80%

[2:34:55] overall, it still hovers close to 70% in the public charter sector. Yet each year

[2:34:59] at a budget time, we hear about advocacy or equitable school funding driven more

[2:35:02] by large eleas than the small ones that are at a disadvantage in our system. We

[2:35:06] need your help to al elevate actual teacher retention challenges that small

[2:35:10] eleas are facing whether different evaluation systems, approaches to

[2:35:13] educator well-being, scheduling, and more. And we believe the time has come

[2:35:17] for another revision of the state report card, which is something that I know it

[2:35:20] seems like it just happened, but we should make sure we're in that soon.

[2:35:24] Thank you.

[2:35:36] Good evening, state board of education members. I'm Dylan Craig, former English

[2:35:40] teacher at Garnet Patterson State, organizer for the Washington Teachers

[2:35:42] Union, and award for resident. Much like WT President Fuches, I wanted to

[2:35:46] highlight our ambitious plans as the school year begins. As we move closer to

[2:35:50] our contract expiration in September 2028 and our ability to call for

[2:35:53] negotiations in June 2027, um we do not want to wait to begin developing our

[2:35:57] vision for a strong public school system that our families and students deserve.

[2:36:01] But we also know that we cannot envision this alone as we need all the

[2:36:04] stakeholders we can to fully understand the needs of our school communities.

[2:36:07] This is why starting in October, while also engaging our members internally, we

[2:36:11] want to work with the community to collectively develop a vision of strong

[2:36:14] public education in the district. This vision and the partnerships created will

[2:36:18] help in crafting and advocating for our demands as we move forward in our

[2:36:21] negotiations. In order to accomplish this, we are starting with community

[2:36:24] conversations in each ward throughout October. These will be meetings to hear

[2:36:28] from parents, students, and educators, educators, and various community

[2:36:31] stakeholders to identify issues and utilize our bargaining or other forms of

[2:36:35] advocacy as a vehicle to shape change for the entire public school community.

[2:36:39] We want to hear the visions, ideas, and priorities regarding what will make our

[2:36:42] district one that reaches all. Parents and students are closest to the work we

[2:36:46] do and we need them as partners in this vision. We want to hear from parents

[2:36:49] about what structures in their children's schools support them and

[2:36:52] their children the most and what support can be implemented to improve further.

[2:36:55] We want to hear from students about what brings them excitement throughout their

[2:36:58] day and what might impede their engagement, whether that impediment is

[2:37:01] inside or outside the school building. Of course, we'll be hearing from our

[2:37:04] educators on how we can foster joy in the important work they do, how they can

[2:37:08] be supported to grow in their profession and limit the stress that makes so many

[2:37:11] leave. And yes, our members and membership will be tackling impact no

[2:37:15] matter the outcome of the council's upcoming task force. We want to hear

[2:37:18] from all those who have have a stake in our communities working towards the same

[2:37:21] goal of improving these systems. We hope that we can find support in our state

[2:37:25] board of education members and even attendance from members. as we engage

[2:37:29] with the communities represented and work as partners and work as partners as

[2:37:33] we use our contract campaign as one that serves the community at large.

[2:37:36] Negotiating a contract that the community can see itself in, inspiring

[2:37:39] bold changes that can move our schools forward and create partnerships that go

[2:37:43] beyond any contract ratification and foster true collaboration into the

[2:37:46] future. Thank you.

[2:37:56] Good evening everyone. My name is Jeffrey Wood, Theodor Roosevelt High

[2:38:00] School, class of 2011, right here in the district. Go Ruff Riders. In the summer

[2:38:04] of 2009, I never owned a passport, never been on a plane. Then, as a DC public

[2:38:09] school student, I flew to Beijing for six weeks of intensive Mandarin. I came

[2:38:15] home in August of 2009, speaking a language that I hadn't known in June.

[2:38:20] There was no Mandarin at my school, so I commuted across town to Wilson High

[2:38:24] School after the day ended several days a week. for an hour at a time

[2:38:30] while I was still taking Spanish as my requirement. I did two languages. I

[2:38:34] earned credit for one. Beijing, the commute, the hours after everyone went

[2:38:40] home, none of it appeared on my transcript. So on paper, that experience

[2:38:44] never happened. I went on to George Mason University, majored in Chinese and

[2:38:49] won two federal scholarships, the Borne and the Gilman to study a year in

[2:38:53] Harbin, China. And then while I was there in 2014, I interviewed former

[2:38:58] first lady of the United States, Michelle Obama. During her visit, I

[2:39:01] became a foreign service officer with the State Department and spent my career

[2:39:05] in immigration and consular work. Everything downstream in my life came

[2:39:10] through that language and still I couldn't prove I hadn't I didn't have it

[2:39:14] when I went to college. But however, I was lucky. I had a mentor who helped me

[2:39:19] find the fellowships necessary to make the rest possible. But as a student and

[2:39:25] students in general, they shouldn't need to feel as lucky as I was. And so the

[2:39:30] system's answer to a kid who learns a language on their own time is silence

[2:39:35] based on my own experience. Not a lower grade, nothing. And think about who that

[2:39:40] silence falls on hard is. Every DC student has a two-year language

[2:39:44] requirement, but at many schools, the door open is Spanish one and two. So, a

[2:39:50] student who wants to learn Mandarin like I did previously or someone who already

[2:39:54] speaks Mharic at home or wants to take a different language based on their own

[2:39:59] personal interests either takes a language they don't need or finds one

[2:40:03] themselves either after hours across town or in some cases self-funded and

[2:40:08] comes back to a transcript that says they did nothing. We are telling the

[2:40:13] most motivated students in the least resource buildings that their effort is

[2:40:16] invisible. Competency based credit doesn't lower a standard. It applies the

[2:40:22] same one, an independent proficiency assessment, and asks a single question.

[2:40:27] Can this student do it? If yes, the transcript should say so. The board's

[2:40:34] own task force approved this. The board approved this. Please don't let this

[2:40:38] disappear now. 17 years ago, I did the work and the district had no way to

[2:40:43] acknowledge it. Students in DC right now should not still be waiting. Put

[2:40:48] competency based credit for learn world language back in and vote yes. Thank

[2:40:52] you.

[2:41:02] Good evening state board of education representatives. My name is Dashima

[2:41:06] Bernett. I'm a W 8 resident and a proud mother to two amazing children at

[2:41:10] Steuart Hopson Middle School and McKinley Techch High School. While I'm

[2:41:14] not a native Washingtonian, I've had the pleasure of living in DC for over 10

[2:41:18] years and I care deeply about all of our student success. Um, I would like to

[2:41:23] begin with a thank you for listening to pay parent leaders feedback on the

[2:41:28] proposed education graduation requirements. DC is a tale of two

[2:41:32] cities. Those who have access to resources and those who do not. I am

[2:41:36] hopeful that these new requirements will will create a more equitable system that

[2:41:41] will allow all students to not only survive but thrive in the district

[2:41:45] postgraduation. As the mother of an incoming middle

[2:41:48] schooler and an 11th grader, post-secondary planning is at the top of

[2:41:52] my mind. Throughout the graduation requirement update process, I met with

[2:41:56] fellow paid parent leaders, other community organ organizations, including

[2:42:01] DC policy center. Through these conversations, I learned more about the

[2:42:05] importance of post-secondary planning touch points. As a result, I reached out

[2:42:09] to my son's counselor, Mckenley Tech. Our check-in was a gamecher. Now, my

[2:42:14] son, Landon, is enrolled in two AP classes for this upcoming school year.

[2:42:18] He's enrolled in a Spark Your Journey program, and this is going to allow him

[2:42:22] to get ready for his post-secary goal to go to college and become an engineer. I

[2:42:27] was also glad to see that AIE increased the number of required touch points to

[2:42:31] four touch points with an adviser one per year throughout high schoolers

[2:42:36] students career by requiring these touch points at least once per year. The new

[2:42:41] graduation requirements help to ensure that all students leave high school with

[2:42:45] a plan. I'm excited to see how this positively impacts my daughter Lana when

[2:42:50] she eventually enters high school. Thank you SBOE the gradu for the graduation

[2:42:55] task force and AIE for all your hard work and throughout your all your

[2:43:00] consideration throughout the process. I look forward to your continued

[2:43:03] leadership. Thank you.

[2:43:07] » Thank you each for your testimony. We will now go to our members for a round

[2:43:11] of questions. Representative Henderson.

[2:43:17] » Thank you all. Um Miss Riley, thanks for serving on the task force. thanks for

[2:43:22] your years of service. I can clarify um I'm not sure what you saw, but the final

[2:43:28] proposal does take the total credits down to 24 um from the um

[2:43:36] electives changing from 3.5 to three. Um

[2:43:46] and I have no other questions. >> Thanks. Did you double check?

[2:43:51] » Okay. Representics.

[2:43:57] » You good? Representative Johnson Law.

[2:44:04] Sorry guys. I just want to make sure Representative Henderson was finished.

[2:44:07] And yes, Kathy, it's in the language. Um that is it's down to 24. Um it's in

[2:44:13] there. Yes. Uh thank you Kathy for serving on the task force. We always

[2:44:17] appreciate you. Um, Scott, I want to say thank you to you and Caroline and

[2:44:22] Dominique and everyone at Empower Ed for really listening to families and

[2:44:27] teachers and different folks around the practical studies diploma and the

[2:44:30] challenges that they were having with that. Thank you um my dear, thank you so

[2:44:34] much for all the things you do for the WTU. Thank you so much, my dear, for

[2:44:37] your testimony. Missed um Don and Lashima,

[2:44:43] everybody knows I love again to all of the parents who are here. I love all of

[2:44:46] our families, but I have a special place in my heart for East of the River

[2:44:50] families. And I always love when we come out because sometimes we don't come up

[2:44:54] we don't come in the biggest numbers, but when we come, we we again we are

[2:44:57] still strong and just want to honor um you all. Miss Lashima, just as a W 8

[2:45:02] resident, thank you for all that you do and for your advocacy. And I want to

[2:45:05] point out what you said about a city, a tale of two cities. And

[2:45:11] sometimes I think even in advocacy and the things that we do as a city, we

[2:45:14] forget about how does it affect the other side? How does it affect W seven

[2:45:18] and eight? And all and again I know Representative Thompson represents W

[2:45:21] seven but always just say east of the river just as an inclusive model because

[2:45:24] a lot of us are dealing with similar similar situations both Don you know in

[2:45:28] seven and and in eight and so sometimes I don't think I think it gets lost in

[2:45:33] the narrative. I think when we talk about equity,

[2:45:36] I think people want equity to look a certain way instead of what equity

[2:45:40] actually looks like and what is really going on because sometimes the truth is

[2:45:43] not pretty. Sometimes it is ugly and sometimes we really don't want to

[2:45:47] address the things that are going on, especially with I'm just going to say

[2:45:50] with black and brown families and we don't always get heard like if we were

[2:45:54] to raise issues, are we going to get heard the same way others are? Is DCPS

[2:45:58] going to hear us? Is the PCSB going to hear us? Is the council going to hear

[2:46:01] us? Is Aussie going to hear us? Are people really going to center our voices

[2:46:04] like they do like they do in other parts of the city? And that I just want to

[2:46:07] make everyone that's not a dig at anyone, but it is an unfortunate truth

[2:46:11] of what is going on east of the river and how we just don't get included in a

[2:46:15] lot of conversations. And so I just want to say thank you to the two of you for

[2:46:19] all of your work. This isn't the first time you've done it. You all have been

[2:46:22] doing it for years. I don't know if anyone has publicly said thank you, but

[2:46:27] as a mother we have. Well, we're going to Dr. Lejoy Johnson law is going to say

[2:46:32] thank you again because sometimes it gets lost and I'm just really happy that

[2:46:38] with the practical studies diploma that was a community push and it's not saying

[2:46:43] that it's not saying that Aussie Aussie

[2:46:46] didn't get it wrong. We just have to work. We got to flush it out. And I just

[2:46:50] want to say thank you to Andrew and Dr. Mitchell about coming to the different

[2:46:53] task force not just task force but different community meetings and really

[2:46:57] listening to what we were saying about it. So, thank you both so much.

[2:47:03] » Thank you, Representative Thompson.

[2:47:10] » All right. Um, I uh definitely always appreciate

[2:47:16] everyone's uh testimony. I think uh the following things uh are I'm telling you

[2:47:23] what's in my head. Uh Kathy, I'm sitting here digging through the appendences to

[2:47:26] make sure none of us are crazy. Um and I'm trying to do math uh and listen at

[2:47:32] the same time. Um and I believe uh that we are at uh 24

[2:47:38] requirements and then the overall is how like that's

[2:47:43] different than how many classes you have to take, which I think some people we're

[2:47:48] not talking about the same thing. 24 requirements still the same because we

[2:47:51] now have one uh what is it one for PE.5 for health five for art.5 for math 0.5

[2:48:01] uh for or.5 excuse me for music nobody shoot me about the math I know we've

[2:48:06] been through all the whole thing about the math 0.5 for music and 0.5 uh for

[2:48:11] financial literacy um is is where we landed so um that is a even number that

[2:48:17] I can tell uh which I believe is still keeping us at the 24. So I just because

[2:48:24] this is something we are talking about tonight I and I know um there has been a

[2:48:28] lot of very very very uh good work to get us uh to this point. So I um want to

[2:48:33] say that out loud. Um second and not second in order of importance just um in

[2:48:40] things happening at Ebony Rose's head. um we I'm look forward to our discussion

[2:48:47] uh about the what what we're going to do um between implementation uh and policy.

[2:48:52] Um that is always a dance um that not just the state board has to do but every

[2:48:56] policy body has to do. Um I um am hopeful uh that our colleagues will

[2:49:04] have a full uh discussion around that. Um I will say I I think I was a bit

[2:49:09] surprised. No, Granite, your girl was late because um roads have been closed

[2:49:15] and all the things. So maybe there is something I missed. Uh but I do want us

[2:49:19] to talk about um how we both put together and make sure there is a policy

[2:49:26] uh that has a certain spirit um and folks can implement with a certain um

[2:49:31] with fidelity to the letter, right? And so we will have that discussion uh on

[2:49:35] the dis later today. That's not going to be uh a secret. That's why we have

[2:49:39] public meetings. Um, and we appreciate everyone um, coming to testify. Um, to

[2:49:43] your point, sir, about like what do we um, count, what do we measure, what do

[2:49:48] we showcase um, for all of our students. So, um, I thank everyone for their

[2:49:53] testimony. Um, I thank the task force for their work. I thank the people who

[2:49:57] have shown up throughout. Um, and I thank you all for your time tonight.

[2:50:05] Representative Williams.

[2:50:09] » Yeah, thank you all for your testimony. Um,

[2:50:14] Mr. Kra, I want to kind of start with you. You would I I'm encouraged by the

[2:50:18] community conversations. I heard a little bit about what a plan could look

[2:50:23] like. Um, can you share a little bit more to the best that you have about

[2:50:27] when they'll be, where they'll be? Um and the big thing that I want to kind of

[2:50:33] um share with that is just that I think too often and I've heard this from Mr.

[2:50:36] Goldstein and other people too many times is that teachers interests and

[2:50:40] students interests and families are being are pitted against each other. You

[2:50:43] know we have to be 100% students first and you know therefore um we have to do

[2:50:48] something that's against good instruction or against what's good for

[2:50:50] teachers. I would also see this as a great opportunity to be able to align

[2:50:54] those interests to be able to um strengthen our uh advocacy and

[2:50:58] strengthen policy and create healthier schools. So, um I'm encouraged that

[2:51:02] you're doing this and just wanted to throw that out there um as the

[2:51:06] conversations unfold. >> Yeah, and that is the idea. Um be on the

[2:51:09] lookout for the dates. We're finalizing logistics. We're hoping to get them

[2:51:13] throughout October, mostly on Tuesdays and Thursdays. And um we're going to

[2:51:17] have two on W 8 ideally um since it is a larger ward with a large art education

[2:51:22] population. And um yeah, so be on the lookout with uh more information to

[2:51:27] come, but uh it'll be a time to align that vision to really kind of come up

[2:51:31] with what we want to push forward collectively. So that is the idea.

[2:51:35] » Thank you. Yeah, I look forward to attending. Um yeah, just want to say a

[2:51:38] couple quick things. Um Mr. Wood, I really appreciate your story. It's very

[2:51:41] inspiring. Um thank you for being here tonight. It was great to great to hear

[2:51:44] and listen to and the and uh hear the impact that the experience had on you.

[2:51:49] Um and then Mr. Riley, thank you so much for your engagement on this. I

[2:51:52] understand your your feelings on the lack of transparency at the end of this

[2:51:56] process. Um and I think that your advocacy and clarifying kind of what we

[2:52:01] were solving for throughout this process and what the purpose is and making sure

[2:52:06] we're we're doing right by students and centering students has been helpful for

[2:52:09] me throughout this process. So, um I think we clarified some important things

[2:52:13] last minute and um I agree with Representative Thompson that you know

[2:52:17] this to me is not the end of the process like we still have to continue to

[2:52:21] collaborate with implementation um to make sure that um all of these

[2:52:26] things you know whether it be financial literacy or the competency based things

[2:52:31] are actually implemented um effectively. So thank you for your work here.

[2:52:38] Thank you, Representative Best. >> Um, no further questions,

[2:52:45] » Representative Chang. >> Also, no further questions. Thank you.

[2:52:50] » Representative Coulson, thank you all for your testimony. Thank you for the

[2:52:54] parents always coming out. I'm so excited. Don't even know your babies,

[2:52:57] but I'm excited for what's going on with them. And thank you for sharing your

[2:53:01] experience as a DCPS grad. Uh thank you my ward four friend for your work with

[2:53:06] uh WTU. Again like my colleagues have said I look forward to the work. Uh Miss

[2:53:11] Raleigh, thank you so much for continuing to push and advocate uh for

[2:53:16] some things that were discussed, some things that we missed. I really

[2:53:18] appreciate that. I've learned more from your perspective. I will say that I am

[2:53:23] still on the fence tonight uh and I look forward to the discussion about this.

[2:53:28] I'm still on the fence because uh as we share stories about DCP DCPS experiences

[2:53:34] or our experiences, I remember many years ago I was at a high school and I

[2:53:40] should have had a credit and I had an empty spot on my schedule and even with

[2:53:45] parent advocacy I did not get that class that I needed which meant that I would

[2:53:50] have needed to go to summer school. And I know that that was a long time ago,

[2:53:53] but sometimes we still have experiences like that where parents cannot get up to

[2:53:58] the school or do what is necessary to really push the needle. And so for me,

[2:54:03] when it comes to policy, it's really important that things are very clear in

[2:54:07] the policy so that there's no ambiguity in the implementation. I want us to be

[2:54:12] very clear with all that we're doing to support our students that we don't drop

[2:54:16] the ball when it comes to implementation. I do I would really hate

[2:54:20] for our students to have the skills necessary to pass this to get the seal

[2:54:26] all of those things but cannot get that because of a roadblock in terms of their

[2:54:31] local school uh in their school body. So I look forward to discussing

[2:54:35] implementation but I thank you all for the work that has been done. Thank you

[2:54:39] Dr. Mitchell and everyone the task force for getting us here. I yield my time.

[2:54:47] Representative Goule, >> Mr. Wood, that was a very inspirational

[2:54:52] story. Uh, thank you for coming and sharing it. I think that really actually

[2:54:56] I mean it's incredible what you're able to achieve there through your hard work

[2:55:01] and it's it's what we want to provide as an option for all our students here and

[2:55:05] and I think that is exactly what we should be trying to get done with this.

[2:55:08] And I mean DC is such an international city. We have so many families with such

[2:55:13] diverse backgrounds and like we have families who speak all sorts of

[2:55:18] languages at home that we would never teach in in DC public schools or even in

[2:55:21] public charter schools. And so to be able to recognize like the unique

[2:55:26] backgrounds, the unique experiences of those families and to be able to let

[2:55:30] them have credit for for their skills on their diploma is is exactly what we

[2:55:35] should be doing with this. So that inspired me to keep going on this and

[2:55:39] thank you for sharing it here. Uh, I mean, we're we're at a place right now

[2:55:43] where we have been working on this for a very long time and and I think taking an

[2:55:47] additional month to figure this out makes perfect sense. It's what we did

[2:55:51] with the social studies standards and we got a better product. I I agree with

[2:55:55] you, Miss Riley. I think transparency is key and this is a very transparent body

[2:55:59] and we always do, I think, a very good job. I go above and beyond of working

[2:56:03] with the public. And in this case, I think there's no there's no villain in

[2:56:08] the process. Everybody's working hard. is just we're working up to a deadline.

[2:56:12] Uh you know and Aussie's been a great partner in this. My colleagues are great

[2:56:15] partners. I mean I think the challenge is we just kind of ran out of time to

[2:56:18] get it done tonight. So I think those discussions should continue and I think

[2:56:23] a month from now we we may nail this and have really a perfect product and that's

[2:56:27] what I want to get to on this. I don't want to get to after all this hard work

[2:56:31] 95% of the way there I want to get to 100%. So, I mean, things that are still

[2:56:35] confusing to me a little bit with this waiver process is I don't see the need

[2:56:40] for it in the first place. I think if a student, you know, like Mr. Wood talked

[2:56:43] about, has achieved those skills, they shouldn't have to worry that DCPS is

[2:56:48] going to approve a waiver, that the charter school board is going to approve

[2:56:51] a waiver. I mean, the charter school board may not even know they're

[2:56:53] approving waiverss because the charter school alliance wasn't even aware that

[2:56:58] they were going to be doing that today. So, I think we've just got some more

[2:57:00] work to do on this. And then, you know, making sure that if the student has

[2:57:06] those skills, we want to make sure it's not a process that drags them down and

[2:57:10] prevents them from doing it. It's not that that one DCPS school is doing one

[2:57:14] thing and another school's doing something else. We need equity,

[2:57:17] consistency, and we need to recognize our students achievements here. So, I'm

[2:57:21] willing to wait a month to be able to try to get us there to do that. And uh I

[2:57:25] just encourage my colleagues to do the same. I want to thank you all for your

[2:57:28] testimony tonight. President Patterson,

[2:57:32] » thank you. Um, thank every single one of you for again coming here. For those who

[2:57:37] have served on task forces like Miss Riley, um, I believe you directed um, a

[2:57:42] question at me, so to speak, as far as how we handled last week, and I believe

[2:57:45] Vice President uh, Goule has kind of said that we were just basically working

[2:57:49] right up to the to the deadline, so to speak, before we got here to make sure

[2:57:53] we were responsive. And I appreciate my colleagues who pressed, you know, as a

[2:57:58] person, you know, um, that's sitting in the seat right now, presidency to say,

[2:58:02] Jacques, we still there are things that need to be addressed. It was never to be

[2:58:06] kind of exclusive or anything like that. And as you stated, when we got answers,

[2:58:10] we shared that with those who had raised those questions were who are outside of

[2:58:14] the elected body. And we always will do that. Um, and I just appreciate even the

[2:58:20] um, superintendent for answering questions all the way up to the end. So,

[2:58:24] we're always going to be transparent as best as we possibly can, especially for

[2:58:28] those who are actually advocating and everything like that. And I want

[2:58:31] everyone to know that for the record that I believe all my colleagues and

[2:58:34] everybody that they work with are the most transparent people and processes

[2:58:38] that I've met in public service. And I appreciate everybody who works even up

[2:58:43] to the 11th, you know, 12th hour, whatever. Yes, I appreciate that. So, I

[2:58:48] just want to make sure I answered that specifically as far as and going forward

[2:58:51] we will be the same. Okay. Um secondly, um I would like to say I appreciate you

[2:58:57] bringing up the touch points. That's important to me. I love that that Azie

[2:59:01] has put in there's going to be four touch points, 9th, 10th, 11th, and 12th.

[2:59:05] Um yes, because I am a person who when I was in school, no one talked to me. So

[2:59:11] when I got to the 12th grade and I was getting ready to do things, they were

[2:59:14] like, "No, you can't go there. you can't apply there cuz you know you don't have

[2:59:18] the right things, you didn't take the right classes, you know, I want to go to

[2:59:21] the University of Washington at that particular time. They're like, no,

[2:59:23] you'll probably be going to a community college, which I did. Eventually, I

[2:59:26] caught up and I'm now I'm a doctor. But I I get it. So, I appreciate you calling

[2:59:32] that out because there are students, even myself, you know, who truly needs

[2:59:36] that because our students need to have that touch point every single year of

[2:59:40] their education in high school. So, I appreciate that. from going to three to

[2:59:44] four. The last thing that I will say, I'm gonna talk to you, sir. You marry my

[2:59:48] daughter. And I say that because as far as you said, 17 years and everything

[2:59:52] like that. My daughter took a Mandarin Chinese class when she was at TMA. She

[2:59:56] did the program downtown and she didn't get any credit for it. Now, it worked

[3:00:01] well for her because she put on her college, you know, kind of letter and

[3:00:03] got into the school of her dreams, Spellman, but she got nothing outside

[3:00:07] of, you know, any type of credit for. She took two years of managing Chinese

[3:00:11] right there in Chinatown, right there on 8th Street and nothing, you know,

[3:00:15] whatsoever. And to sum this all up, she missed being validictorian by like.5.

[3:00:22] What would that have done had and she was saludiatoran. What would that have

[3:00:25] done for her had she got that credit? So, I come to this as a parent. I will

[3:00:29] always look at this from a parent perspective and I appreciate your story.

[3:00:32] So, thank you.

[3:00:38] » Okay. I believe we have one last person now.

[3:00:42] Two. Okay. So, I'm going to turn it over to you for those last two.

[3:00:45] » Okay. Thank you all so much for coming and testify. We will have our last two

[3:00:49] witnesses.

[3:00:53] Dominique Moore. Oh, we have our last witness, Jessica

[3:00:59] Giles.

[3:01:03] I thought people

[3:01:11] just because you're alone, you're not alone.

[3:01:20] All right, that means I get a lot of time, right? Three times. [laughter]

[3:01:31] Okay, I didn't bring my laptop. I'm I'm

[3:01:36] screenless. All right.

[3:01:41] Um, greetings represents of the DC State Board of Education. My name is Jessica

[3:01:45] Jiles. I'm a W7 resident and executive director of the Washington DC office of

[3:01:48] the Center for Strong Public Schools Action Fund. CSPS Action Fund is a 501c4

[3:01:54] organization committed to ensuring that every student, especially black, brown,

[3:01:57] and low-income kids, attends a highquality public school regardless of

[3:02:02] their zip code. Today, I'll be testifying about the state board of

[3:02:05] education's resolution 2613. AIE released recommendations that

[3:02:10] outlined a vision for college and career readiness. AIE, the high school

[3:02:14] graduations requirements task force and the state board of education engaged in

[3:02:18] thoughtful dialogue with the community to get us to a place where we have

[3:02:22] substantially improved graduation requirements to vote on today. Exciting.

[3:02:27] CSPS Action Fund has been proud to be a part of the process. We attended the

[3:02:30] task force's community meeting, shared feedback, and testify at the April

[3:02:34] public meeting. During those interactions, we've consistently

[3:02:37] reiterated that all students must be held to high standards of excellence,

[3:02:41] that there should be more flexibility to ensure every student can reach their

[3:02:44] full potential, and that there continues to be urgency to ensure we prepare

[3:02:48] students for future success. We maintain that DC's graduation requirements can

[3:02:53] remain rigorous while allowing for greater flexibility in student schedule.

[3:02:57] We're proud to see many of our recommendations reflected in the

[3:03:00] resolution today, including the following. Students must

[3:03:05] receive four in-person graduation and post-secondary plan touch points once

[3:03:10] every year. Students can choose from six diploma endorsement options. Financial

[3:03:14] literacy is required as a uh half a credit course, but content can be

[3:03:18] incorporated into other courses. Students are required to earn 60

[3:03:21] community engagement hours which can include paid and unpaid opportunities

[3:03:26] which is really important. Um, we also appreciate that students can take

[3:03:30] integrated math given how important algebra is for post-secary outcomes. And

[3:03:35] we are pleased to see that the practical studies diploma recommendation was

[3:03:39] removed and that Aussie dropped the required career preparation course

[3:03:43] because there uh is a lack of clear guidance in place. So, we support these

[3:03:46] changes and we appreciate the time and work that has been devoted to this

[3:03:49] effort. Still, we continue to stress the importance of DC dramatically expanding

[3:03:54] access to intensive high-quality career programming to ensure every high school

[3:03:57] student, not just older students or a limited view, has meaningful career

[3:04:01] building opportunities before graduation. We won't stop saying that.

[3:04:04] The district has seen greater um higher graduation uh graduation rates. However,

[3:04:10] our public education system continues to produce too few degree and credential

[3:04:14] holders. Additionally, DC has struggled with disconnected young people in a

[3:04:17] workforce system that leaves native Washingtonians, many of them locked out

[3:04:21] of living wage careers. As we shared earlier, um findings from the education

[3:04:25] through employment data system, DC alumni early career outcome survey. Um

[3:04:31] those uh who participated in career oriented experiences in the high school

[3:04:35] were significantly more likely to report feeling prepared for careers. Skipping

[3:04:39] around. Um thank you for the opportunity to testify. We look forward to

[3:04:42] partnering with future conversations on these topics.

[3:04:48] » Thank you so much for your testimony. We will now have a round of questions from

[3:04:52] our elected state board members. Representative Johnson Law.

[3:05:00] » Thank you so much, Jess, for your testimony. We love you. I just have a

[3:05:03] quick comment and then I was going I'm going to actually yield the rest of my

[3:05:05] time to you to finish to actually finish because I know you skipped around. Um,

[3:05:09] just wanted to say like thank you for like all all you do and to publicly say

[3:05:13] thank you for also supporting our W 8 back to school bash that's also

[3:05:17] happening on this Saturday from Wonder Sigcorn Oak. That's a little plug. But

[3:05:21] um again, just thank um you and Victor and the entire team for all the work

[3:05:24] that you're doing. Again, it's not easy. And so just again want to publicly say

[3:05:27] thank you. I say thank you all the time, but also want to say it publicly. And

[3:05:30] then I'm just going to yield the rest of my time for you to finish what you were

[3:05:34] saying because I know you skipped around.

[3:05:36] » Thank you. >> You're welcome.

[3:05:45] Currently, only 16% of DC students meet the SAT college and career ready

[3:05:49] benchmark and only 18% of 2011 2012 nth graders had completed an associates or

[3:05:54] bachelor's degree by 2022. And so um the find the findings of the

[3:06:00] studies that I mentioned earlier with regards to the DC alumni ear early

[3:06:04] career outcome survey shows that providing students multi-layered career

[3:06:09] focused experiences is increasing for students to uh be ready for what

[3:06:16] comes next after high school. Um, our nonpartisan nonprofit affiliate, the

[3:06:21] Center for Strong Public Schools commissioned a poll which also showed

[3:06:24] that 88% of DC Democratic voters believe every high school student should have

[3:06:28] had access to meaningful career or connected learning experiences before

[3:06:33] graduation. In addition, we also want to continue to

[3:06:36] stress the importance of DC graduation requirements allowing for flexibility in

[3:06:40] students schedules. Students deserve multiple rigorous pathways to

[3:06:44] demonstrate mastery through academics, expanded course equivalency offers

[3:06:48] offerings, career connected learning, and real world exper real world

[3:06:52] experience all at a pace that meets their needs. So we believe these

[3:06:56] improved graduation requirements rec represent a crucial step in that

[3:07:00] direction. And so we look forward to being a part of the conversations that

[3:07:03] the SPOE has with regards to implementation. We totally uh want to

[3:07:09] underscore the importance of of implementation and getting this right

[3:07:12] and um being a part of the conversations around the integrated math proposal so

[3:07:17] that DC can continue to lead the nation with strong public schools and real

[3:07:21] opportunity for every student. Thank you.

[3:07:23] » Thanks Jess. I appreciate you. I yield the rest of my time.

[3:07:28] » Thank you Representative Thompson.

[3:07:38] Um, thank you for braving the traffic and

[3:07:41] make it here. Um, hopefully that wasn't too terrible for you. Um,

[3:07:47] what uh you you mentioned a a survey um about uh recent graduate Well, maybe not

[3:07:54] that recent. Um what what was the survey?

[3:07:58] I'm trying to pull up your testimony. our computers and it's hyperl um but

[3:08:03] it's the uh education through employment data system DC alumni early career

[3:08:09] outcome survey that might be DC >> yeah it's a it's a DME survey so I

[3:08:14] realized when and and and I don't think I had thought about this before I've

[3:08:19] I've I've thought about it in other ways but when you cited uh the stat about um

[3:08:26] completing a AA a or a bachelor's. >> Um, and I need to dig into the survey

[3:08:34] that doesn't necess that might not necessarily include folks who went a

[3:08:38] different path like who were um who decided to take on a trade um or who

[3:08:45] I don't know started their own business. Correct.

[3:08:49] Um,

[3:08:52] so are you talking about the 18% of ninth graders that completed?

[3:08:59] » Yes. >> Associate.

[3:09:00] » Uhhuh. >> That comes from AIE's data that they put

[3:09:03] together. And um it has lots of data for those who had graduated high school and

[3:09:11] gone on to college and for those that another there's other statistics there

[3:09:16] for students that didn't graduate. >> Yeah. I I think so and I I'll tell you

[3:09:19] why I'm asking not to I'm not trying to um discredit the data but I am um

[3:09:26] particularly thinking about a shift um in how we have thought about education

[3:09:32] because um in the years where like 2008 20ou the the 2000s and then some of the

[3:09:40] 2010s all we were tracking was college. >> Correct. Um, and college is a specific

[3:09:47] destination uh on a path to success, but it's not the only destination. Now, I'm

[3:09:52] not the person who's going to say, "Oh, you know, college isn't for everybody."

[3:09:55] Cuz honestly, I think anybody could do college um with the right supports. I'm

[3:09:59] not saying everybody has to do college to be successful, though. That's a

[3:10:02] different thing. Um, and let me tie this up in a bow. Um, some of what I believe

[3:10:09] that we have gotten right with the graduation requirements is thinking

[3:10:12] about how folks can be on multiple paths and so like how do we have endorsements

[3:10:16] for CTE? But one of the key things I hear from my constituents um is actually

[3:10:22] more access to career and technical education. Um, and so I'm looking

[3:10:28] forward to digging in a bit more with that lens and not just the college

[3:10:33] completion lens because it is the overall success. Yes. So that caught my

[3:10:37] ear. Thank you. >> Thank you both.

[3:10:41] Representative Williams.

[3:10:45] » Thank you for your testimony. I have no questions at this time.

[3:10:49] » Representative Best. >> Uh thank you for your partnership uh in

[3:10:54] ensuring that all schools and all students are supported regardless of the

[3:10:59] sector. Uh I don't have any questions at the time, but I just appreciate the work

[3:11:03] that you do. Representative Chang.

[3:11:09] » Also, no questions at this time, but I may take a picture of you because I

[3:11:12] think this is a a moment to [laughter] remember.

[3:11:15] » I'll make sure I'm frowning when you do it.

[3:11:19] » Um, Representative Coulson, >> thank you for your testimony. I think

[3:11:25] often when we hear testimony here in the chambers, it's always, I won't say

[3:11:30] always, often comparing one LEA to the other. and I appreciate your testimony

[3:11:35] for highlighting or spotlighting the outcomes what we hope our children will

[3:11:40] be able to achieve. So I just want to say thank you for continuing to elevate

[3:11:44] that. I do not believe that we should be in competition in DC one LA against the

[3:11:50] other but looking at who's doing it best in the nation and what we can learn from

[3:11:55] them and how we can implement that here. Uh, so I guess my question is now that

[3:11:59] we've come to the the voting part in terms of implementation, is there any

[3:12:05] one specific thing that you would really love for us to see to ensure that it

[3:12:09] doesn't fall by the wayside?

[3:12:13] Wow. Um,

[3:12:20] I'm gonna cheat and say everything. Make sure everything doesn't fall by the

[3:12:24] wayside. Um I really am interested in participating in the conversations

[3:12:28] around um the integrated math pathways. So I know that there's more work to be

[3:12:33] done there. So um I'm really interested in those conversations.

[3:12:39] » I also say well you give me a moment. I also say that it's really important that

[3:12:43] when we talk about um dual enrollment um that it's not just that students are

[3:12:49] taking those courses, but we have to also make sure that there's

[3:12:52] opportunities for students to really truly um earn college college credit as

[3:12:58] well.

[3:13:02] Okay. Representative Henderson. >> Thank you. I don't have any questions.

[3:13:08] » Vice President Goule. >> Mr. Jos, I want to thank you for coming

[3:13:13] to testify tonight and, you know, for your leadership on this and so many

[3:13:17] issues here in the city. I think one thing you said really resonated with me

[3:13:21] in your testimony and that was talking about the flexibility to ensure students

[3:13:25] reach their full potential and I'm really excited about the high school

[3:13:28] graduation requirements things we have in there. Like I'm excited to see

[3:13:31] financial literacy, but I'm also realistic about what we approved and

[3:13:35] what we, you know, have have in there right now. that's we have one half

[3:13:38] credit less of flexibility uh than we did before and we we've added financial

[3:13:43] literacy removed an elective credit half credit of electives and so we've reduced

[3:13:49] flexibility which I I know wasn't quite our goal when we set out but that's

[3:13:53] where we ended up u for me on this that's why I think the foreign language

[3:13:56] issue is so important because uh when we we want to be able to provide

[3:14:02] flexibility to our students that would include students who have mastered a

[3:14:05] language at home and who are fluent fluent in it that they could then go

[3:14:09] take a competency based exam, get those credits, get that seal of biiteracy and

[3:14:15] then have flexibility to do other things, other interests they may have uh

[3:14:19] instead of going back and taking maybe Spanish one or uh taking a language that

[3:14:23] they've already mastered. So, so for me that's a way to improve flexibility when

[3:14:27] we haven't addressed it already. Also for our English language learner

[3:14:31] students, we have so many students uh who may have a language uh that they've

[3:14:37] learned that they know much better than English. So they may be fluent in

[3:14:40] Spanish. They have come to DC. Uh they could simply take an exam to demonstrate

[3:14:46] that fluency, but they may need help in other coursework. Uh that would benefit

[3:14:51] them a great deal more than just taking uh Spanish uh or another foreign

[3:14:55] language. They may they may need may need help on their English. And so as we

[3:15:00] look at flexibility, that's another way uh that we have an opportunity right now

[3:15:04] uh or within the next month to be able to add the flexibility that I think

[3:15:09] you've talked about. So I just want to kind of get your take on this and if

[3:15:13] that's a way you see of improving flexibility.

[3:15:18] I think you're asking some important questions um with regards to the world

[3:15:24] language competency credit and I'm interested to hear what your colleagues

[3:15:28] have to say, you know, in addition to the points you've raised.

[3:15:31] » Yeah. Well, thank you for everything you do for the city. I appreciate it very

[3:15:34] much, >> President Patterson.

[3:15:39] » Thank you. Um, thank you, Miss Giles, for bringing up

[3:15:45] something in the course of your uh, testimony. And I was going to save this

[3:15:49] comment until we got into the discussion about the graduation requirements, but

[3:15:54] because you said a certain number um, during your testimony, 16%. I'm going to

[3:16:00] bring it up now because recently you and I um, we saw a video and there was a

[3:16:06] teacher. He was a a senior's teacher and he was literally crying

[3:16:12] because he knew that his class he had given a

[3:16:17] test and he was crying because none of the students in his class could read. He

[3:16:21] said even when he gave them prompts that only needed them to fill in four words

[3:16:28] to finish the sentence, they couldn't do it. And you and I made a comment about

[3:16:34] it because it touched us to see this man crying about his seniors that could not

[3:16:41] read or finish a sentence or put four words in that. And I was going to save

[3:16:47] this till the end, but I just because you and I talked about it. We have a

[3:16:51] graduation rate since we're talking about graduation requirements of 79%.

[3:16:57] We have a career and readiness rate of 16%.

[3:17:02] And from my last math, that's 63% difference.

[3:17:08] That's horrible. We're about to have a big discussion about graduation

[3:17:13] requirements, which I think we're doing the right

[3:17:16] thing. I do. all the debates that we've had and all of this conversation,

[3:17:22] but if we're still graduating students that are not college and career

[3:17:27] readiness and we're still saying numbers like 16%.

[3:17:32] That's a problem. That's a major problem. I have a

[3:17:37] colleague who wrote an article about it and I want to thank um Representative

[3:17:41] Chang for writing his article about that because then we're we're not aligned.

[3:17:48] It's nice that we're going to do these graduation requirements, but they will

[3:17:52] mean nothing at all if we continue to have students who are at 16% proficiency

[3:18:00] as far as college and career readiness. So, I want to thank you for the

[3:18:04] conversation that we had. I look forward to the conversation that we're going to

[3:18:07] have about the graduation requirements, but I just wanted to pull that out

[3:18:12] because again, at the end of the day, the end of the day, we're supposed to be

[3:18:17] graduating students, our main goal, our north star who are career and college

[3:18:24] ready. That is our goal. That is our north

[3:18:28] star. Everything else kind of builds on to that to get us to that point. So, I

[3:18:33] appreciate you just alluding to that to allow me to say that um as we get ready

[3:18:37] for that discussion. Thank you very much.

[3:18:39] » Thank you. Thank you all.

[3:18:43] » Thank you for your testimony this evening

[3:18:47] » and thank you again. >> Can't wait till the last minute this

[3:18:49] afternoon. [laughter] >> And so, normally when we have an expert

[3:18:53] panel, we would have a break in between that and the public testimony. My

[3:18:58] colleagues up here, including myself, has been needing a break, a bio break,

[3:19:02] so to speak. And so, we're gonna take a five minute

[3:19:06] » five minute just to allow people to have that

[3:19:09] because I know this discussion we're about to have is about to be rich and I

[3:19:13] don't want people jumping up and missing parts of that because they have to go to

[3:19:16] the restroom. Five minute break. It is currently

[3:19:20] 8:58. I will see you guys at 9. Well, it's not

[3:19:25] 8:59. I will see you guys at 9:04 prom.

[3:19:43] I love you. [laughter] resist.

[3:27:54] All right. I know there are some great conversations that's going on. Um, and I

[3:27:59] know they could go on for some time, but I'm going to gavvel us in because I know

[3:28:03] that everybody wants to get out here before 12:00 the next day. So, members,

[3:28:09] members, make your way back to the DAS. Members,

[3:28:17] make your way back to the dis.

[3:28:30] Representative Williams and Thompson, if you could make your way back.

[3:28:34] Representative Henderson, if you could conclude your conversation.

[3:28:51] All right.

[3:29:02] » Okay. I know there are conversations that are still kind of being had and I'm

[3:29:07] going to try to be gracious and letting our members have those conversations.

[3:29:12] But I am going to proceed at this point.

[3:29:19] We will now move to consider our state resolutions for administrative votes.

[3:29:30] We will now move to vote on state resolution SR26-11

[3:29:36] supporting student access to identification real IDs in the District

[3:29:40] of Columbia. Is there a motion?

[3:29:44] » So moved. >> It has been moved by Representative

[3:29:47] Johnson Law. Is there a second? >> Second.

[3:29:50] » It has been seconded by Vice President Goule.

[3:29:59] The motion has been properly moved and seconded. Executive Butler, will you

[3:30:04] read the resolution into the record unless there are members who think

[3:30:09] otherwise >> can I move to uh read uh wave the

[3:30:12] reading of the of the um resolution? >> Second.

[3:30:16] » There has been a motion and it have been second. It is moved by Representative uh

[3:30:20] Williams and seconded by Representative uh Johnson Law. All in favor?

[3:30:26] » I I nays. All right, we will go forego the reading.

[3:30:33] » Is there discussion on the resolution? I'm going to go first to Representative

[3:30:39] Johnson Law. >> Um just going to make this really quick.

[3:30:42] Just want to say thank you to the board. Um again for all your support with this.

[3:30:46] Um we know many of our young people, especially our homeless students and our

[3:30:50] students for this opportunity. We want to make sure that they have every

[3:30:53] resource at the at their disposal um at their disposal. And so some of our

[3:30:57] babies are, you know, going to internships, they're traveling. There's

[3:31:00] a lot going on in the city and we just want to make sure that they have as much

[3:31:03] access as possible. So looking forward to um folks supporting this and also

[3:31:07] advocating to council about this because I it has to get more attention. We got

[3:31:11] to get our babies their IDs so that way they can have them for their

[3:31:15] internships. They can have them when they're going to college. I think it is

[3:31:18] unacceptable for students to come to me in the 12th grade and say, "Hey, I need

[3:31:22] to get on a plane. I'm 18 and I need my ID. Hey, I need it for college and I

[3:31:26] don't have it." And it's just happening just way too often. It's happening way

[3:31:30] too often with our homeless families. And I understand that people can just go

[3:31:34] on dmv.dc.gov and you can just be able to look at some

[3:31:37] of these things. But families are already doing that and there's still a

[3:31:39] disconnect though about connecting folks to how am I supposed to do certain

[3:31:43] things, especially if they are experiencing homelessness. I'm going to

[3:31:46] wrap it up here because I know there's a bigger discussion coming down the

[3:31:48] pipeline, but just want to say thank you to the board.

[3:31:51] » All right. Thank you, Representative. Or is there other discussion?

[3:31:54] Representative Coulson. >> Yes, I want to say thank you to the

[3:31:57] board and thank you also to repres Representative Johnson Law. Uh you named

[3:32:01] several reasons why this is important. I just want to also elevate elevate that.

[3:32:05] We know that the National Guard will be with us until 2029 and many of our

[3:32:10] students do not have ID. So, it's also a security concern as well. So, I'm happy

[3:32:15] that we're doing this. Thank you for the work and for everyone else who has

[3:32:18] supported this. >> Further discussion?

[3:32:24] » Well, I'll chime in at this point. I just want to thank you, Representative

[3:32:27] Johnson Law, for staying uh consistent and not letting this die. I know we've

[3:32:32] been talking about this for some time. Um, and how important it is for our

[3:32:36] students, especially those who will be profiled. um because we as was just

[3:32:40] stated by Representative Coulson will have the National Guard in our city till

[3:32:45] 2029 until the end of this current president's uh end of his tenure. And so

[3:32:50] I think it's even more important as we see these things happening in our city

[3:32:55] um that our children are be will be able to be identified um with something that

[3:32:59] they can also identify our children with. Um so I just want to thank you for

[3:33:03] your persistence in moving this forward. Thank you so much.

[3:33:08] I'm going look around once, twice again just to make sure there's no further

[3:33:11] discussion. All right. Um, seeing there is no um no more

[3:33:18] discussion, the motion is to adopt SR26-11.

[3:33:21] D Executive Director Butler, will you call the role?

[3:33:26] » Representative Best, >> I.

[3:33:29] » Representative Chang, >> I.

[3:33:31] » Representative Coulson, >> I.

[3:33:32] » Representative Henderson, >> I. Representative Johnson Law.

[3:33:37] » I, >> Representative Thompson.

[3:33:39] » I, >> Representative Williams.

[3:33:41] » I, >> Vice President Goule.

[3:33:44] » I, >> President Patterson.

[3:33:46] » I, >> State Board of Education Resolution

[3:33:50] 26-11 supporting students access to identification real IDs in the District

[3:33:55] of Columbia passes unanimously. >> Thank you, director.

[3:34:00] Next, we will move to vote on state resolution SR26-12

[3:34:05] approving the District of Columbia's physical education standards. Is there a

[3:34:09] motion? >> So, moved.

[3:34:11] » Okay, I'm hearing two. Um, I'm going to go with it was moved first. Well, he's

[3:34:15] being a gentleman. Uh, it was moved by Representative Johnson Law and seconded

[3:34:20] by Representative uh Williams. All right.

[3:34:25] Okay. Since it has been properly moved and seconded, Executive Bullet, will you

[3:34:29] read the resolution into the record? >> Mr. President, may I move at this time a

[3:34:32] motion to wave the reading of the resolution?

[3:34:34] » You have move Representative Goule have moved a motion. Second,

[3:34:38] » it has been seconded by Goule. All in favor?

[3:34:42] » I any naysay >> Coulson. My fault. It was seconded by

[3:34:48] Representative Coulson. Um, all in favor?

[3:34:52] » I. Any nazs? Okay, we will forgo the reading. Is

[3:34:57] there discussion on the resolution?

[3:35:03] Wow. Okay. Well, yes, there is. Okay. Representative Johnson Law,

[3:35:08] » because I know we're getting to like the big kahuna in a second. And again, just

[3:35:11] want to thank AIE for their work with us on this. It's a lot of work that we're

[3:35:14] doing together. And just want to say thank you for your partnership on the PE

[3:35:18] standards. And I know we also talked about kids with disabilities and that

[3:35:20] was raised up and also included. And so to the entire team, to Glenn, to Andrew,

[3:35:25] to Dr. Mitchell, again, just want to say thank you because this is what this is

[3:35:29] really hard work even though even if we don't all agree all the time, I think

[3:35:32] it's important to center why we're all here and that's for our kids. So, thank

[3:35:36] you so much for your partnership with the PE standards.

[3:35:41] » All right. Is there further discussion?

[3:35:46] » All right. Seeing no further discussion, the motion is to adopt SR26-12.

[3:35:50] Executive Director Butler, will you please call the role?

[3:35:53] » Representative Best, >> I.

[3:35:56] » Representative Chang, >> I.

[3:35:59] » Representative Coulson, >> I.

[3:36:01] » Representative Henderson, >> I.

[3:36:03] » Representative Johnson Law, >> I.

[3:36:05] » Representative Thompson, >> I.

[3:36:08] » Representative Williams, >> I.

[3:36:10] » Vice President Gulan. >> I,

[3:36:13] » President Patterson. I >> State Board of Education resolution

[3:36:17] 26-13, excuse me, 26-12,

[3:36:23] approving the District of Columbia physical education standard passes

[3:36:26] unanimously. >> Thank you. We will now move to vote on

[3:36:31] state resolution SR26-13

[3:36:35] approving a approving amendments to the District of Columbia's high school

[3:36:39] graduation requirements. Is there a motion?

[3:36:44] So moved. >> It has been moved by Representative

[3:36:48] Coulson. Is there a second? >> Second.

[3:36:50] » Second. [laughter]

[3:36:52] » Seconded by Representative Williams. I'll go again. Okay. Um All right. The

[3:36:58] motion has been properly moved and seconded. Um Executive, would you read?

[3:37:03] » Yes, Representative Goule. >> At this time, I move a motion to wave

[3:37:07] the reading of the resolution. >> There has been a motion to wave the the

[3:37:11] reading of the resolution. Is there a second?

[3:37:14] » Second. >> Has been seconded by Representative

[3:37:16] Jeff. Um, Johnson [snorts] Law. All in favor?

[3:37:21] » I. Any nays? All right.

[3:37:26] Is there discussion on the resolution? Let's have fun.

[3:37:32] » All right. Representative Goule. Okay. So, I'm

[3:37:38] going to come back on second round and and move a motion to postpone, but I

[3:37:42] want to put some some points on the record at this time. So, I want to first

[3:37:46] of all congratulate Aussie for all their work on this and specifically thank uh

[3:37:50] my colleagues uh Representative Thompson, Representative Henderson for

[3:37:53] co-chairing the task force. I think uh that was really got us to a great place

[3:37:58] on this. Uh I support the task force's recommendations. Uh I think they were

[3:38:02] they were fantastic. So, and I want to thank all the people who volunteered

[3:38:06] their time to participate on the task force. U I have concerns though and I

[3:38:11] want to put those on the record too right now. And and my concerns I think

[3:38:14] could be alleviated with another month's work on this. We we've put so much

[3:38:18] effort in and I just don't want to see us rush this. Uh the board doesn't have

[3:38:22] a lot of formal duties. Uh we have certain things we have to do and I think

[3:38:27] this is the most important thing uh that we have to do this year. uh maybe

[3:38:31] perhaps in the last four years even I think right now my concern is that if

[3:38:36] you have a student who has achieved competency and they've demonstrated that

[3:38:40] competency on an ASI approved exam by meeting an ASI approved score that they

[3:38:45] should get those two foreign language credits they should get their seal of bi

[3:38:48] literacy and that they really have a right to that now that's what the task

[3:38:53] force recommended and that's where I think we should land I I think we were

[3:38:57] willing to to try to address a concern that was raised and not force this upon

[3:39:01] ELEAS if it had operational concerns. Uh but what really still concerns me is

[3:39:06] having a waiver process because I think this is going to create uh even if it's

[3:39:10] a short waiver uh a lot of problems and I simply don't support it. Uh we had

[3:39:15] concerns when it was with ASI uh and I think now the new proposal which we saw

[3:39:21] yesterday actually raises new concerns and even more concerns for me. I'm not

[3:39:26] sure if anyone has even talked you know up here. I haven't had a conversation

[3:39:29] with the public charter school board about this. I'm not sure how they would

[3:39:33] approve these waiverss. I'm concerned about DCPS doing it as well because I I

[3:39:39] think there should be uniformity among schools. Like DCPS should just simply

[3:39:43] grant this credit once the state superintendent determines that like a

[3:39:48] certain standard needs to be met and it is met by students for foreign language.

[3:39:52] So I don't know why there would be different schools doing different things

[3:39:56] on this. that that makes little sense to me. And I think ultimately this has to

[3:40:01] be about the students. It has to be about the students who achieve

[3:40:05] proficiency, who demonstrate proficiency, uh should be able to get

[3:40:09] that. And I can't possibly imagine a situation where you have students who at

[3:40:15] home have demonstrated this proficiency who then have to go to their their

[3:40:19] charter school and ask for then a waiver to be sent to the public charter school

[3:40:24] board that then has to be approved so the student can get the credit that

[3:40:28] they've already achieved by meeting the ASI standard already. like that's two

[3:40:32] extra steps that could potentially keep that student from getting the credit

[3:40:36] because it just gets bogged down in unnecessary

[3:40:40] uh administrative burdens. I mean, we can still report data uh of the number

[3:40:45] of students that have uh achieved this and received the credit. So, I I just am

[3:40:51] very confused at this point. Uh we've talked a lot about flexibility

[3:40:55] throughout this process and and I think something that's really important in

[3:40:58] generating flexibility is making sure we're not making students take

[3:41:02] unnecessary courses uh that they don't need. So if you have a a student whose

[3:41:07] first language is Spanish, who is fluent in Spanish, they can go get their seal

[3:41:12] by literacy and then maybe have courses to help their English uh so that they

[3:41:16] can make sure they're able to stay on course there. Uh if you have a student

[3:41:20] who uh you know has traveled overseas or is fluent at home in another language,

[3:41:25] they can get their seal of bi literacy, they can get their two credits and they

[3:41:28] can explore other elective credits because we've reduced in this proposal

[3:41:32] the number of elective credits from three and a half to three despite

[3:41:36] talking about as a board priority trying to create more flexibility. So I think

[3:41:41] we've done a lot of good things in here. I definitely support financial literacy.

[3:41:44] I really support reducing the number of community service hours from 100 to 60.

[3:41:49] But I think this one last issue, it's just strange to me that we wouldn't take

[3:41:54] a month to continue the good work we've had with ASI and the positive

[3:41:58] collaboration to try to just get to a place where we understand this because I

[3:42:02] do not support the implementation plan that's in the letter and we are voting

[3:42:08] by reference to that letter in the same way that when council votes on the

[3:42:12] budget, uh, it's voting the budget books by reference. So, we're essentially

[3:42:16] adopting a plan that that I don't agree with on this. I don't agree with the

[3:42:20] waiver process and I would rather set a waiver process that we support and and

[3:42:25] approve that today than have a waiver process that we don't support and then

[3:42:30] we have to try to clean it up through implementation. So, I'm going to move it

[3:42:34] later round to postpone this one month and then keep up the great work that

[3:42:38] everybody's been doing on it. Thank you very much.

[3:42:42] » Thank you, Vice President. Is there more discussion?

[3:42:48] Representative Thompson. >> Um

[3:42:52] I I have the following thoughts. Um I um here's where I agree uh with um

[3:43:00] Representative Goule. I agree uh that uh this is some of the most important work

[3:43:06] before the board. I've said that um from the beginning before we ever even um

[3:43:10] embarked on this work. This is our high school our high school graduation

[3:43:15] requirements are essentially the road map to what we are saying will if they

[3:43:21] if students take the following steps they will be prepared um when they leave

[3:43:28] our high schools doesn't matter which high school um doesn't matter where the

[3:43:33] high school is located as long as you are in the District of Columbia uh you

[3:43:37] will be prepared to do what you want in life uh that is something that I

[3:43:43] personally am very uh committed to as a person, as a human. Um, and so I

[3:43:50] absolutely agree with Representative Goule that this is one of the most

[3:43:56] important votes this board will take. I will say um I also really appreciate

[3:44:06] Representative Goule's point about um implementation and and knowing what we

[3:44:13] are voting for and saying we support. I will say I am I don't have and and I

[3:44:19] have been um I tend to be very very thorough. I'm someone who has been very

[3:44:24] engaged in this process. I've been in the conversations around uh the

[3:44:28] competency based um most recently and I am a little confused about um the roles

[3:44:37] and the why like why is the PTSB the best party to do this? Um why is it not

[3:44:44] AIE? Like why is is was the compromised language the best language? Are there

[3:44:49] other constraints that I don't know to consider from AIE? Um, and I know I have

[3:44:54] asked a few times um, and and I do appreciate very much uh, Representative

[3:44:58] Goule's uh, push to get us to uh, a compromise on this. Um, because I

[3:45:04] absolutely uh, would have like would like this to be my birthday present this

[3:45:09] month uh, to vote on this and put a bow on it. Um, but I do still have some

[3:45:14] things that if a constituent asked me, I would not be able to explain and I don't

[3:45:20] know and specifically around this implementation piece. Um, I do not I and

[3:45:26] and if someone could help me understand that in this discussion, that would be

[3:45:31] particularly helpful. Um, because this language we saw today

[3:45:37] um, and we have been very uh, consistent. We've been very open. We've

[3:45:42] been very transparent and uh we have been in an ongoing conversation with AIE

[3:45:48] and they have provided us a lot to weed through and we've taken the time to weed

[3:45:52] through that. They've done a ymen's job of responding uh to all the things uh

[3:45:57] that we have raised and the public's raised and everyone's raised. Um but I

[3:46:01] am someone who and this is one of the reasons I thought the task force was

[3:46:05] particularly important. I always want to understand why I'm supporting something

[3:46:10] or why I'm not supporting something. And it would be really helpful during this

[3:46:15] discussion um if someone can't explain why this is the right answer. Um I think

[3:46:22] that is helpful to know since it was put on the t this version was put on the

[3:46:26] table today.

[3:46:32] » Thank you, Representative Thompson. I don't know if there's someone who wants

[3:46:35] to speak to that specifically in this the course of the discussion.

[3:46:39] » I mean, I would imagine uh somewhere between uh Vice President Goule and

[3:46:45] President Patterson since you all are the ones who negotiate on behalf of the

[3:46:50] board. Um and uh you spoke to earlier uh that

[3:46:56] there was um a conversation with Dr. Mitchell um which you said you had full

[3:47:01] confidence in. Um if I would I would expect it would be

[3:47:05] » so you're asking me because if I would I would imagine so you're asking me can I

[3:47:10] speak to it for you >> unless there's someone else who was part

[3:47:12] party to the conversation but >> no I can do that.

[3:47:16] » Okay. >> All right. Thank you. Um

[3:47:19] what I will say directly to your response uh Representative Thompson is

[3:47:24] that first and foremost I appreciate all that

[3:47:28] has gone into this process. Um, as I've stated in earlier conversations,

[3:47:35] um, we weren't going to even have a task force until you personally started

[3:47:39] talking about a task force so that we could get the input that we could get

[3:47:42] into get for this. So, I appreciate the process that we have gone through. As

[3:47:48] far as the conversations that were at the 11th hour, um, if we want to use

[3:47:52] that term, that was in response to, and I, and I'll take you down the

[3:47:58] chronological order, is that we had a meeting with the deputy mayor. Um, I did

[3:48:06] not attend that meeting because I could not because of a personal situation. And

[3:48:10] so, Representative Goule attended that meeting. And at that time, that's when

[3:48:15] this was brought up kind of like, can we there's still some problems. We have

[3:48:20] some constituents who are here in the audience that are raising some issues

[3:48:24] about this. We want to tackle this again. And so what happened after that,

[3:48:29] and this happened in very short order within the span of about 5 days. And

[3:48:33] that's why you probably didn't see this play out all over the place like, you

[3:48:38] know, like some things do. It was like, well, we need a letter and we're working

[3:48:42] with the staff and we're saying, okay, we need a letter. So, that's how we got

[3:48:46] to the letter that was sent out yesterday. And I believe that letter was

[3:48:50] sent out about 607 somewhere thereabouts. And basically, I had called

[3:48:56] and I'm a very transparent person. I called the deputy mayor's office. I

[3:48:59] said, "Where's this letter that we have requested from AIE? Can we get this

[3:49:04] letter as soon as possible so we can go through it?" We get the letter back from

[3:49:07] uh Dr. Mitchell, it has this new language in it specifically around um

[3:49:14] the foreign languages and everything. People had some time to read it. Um

[3:49:21] and today we see where we at. People's like, I feel confused. I still don't

[3:49:25] understand it. But it wasn't any type of meeting where we said we tried to like

[3:49:31] not be transparent with it is what I'll say is what I'll say is that I think

[3:49:36] that language was kind of rushed and then we came the letter was and we're

[3:49:40] discussing it now. >> And I don't know if this is helpful to

[3:49:45] clarify because >> um I am not asking the how did we get

[3:49:49] here question. >> Okay. I am specifically asking why this

[3:49:54] is the right solution and what the language means.

[3:49:57] » Okay. >> Um because I want to be able to say yes,

[3:50:01] I fully support the language that's here. I am not I I know better than

[3:50:06] probably anybody else sitting here. >> Um how much work happens between working

[3:50:11] sessions and um what it looks like to negotiate with AIE, right?

[3:50:16] » Um I've done that more than anybody else. I so I am not at all implying that

[3:50:22] that was wrong to do. >> Okay.

[3:50:24] » Or uh that that is in any way inappropriate to do.

[3:50:29] » I think that is always the responsibility of the leadership to do

[3:50:32] is to do their best to get to the finish line on behalf of the board. Um and I

[3:50:37] think that uh was done here >> and I think it is also an important step

[3:50:43] to take and turn around and say hey board uh this is what this means. This

[3:50:49] is why um it's not the language that we put forth as a task force and this is

[3:50:57] why this is the place that arrives and this is what this means for the public

[3:51:00] charter school board and this is what it means for imple and I'm so I am more so

[3:51:04] asking trying to understand the language

[3:51:07] itself. >> Okay. Um, and I'm and I think I'm making

[3:51:10] the assumption since you and you and Vice President Goule have been carrying

[3:51:16] that ball forward >> that that was shared with you

[3:51:20] » and so therefore you should be able to share with us

[3:51:24] » more about the solution and why this is the appropriate solution and or if there

[3:51:29] is a reason that August matters more than September. Okay. Because what I

[3:51:34] hear your counterpart saying is a month matters.

[3:51:40] » Okay. >> Um for getting everybody on the same

[3:51:44] page and people voting in full confidence. Um even if the language like

[3:51:48] whether it changes, whether it doesn't, I tend to be able to want to explain

[3:51:52] that to people. I have not heard um again the why this solution so we can

[3:51:59] explain it to the public and and there might be really good reasons for that

[3:52:03] but I want to consider them and I have not heard

[3:52:07] why we should or should not vote tonight versus in September with so therefore I

[3:52:13] can consider any motion Vice President Goule would put before us.

[3:52:17] » Okay. So what I will say is as far as me explaining

[3:52:22] this to you, I received it, as I said at the time stamp that I gave you, I

[3:52:27] understand it as much as you do. Okay? So I am not in a position myself any

[3:52:32] more so than you are in your reading of it or your interpretation of it to give

[3:52:36] you any more clarity on that particular aspect. That's I I can't give that to

[3:52:41] you if that's what you're searching for. So let me let me state that to you first

[3:52:44] and foremost. Okay? I received the language and I disseminated it to

[3:52:49] everyone and was assuming like you were that they would look at the language and

[3:52:55] understand it and they would say okay I can vote yes or no. I believe I put in

[3:52:59] my email to all the members basically please read this over. It may affect

[3:53:04] your ability on how you vote but I was not trying to interpret the language.

[3:53:10] Okay. So I I have no more understanding of the language or how it was proposed

[3:53:14] or put together any more so than you do. We asked Aussie for a particular thing

[3:53:21] um as far as implementation. They gave us that that language back to us. So

[3:53:27] other than that, I can't give you any more understanding of how to explain

[3:53:31] something to a particular um constituent that may come to you. I can't give you

[3:53:36] that particular thing. I I'm listening to see if we need another month. I'm

[3:53:42] with everyone else, listening to my colleague, my vice president, and

[3:53:47] everyone else. Why should we or shouldn't we? So, that's why I am. I'm

[3:53:51] with I'm in the same place as you are. Even though I'm in a leadership

[3:53:55] position, I'm in the same exact place as you are.

[3:54:02] » Discussion. I see. I don't know which hands went up first or I'll go with

[3:54:06] Chang. Is a question okay for this part? >> Sure.

[3:54:09] » Okay. I I um I think I I would love some help

[3:54:15] from from either of you just to lay out what what are we actually

[3:54:29] there's currently no motion to delay anything before the board.

[3:54:48] Representative Chang, we can't hear you online. Your mic is not on.

[3:54:52] » What is the What is the consequence of delaying for a month? What What is the

[3:54:57] downside of delaying for a month?

[3:55:04] I don't believe there is a downside to that.

[3:55:06] » Okay. >> To be honest with you, I don't I don't

[3:55:10] know of Representative Chang of any deadline that has to be met. It pushes

[3:55:14] back when you can institute it um or anything just by delaying by a month.

[3:55:18] So, that's my answer. >> So, so I think what what I'm hearing is

[3:55:22] a lot of these conversations are things that we should be discuss discussing in

[3:55:28] a working session as well. Um, and so would propose that, and I I hear your

[3:55:35] point, Kathy, that these conversations need to be open and transparent, but it

[3:55:39] it does feel like we have either three hours here or um or work that we can do

[3:55:47] more efficiently >> outside of this setup. And and so uh you

[3:55:53] know I think for for those reasons would uh I hear what what Ebony Rose is saying

[3:55:59] and and and what what what Eric is saying.

[3:56:02] » Okay. >> Other discussion,

[3:56:06] Representative Coulson. >> Um I want to echo Oh, I'm so sorry.

[3:56:12] » Oh, I'm so sorry. I'm so sorry, Representative Coulson, because I turned

[3:56:16] and I know that you had stated put your hand up, Representative Johnson Law, so

[3:56:20] I apologize. >> Go right ahead.

[3:56:22] » Okay,

[3:56:26] this is a weird request, but

[3:56:31] in the Do you all have your computers? Can we look at the memo? I'm trying to

[3:56:34] figure out where the point of confusion is. Is it based on the the letter that

[3:56:39] was sent about like the specific waiver? Like where is there

[3:56:45] there seems to be confusion. Is it that we don't understand like the updated

[3:56:49] language? Do we need to go old school and literally read like just read it

[3:56:54] together? Aussiey's updated language together as a board because if that's

[3:56:58] the case, we can do that. I'm just trying to gain understanding about

[3:57:02] kind of building off of Ebony I'm sorry, Representative Thompson's concern is

[3:57:07] like, okay, where's the disconnect here? I'm

[3:57:11] confused about the disconnect and where is it specifically in the resolution? Is

[3:57:15] it about the entire is it specifically just about the language that's in again

[3:57:21] I'm just going to really quick like as described in the proposed policy

[3:57:23] regarding a new DC steel I mean state seal by literacy like is it something in

[3:57:28] here? Is it talking about the DC code when it comes to um the language

[3:57:33] requirements and the waiver of who it's going to like where like can we you know

[3:57:38] how they say in church baby go to your Bible go to Can we just go there

[3:57:42] together and figure out where we are because I'm lost a little bit.

[3:57:46] » I believe Representative Goule would like to respond to your question.

[3:57:50] » So So I I I think Representative Johnson law I think that's a very helpful point.

[3:57:54] I mean so I think we have three documents at play here. I mean one we

[3:57:58] have the resolution itself which you're not going to see that level of detail

[3:58:00] in. >> Yes.

[3:58:01] » The second thing is the attachment to it that breaks it down to the next level

[3:58:04] which is showing the uh like the credits that you have per subject. And and the

[3:58:09] third thing is like like we have when we have like the budget with DC, you have

[3:58:13] then the the plan and uh in this case uh I want to give AI credit. They've been

[3:58:18] very responsive to us. You know uh we had our working session where we we we

[3:58:24] had concerns that were raised. I'll give uh Representative Henderson,

[3:58:27] Representative Williams, you raised concerns at the meeting and you know

[3:58:31] leadership went back and took those concerns to the state superintendent.

[3:58:35] » The the letter that was sent over >> correct. Correct. We talked about the

[3:58:38] letter >> and uh and addressed those concerns. Uh

[3:58:42] we then met with the deputy mayor again reiterated those concerns and and then

[3:58:46] AI provided a new letter to us with kind of a different implementation strategy.

[3:58:51] I think the po the point I have is I I don't it's not that I don't I can't read

[3:58:56] the language. It's just that I think we need more time as a board to be able to

[3:59:00] articulate that plan and be sure we can explain it to our constituents and make

[3:59:04] sure that that's the best way to go because it is different from what was

[3:59:06] there before. It's a different waiver process. So for me, it's just about

[3:59:11] having the time to try to continue the work we've been doing, go through a

[3:59:15] working session, have that transparency that the public's talked about, and do

[3:59:19] what we did during social studies, which is to take the time to to bring the

[3:59:22] public feedback in, get a product where we all enthusiastically voted for. And I

[3:59:28] think we can get there within a month. So I I don't think it's uh anything more

[3:59:31] than that. I think it's everybody's just working. It's just kind of we hit an

[3:59:34] artificial deadline and now we just need a little bit more time to get to the

[3:59:38] finish line for this and hopefully have unonymity for it.

[3:59:43] » Got it. Okay. >> Other discussion, Representative

[3:59:46] Henderson. Um, so just to elucidate some of like the rub, um, my understanding,

[3:59:54] um, the board sent a letter to Aussie, >> right,

[4:00:00] » asking them to remove the requirement for an Aussie waiver to grant the the

[4:00:07] competency based credit. They came back to us with a proposal that did that,

[4:00:13] » right? And it pointed to regulations that require

[4:00:19] le >> like the DCPS

[4:00:23] » schools to go to DCPS and PCSB, >> right? That's like the old like the

[4:00:27] original code like the DCMR 20 2203.7 that the original one that one,

[4:00:34] » right? So then then representative Thompson's question is relevant of is

[4:00:39] that the solution that >> Got it. Okay. works that we want

[4:00:45] um or not. Um my

[4:00:50] » with you >> thought is um

[4:00:57] I think we do need to be careful around like having

[4:01:01] a clear policy for waving

[4:01:06] credit hours and we need to protect that. Um, and so I don't know if there's

[4:01:14] a solution that protects that and maybe it needs to alter those regulations that

[4:01:24] point to DCPS and PCSB. Um, I get the perspective from Aussie

[4:01:31] that like they from their perspective we asked them to

[4:01:36] remove something and then they removed it. Um but we're

[4:01:41] we're now dealing with that proposal and considering the implications of that and

[4:01:48] um it doesn't solve all the problems that we were trying to solve with uh our

[4:01:54] proposed language. Um I appreciate the compromise um that Aussie offered. um as

[4:02:02] everyone has said like they have been collaborating

[4:02:07] for years now and up to you know moments ago. [clears throat] Um and all

[4:02:12] appreciation for that. Um I also feel like the

[4:02:20] this is complicated by the fact that the um the resolution that we have that

[4:02:25] speaks to the graduation requirements doesn't actually touch this other

[4:02:29] proposal about competency based credits. Um

[4:02:36] so like I feel comfortable voting on the resolution um and what it has. I would

[4:02:42] also like to continue working on this competencybased

[4:02:49] uh foreign language credit. Um I I think we could could do that. Um even if we

[4:02:57] did vote for the graduation requirements today, um I also

[4:03:03] um do think it's important that everybody understand what we're voting

[4:03:07] on and be able to explain it to constituents. That is important. And if

[4:03:11] there is confusion um that may be reason for pause um but I

[4:03:17] hope that illuminates a little bit uh I may have spoken from too many sides uh

[4:03:26] during that but that's my read >> that's helpful because now that puts

[4:03:32] into perspective about when they when you're talking about the DC code and it

[4:03:35] going if it you know with the waiver with DCPS or a charter But then in the

[4:03:40] law it also states that the DCPS or PC PCSB respectively shall

[4:03:46] review the school's application in accordance with the standards and

[4:03:49] requirements established by AIE. So if Aussie's already establishing it and it

[4:03:54] has to go through the LEA then I think I'm trying to figure out what the

[4:03:59] disconnect is. >> Yeah, because I think Aussie is doing

[4:04:02] that in their latest language. I think they're very clear on they would set um

[4:04:09] the scores that you would have to get and they would approve the tests that

[4:04:12] you would have to get. The rub is that there's another layer of having the

[4:04:18] schools having to apply for the waiver.

[4:04:26] » Got it. >> Second round and we'll go to

[4:04:30] Representative Gle. >> Oh, Representative Coulson. Sorry, did

[4:04:35] we not get Sorry. >> Um

[4:04:40] I agree that this is the most important vote. Um I agree that uh as a board I

[4:04:47] believe we want to get this right and as um a resident who also runs into her

[4:04:55] students years beyond their time with her. I want to know I want to be able to

[4:05:00] look at their face in their face and know that we did right by them. So I I

[4:05:05] whether we have a vote on this or not, I just want to be clear that I would feel

[4:05:09] better waiting to further discuss this and sit with this to make sure that we

[4:05:14] get this right. Um because when I think about my time working in the school

[4:05:20] building, we are the implementers of the policies that come down to us and it is

[4:05:26] with good intention that we receive these policies. But often just by nature

[4:05:32] of the work, nature of the day, nature of the staffing,

[4:05:37] these policies are often not implemented at the highest level at which they were

[4:05:43] written. So when I read advisor, counselor or other designate

[4:05:51] that can end up being anybody can fill the other designate portion. I'm also

[4:05:56] thinking about our work on chronic absenteeism. what our rate is right now

[4:06:01] in the city and with implementation. If we're saying that, and this is just the

[4:06:06] way I'm thinking about it, if we're saying that the student should meet with

[4:06:10] an advisor once every year, what if the child is absent during that time? Do

[4:06:16] they get a chance to meet with that advisor when they return back to school?

[4:06:20] Do they wait the next year? If they've only seen seen their advisor two out of

[4:06:25] the four years, is that going to hinder them from graduating? All of those

[4:06:29] things are the things that I think about with implementation. And I know that

[4:06:33] maybe we can't get into the weeds like that with this language, but as much as

[4:06:37] possible, I want to remove the barrier of interpretation from the LEAS and from

[4:06:43] the schools so that we can make sure that the students are receiving

[4:06:47] everything that they deserve. It means nothing for us to make a policy and then

[4:06:51] when implementation strikes, it's not being done well or done with fidelity.

[4:06:56] That's the same thing that happens now when we're looking at our uh grading

[4:07:00] policy or our attendance policy. We have to make sure that we remove the

[4:07:06] possibility of human error or lack of implementation. And for that reason, I

[4:07:11] appreciate the work that everyone has done. I appreciate all the compromise

[4:07:16] and the back and forth. Um but for Ward 4 and all of our students, I want to

[4:07:20] make sure that we absolutely without a doubt get this right.

[4:07:26] Thank you, Representative Coulson. I believe we're at second round and I

[4:07:29] believe Vice President Goule, I just uh I want to again thank uh

[4:07:36] everyone who who works so hard on this on the board, people who put in a lot

[4:07:40] more work than me. I mean, Representatives, you know, Thompson,

[4:07:44] Representative Henderson, I want to thank you both uh for your work, and I

[4:07:47] want to thank everybody on the task force. So, you know, for me on this,

[4:07:51] it's just about making sure that we we do everything we can as a board to

[4:07:56] exercise really our mo most important duty of the year on this, and that's to

[4:08:00] make sure we fully understand the proposal, make sure we fully vet it,

[4:08:03] make sure we're transparent about it, and I think we are we are right near the

[4:08:08] finish line on this, but we just have a little bit more work to do to get us to

[4:08:11] the point where we'll be able to go out and explain this to our constituents

[4:08:15] that we'll be confident with it. And uh I again want to just thank AIE for all

[4:08:19] of the work it's done uh in collaborating with us and working on

[4:08:23] this and it's just such a positive uh working relationship with you Dr.

[4:08:27] Mitchell and your leadership has got us to this point and I just want to you

[4:08:31] know thank you for that. Uh at this time I I think given where we are uh I'd like

[4:08:36] to move a motion to postpone because I do want to make you

[4:08:40] » well it'll be debatable so you can so I'd like to to move a motion to postpone

[4:08:45] which will be debatable and then uh

[4:08:51] » so parliamentary point of order.

[4:08:55] » So um Vice President Goule can make a motion

[4:09:01] now. that motion then will suspend discussion on the current issue and you

[4:09:05] would take up the whatever issue at hand. Um

[4:09:09] but Vice President Goule had already been recognized to speak and so he had

[4:09:14] not and since there's no time limit on the comment period he can continue to

[4:09:18] speak and unfortunately President Patterson can't disrupt his discussion

[4:09:23] time. >> So if he'd like to make a motion during

[4:09:25] this time he can. >> I'll I'll I'll just be clear. This isn't

[4:09:28] a motion that would cut anybody's opportunity to speak further on this

[4:09:31] off. This is a motion that would move us along in the discussion, I think. So,

[4:09:36] this is a motion to postpone this uh for one month. That motion is debatable.

[4:09:41] Like a motion to table would not be debatable, but a motion to postpone is

[4:09:45] debatable. So, you can comment on the motion. You can comment on the

[4:09:48] underlying measure uh to the degree that you want. Uh you know, but but this

[4:09:52] isn't an opportunity. This would not cut off anyone's opportunity for another

[4:09:56] round. and I would not do that to any of you. So, I move at this time a motion to

[4:10:00] postpone this until the next uh public meeting. Uh and that motion is

[4:10:05] debatable. >> Motion has been

[4:10:07] » A motion has been moved by Vice President Goule. Is there a second?

[4:10:13] » I'll second it. >> Has been seconded by Representative

[4:10:16] Thompson.

[4:10:19] » There needs to be a vote. >> All in favor?

[4:10:23] Well, we call a roll. >> It is a voice vote, but if you can

[4:10:28] request a roll call vote. >> I'm going request a roll call vote.

[4:10:35] » Discussion. >> No, it's to move for it be open to

[4:10:37] discussion. >> The motion.

[4:10:38] » Yeah, we're still in the motion of the of the discussion. He made a

[4:10:42] » he moved that there be postponement of the

[4:10:47] » voting on this particular matter to the next public meeting. So there's that

[4:10:52] vote hasn't occurred. It's just been moved and seconded. The board hasn't

[4:10:54] voted to actually do that.

[4:11:02] » Yes. >> Why don't we take a roll call before the

[4:11:07] discussion? >> I thought it was just to have the

[4:11:09] discussion to put it on the table. >> Once it's been moved as laid, y'all once

[4:11:13] it's been seconded, it's already on the table. Right. So,

[4:11:17] » thank you. Discussion. There you go.

[4:11:25] discussion.

[4:11:30] » Let's speak first. >> Uh I'll just say if we do vote to

[4:11:35] postpone um just to underline, it's incumbent on

[4:11:40] all of us to make sure we are prepared uh and do

[4:11:46] everything we need to do. Um I think you know we we did receive the latest

[4:11:52] language just yesterday and so that is a short amount of time to process that but

[4:11:57] just to make sure that we are proactive in settling everything not at the last

[4:12:04] hour

[4:12:07] » other before I go representative Williams. Yeah, I um

[4:12:14] we'll simply say that um I I think I have I have some questions around how to

[4:12:20] interpret some of the final language in what was sent over yesterday. But at the

[4:12:24] same time, when I think about this whole process for the last 3 years, like I

[4:12:29] feel good about it, good enough about it at this point. So if people want to put

[4:12:35] in the work, like I will engage in that work and I will work to continue to

[4:12:38] clarify things. And yet I do not necessarily see it as necessary. So I

[4:12:43] will be voting no um to uh postpone uh but I will understand if people want to

[4:12:49] clarify things to be able to explain it to their constituents.

[4:12:55] » Okay. Representative Thompson. >> Um so I'm I'm going to say something

[4:13:00] actually very plainly um because I don't have a better way to say it. Um my fear

[4:13:07] um is that what if the school won't apply for the waiver?

[4:13:12] Where does that leave the young person? Like what if they just refuse to reply?

[4:13:16] And I say that from a place of my graduating class had 21 people.

[4:13:23] What was offered is what was offered. My neighborhood school when I was a kid,

[4:13:29] the same neighborhood school my mom went to is my neighborhood school now. I am

[4:13:32] someone who made a choice to come back to my community and had a lot of

[4:13:37] different experiences. Um, some because of my school and some things I did not

[4:13:42] get because of my school. And I am not saying uh at all that anyone is acting

[4:13:50] in bad faith. But I do want to understand the answer to that question

[4:13:56] in a very real way. What um and I'm sorry I cannot remember your name but

[4:14:00] and I'm going to call you a young man because you younger than me,

[4:14:02] » Mr. Woods. >> Uh what uh the young man Mr. was said

[4:14:06] earlier um is a real example and I am wrestling with is that still

[4:14:16] true with if we put this policy in place because I actually don't know I can't

[4:14:24] say consistently how each LEA makes decisions because we have upwards of 60

[4:14:30] of them probably upwards of 70 of them and I want to be honest when I say to my

[4:14:38] kids who are from board seven who go to pretty much all of them, this is what

[4:14:44] this means for you. So I I do want to speak very plainly in the why I'm

[4:14:49] pushing about this particular language of why why like and if there are real

[4:14:54] constraints there are real constraints and we need to um deal with I'm not I'm

[4:14:58] not pretending that any of it is uh light or artificial or uncomplicated.

[4:15:04] Um, I am saying that if we understand the implications, we should actually

[4:15:09] deal with the complications. And I was like, I don't know what this means. If a

[4:15:13] school has to apply to the PCSB, is there something I don't understand here?

[4:15:16] Am I reading this wrong? That literally if a school just says, yeah, we're not

[4:15:21] going to do that because we don't have the capacity. as somebody who went to a

[4:15:25] very small LEA and I know a lot of my kids that I represent go to very small

[4:15:29] LEAs and we hear so much testimony about people going to their LEA and getting

[4:15:36] nothing of a response after we just sat here for I don't know how many hours and

[4:15:40] listened to folks and assured them that we cared about engagement and followth

[4:15:45] through and screen time. That is a real potential consequence.

[4:15:51] And so I do believe um that there has been so much good work put into this

[4:15:59] and I believe that across the board. And I want to make sure that I can say yes,

[4:16:06] this means you too kid, no matter what school you go to, no matter what

[4:16:10] neighborhood you come from, no matter if they're going to apply to PCSB or

[4:16:14] they're applying through DCPS, this policy does apply to you in a real way.

[4:16:20] And so for that reason, I seconded Representative Goule's motion uh to

[4:16:25] postpone because I think that is worthwhile for figuring out over the

[4:16:30] course of a month and I have not heard any reason to not do that.

[4:16:40] » I'm turning look both ways before I add comments. See if there's other

[4:16:45] discussions. Representative Johnson Law.

[4:16:54] It's it's a question about what representative Henderson said earlier

[4:16:57] because I don't all the work that the task force has done, all the work that

[4:17:01] we have done, all the work that the co-chairs have done, all the work that

[4:17:04] Aussie has done and Representative Henderson, didn't you say something

[4:17:08] about like can't we vote for the resolution and then still look into this

[4:17:13] issue or did I misar that or did I mis hear you?

[4:17:18] » I did say that. Uh, I said I would be comfortable with that, but I don't know

[4:17:21] that everyone else is. >> Okay. I didn't know if that was like

[4:17:26] maybe could be an option. I was trying to think through solutions, but okay.

[4:17:29] Thank you. I just wanted clarity. >> All right. I want to thank everyone for

[4:17:35] their comments. As far as my own um what I will say is this is

[4:17:41] I appreciate

[4:17:45] the work and the responses from AIE. I

[4:17:52] know we will continue to talk regardless if we delay or any other way that we

[4:17:58] decide to do it the language of the letter so that we get more clarity um

[4:18:04] about implementation. I know that's going to continue

[4:18:09] and I want to state that what we're talking about is the implementation

[4:18:13] letter not the resolution. We're talking about the implementation and I

[4:18:18] understand and I appreciate Representative Henderson

[4:18:23] specifically and how he spelled that out um about he's comfortable

[4:18:31] with the resolution even as we continue the discussion on the implementation

[4:18:36] aspect. um

[4:18:42] that provides me because I will tell you as I told Representative Thompson when I

[4:18:47] received the language I received it like everyone else.

[4:18:53] I didn't get all of it, but I knew I was still comfortable with the resolution

[4:18:58] itself. And I know we're going to go back and

[4:19:02] forth with the implementation aspect. In that interim time, we've had

[4:19:07] conversations um with individuals even to the point

[4:19:12] I'm looking the directly at Sally right now as she smiles at me

[4:19:17] where we're talking about that specific part and I wanted to hear from her

[4:19:21] specifically as a task force um member who has extensive experience in this

[4:19:27] particular area um to hear if I told her we were going to make sure during the

[4:19:35] implementation that we were going to be transparent

[4:19:39] about how we do implementation. You know, I wanted to know and look her

[4:19:45] in the face and talk to her personally, you know, to give me a better gauge of

[4:19:50] how I was going to vote. I came away from our conversation that I'm still at

[4:19:53] the same point that has been reiterated by Representative Henderson. I'm

[4:19:58] comfortable with the resolution. I'm comfortable on voting yes on the

[4:20:01] resolution this evening. That's me. But I also

[4:20:07] listen to because I'm one vote to my peers who feel like

[4:20:15] delaying or getting a better understanding or how they respond to

[4:20:19] their um constituents matters. Implementation, as you said, Dr.

[4:20:25] Coulson, matters. Um so I know how I'm going to vote. I'm

[4:20:32] going to be not voting to delay representative vice vice president goule

[4:20:37] but I'm going to respect the re the votes of my other um

[4:20:44] members that are here. So >> second round

[4:20:47] » this third oh second round for this part this so I I I thank you for for sharing

[4:20:54] that. I think my concern I'm going to put this on the record and be very brief

[4:20:59] about it is that this resolution that we're talking about approving I mean the

[4:21:04] whereas is just talk about a chronology and a timeline. All this resolution says

[4:21:09] is now therefore it be resolved that the DC state board of education approves AIE

[4:21:14] to amend the district's graduation requirements in chapter 22 subtitle A of

[4:21:20] title 5 of the DCMR to consistent with this resolution. So, so all all that

[4:21:25] really is saying is the same thing it would have said before we started the

[4:21:29] high school graduation task force. So, like approving this resolution is really

[4:21:34] nothing. Where it gets down to the details is the letter that talks about

[4:21:38] what we're going to be doing. And that's what I really believe we need to get

[4:21:43] right. We we can't be up here with a fuzzy understanding of what's in that

[4:21:48] because then we have not done our most important duty as a board. And our most

[4:21:52] important duty as a board is to make sure we get those limited statutory

[4:21:57] areas and know them like like the back of our hand. Be able to explain that to

[4:22:02] any constituent who asks and make sure that we're doing the right thing in

[4:22:06] terms of how we're going to get to uh all of those elements that fit into

[4:22:11] those three sentences in that resolution. So I I want to make sure we

[4:22:16] can speak with clarity and know we're doing the right thing today so we don't

[4:22:19] end up a month from now, a week from now figuring out that we we made a mistake.

[4:22:26] And that's what really is making me very uncomfortable tonight is feeling like

[4:22:30] there's a lack of clarity on this process at the end because right now

[4:22:34] when we're voting on something like we were social studies, we should be

[4:22:38] crystal clear about what the impact is. and I and I think it's very apparent

[4:22:42] that we're not yet. So I I think a month will give us that clarity and it will

[4:22:47] get everybody on board in an enthusiastic way. So thank you all.

[4:22:54] I'm not seeing any further discussion and we have had a motion that has been

[4:22:59] properly moved and seconded to postpone is the word that was used and I asked as

[4:23:06] as opposed to just a yay and nay for a roll call. So, Director Butler,

[4:23:13] » Representative Best. >> Hi,

[4:23:16] » Representative Chang.

[4:23:21] » Hi, >> Representative Coulson.

[4:23:25] » I >> Representative Henderson.

[4:23:28] » No. >> Representative Johnson Law.

[4:23:31] » I. >> Representative Thompson.

[4:23:35] » I. >> Representative Williams.

[4:23:38] » No. Representative Goule.

[4:23:41] » Hi. >> President Patterson.

[4:23:44] » No. >> No. No.

[4:23:49] » The eyes have it on a voice. Excuse me. A voice count of

[4:23:57] Lord Jesus. It's 7 to three. That's not it. 64.

[4:24:02] 63. Thank you.

[4:24:08] Thank you, ma'am. Um, >> so to be clear,

[4:24:12] there's no longer discussion on this issue on the agenda. The matter has been

[4:24:16] postponed. >> Exactly.

[4:24:19] Thank you so much. So, that's where we are on um

[4:24:24] that particular resolution, which is SR26-13,

[4:24:28] approving amendments to the District of Columbia's high school graduation

[4:24:32] requirements. It has been voted to postpone.

[4:24:39] With that being said, um we will next move to the vote on the state resolution

[4:24:44] SR2614 appointing representatives to the DC

[4:24:48] council's community schools task force and the DCPS educator evaluation and

[4:24:55] performance working group. Is there a motion?

[4:25:00] » So moved. >> It has been moved by Dr. Coulson. Is

[4:25:03] there a second? >> Second.

[4:25:04] » It has been seconded by Dr. Johnson Law.

[4:25:10] » Okay. Having properly been moved and seconded, the Executive Butler, will you

[4:25:14] read the resolution into the record? >> State Board of Education resoluting

[4:25:19] appointing representatives to the DC's Council Community Schools Task Force and

[4:25:24] DCPS Educator Evaluation and Performance Working Group SR26-15.

[4:25:29] Whereas the DC State Board of Education is committed to leveraging research,

[4:25:34] advocacy, positive relationships, and policy recommendations to drive

[4:25:37] improvements in the quality of public education in the District of Columbia,

[4:25:40] especially for our most vulnerable students. Whereas the state board

[4:25:43] contains standing committees and ad hoc committees and task forces to enhance

[4:25:47] fundamental education related matters such as student attendance, out of

[4:25:49] school time, academic standards, literacy, teacher retention, and more.

[4:25:53] Whereas in addition to the state's board's internal committees, there are

[4:25:55] certain external committees, working groups, and task forces related to

[4:25:58] education policy that require appointing a member of the state board of education

[4:26:02] to those entities. Whereas the council of the District of Columbia, Bill

[4:26:05] 26-0661 fiscal year 2027 budget support act of

[4:26:09] 2026 establishes the community school task force and DCPS

[4:26:14] educated evaluation and performance working groups, both of which require

[4:26:18] representation from the state board of education. Now therefore, be it resolved

[4:26:23] that the state board appoints W 7 Representative Ebony Rose Thompson to

[4:26:26] the DC Council Community School Task Force. Be it further resolved that the

[4:26:30] state board also appoints Ward 4 representative

[4:26:34] T. Michelle Coulson to the DC council's DCPS educator evaluation and performance

[4:26:39] working group. Be it further resolved that the representative listed above are

[4:26:43] directed to report all updates monthly to the state board at working sessions

[4:26:47] as relevant. Be it finally resolved that these appointments will continue until

[4:26:51] each representative entity and objectives are accomplished.

[4:26:56] » Thank you for the reading. Is there discussion on the resolution?

[4:27:03] » Representative Thompson. >> Can I just note that I too want to go

[4:27:07] home um and it is after 10 o'clock. Um, and uh I do uh I don't know if anyone

[4:27:15] else um raised their hand uh for the community schools appointment. Um I do

[4:27:19] appreciate um um I do appreciate the appointment. Um I

[4:27:26] do know that more than one person raised their hand um for the impact

[4:27:32] appointment. Um and I will say that I know prior to um understanding that the

[4:27:39] board was going to make an appointment um Mendlesson's office have reached out

[4:27:43] for suggestions of folks. I know to me as an individual I am wondering if

[4:27:48] because we get a seat uh if we should also maybe say and we would recommend

[4:27:55] others. I know repres former representative uh Olirri has expressed

[4:28:00] interest and has done a lot of work around this and I know our current um

[4:28:05] representative from W one um has also has a a different perspective around

[4:28:10] this because he is a current teacher and so I'm actually asking the board if not

[4:28:16] not to not appoint the word like that that be our appointed seat and we

[4:28:22] actually make a push um for two other people to also be on the task force just

[4:28:27] because that would give us kind of the band of all the work that has been done

[4:28:31] across the years since we have been such an authority on this. Um

[4:28:36] so that is my discussion to see if that's something we can consider because

[4:28:39] I would love for us um to have to you know I always want more um and I'm I'm

[4:28:47] wondering if that is a way to get more because I'm sure there was a very hard

[4:28:51] decision made. >> Thank you. Representative Thompson. Is

[4:28:55] there other discussion? Representative Williams.

[4:28:58] » Yeah. So, just to clarify then, Representative Thompson, what you're

[4:29:02] saying is that we would still keep like you as the community schools

[4:29:08] appointee and Representative Coulson as the state board appointee.

[4:29:13] Um but then just add if there are other seats like that we would not be like

[4:29:18] from the state board but if they're dealing with the configuration of the

[4:29:22] task force and they and they had other people for us to like be in

[4:29:26] consideration. >> Yes. So I'm essentially saying I know uh

[4:29:30] that Menohen's office reached out and said we want recommendations for folks.

[4:29:34] I am not saying that um I I understand fully that the state board gets an

[4:29:40] appointment as the state board. I'm also saying because they asked us for like I

[4:29:45] know they asked me I don't know if they asked maybe they reached out to you um

[4:29:47] as a teacher um but I know they reached out and said are there recommendations

[4:29:52] I'm asking since we also have another member who has said who has expressed

[4:29:56] interest and we have a former member who's a longtime teacher who's expressed

[4:30:00] interest if we can also just say we would like them to be considered for the

[4:30:06] task force not that they are the state board's appointment um because they are

[4:30:11] looking for IND individuals and they want more individuals and I think that

[4:30:15] all three of these people have really valuable um perspectives and insights.

[4:30:22] » Other discussion did that did that get your answer your

[4:30:27] question? >> Okay. Is there other discussion? I'm

[4:30:32] seeing

[4:30:38] » I just he asked me if it clarified. >> Could you speak on your mic?

[4:30:43] » President Patterson asked me if Representative Thompson's response

[4:30:46] clarified my question. I just said that it clarified my question.

[4:30:51] » Was there further discussion? Dr. Coulson,

[4:30:56] » I don't think there's necessarily further discussion. I just know that

[4:31:00] when we have resolutions and discussions, we usually have

[4:31:03] conversations offline with one another so that we are at least have a clear

[4:31:08] understanding of where we stand going into these votes. And so I made that

[4:31:14] attempt to do that and moving forward I hope that that's a practice that we can

[4:31:17] try to implement with having discussions and then wherever we stand still having

[4:31:22] that discussion here on the dis but at least having an understanding of where

[4:31:27] votes lie or where people stand that's my only thought

[4:31:32] » thank you um not seen any further discussion so I'll hands um what I will

[4:31:39] say did did Okay. Okay. Um what I will say um in

[4:31:46] regards to this appointment and I appreciate your comments uh

[4:31:49] Representative Thompson that they gave us um one appointment for each of those

[4:31:56] uh external committees as what I'll call them. um after which I looked in the

[4:32:03] bylaws and then I went beyond that and I talked with um the chairman's office and

[4:32:10] he were the one that made the initial kind of request for them um because

[4:32:14] um from talking to their office staff members they didn't know exactly how

[4:32:17] that worked. They had people's names that they heard but they said okay

[4:32:21] what's your process for doing this? So I explained that to their staff and how we

[4:32:24] do that what our resolution process with was um and then I said I will get back

[4:32:30] with you um after um I talked to individuals who have

[4:32:34] shown interest as you stated and you asked the question I can answer

[4:32:39] definitively community engagement I mean not community schools you were the

[4:32:45] person that showed the interest no one else showed interest I got two members

[4:32:48] who showed interest in the evaluation aspect ect of it. I spoke to both of the

[4:32:55] individuals. Then I also asked so to speak questions about their tenure and

[4:33:02] what they had done, their experience with impact and I took those all into

[4:33:07] consideration and I made the nominations which we are reading currently. That's

[4:33:12] how I did it. When I had a further discussion, and Representative Williams

[4:33:17] can um attest to this, um we talked about the the particular um nominees

[4:33:23] that I put forth that are in this resolution. I gave him my my opinion. He

[4:33:28] gave me what he thought about those opinions and everything. And at that

[4:33:31] point, to your point, Representative Thompson, um he said he feels that there

[4:33:37] should be other individuals that can be considered. I said at that particular

[4:33:41] point, I've done what my responsibilities were

[4:33:46] and if that's something that we want to do,

[4:33:50] as I said, we can take that up with a constituting entity

[4:33:55] if that's what we choose to do. So basically, I was saying that's not a

[4:33:59] that's not for me to to do. Me personally as the president, I've

[4:34:02] executed my responsibilities, but if this board decides that that's something

[4:34:06] that they want to do, I'm fine with that.

[4:34:09] they would have to take that out with the with the entity. So that that was my

[4:34:12] final conclusion because I've put forth and it's in the resolution of who I was

[4:34:16] nominating from this board. Okay. Representative Thompson.

[4:34:19] » Uh I appreciate that. >> I um literally had this thought today

[4:34:25] » um real time in the meeting. Um and so I was suggesting it because when I and in

[4:34:29] in in full transparency, I've been much more focused on high school graduation

[4:34:33] requirements um than anything else. and I figured uh there was a hard decision

[4:34:39] made. I'm not questioning that decision, nor am I saying um that Representative

[4:34:45] Cosen is not someone who could represent us well. I am actually saying that we as

[4:34:50] a board could also push for more people. Um, and I'm making a suggestion to say

[4:34:58] and these people can also be considered not to replace her, not not as

[4:35:03] alternates, but because I did not see anywhere and and I will say they did

[4:35:08] reach out ask me about um folks who should be considered I think prior to

[4:35:15] they when they knew what the board was supposed to do, right? Mhm.

[4:35:19] » Um and so if there is value, I guess I am suggesting that we also say we say

[4:35:27] the board for the board seat that comes virtue by virtue of us as a body, it is

[4:35:32] representative Coulson and um we would also recommend the following people be

[4:35:40] considered for the task force because they have um you know good teaching

[4:35:46] experience or whatever ample like I just I'm just thinking about the fact that

[4:35:49] we've done a lot of work around this as a board and both of those people I know

[4:35:54] are people who have expressed interest and the reason that they've expressed

[4:35:58] interest is because of the work we've done as a board and I think would be it

[4:36:02] would be a value ad to the larger conversation um and we as a body um can

[4:36:08] be a champion for that >> okay

[4:36:10] » um instead of being constrained um by by a particular piece piece of

[4:36:18] legislation. I think we should make the legislation work for us. Um, we can

[4:36:22] always have more people at the table rather than less.

[4:36:25] » I'm going to go to representative, if I'm I looked around on both sides.

[4:36:29] Representative uh Coulson, >> I I want to go back because this is

[4:36:34] really reminiscent of the discussion, the lengthy discussion that we had with

[4:36:40] the administrative vote and who was going to be on that committee. And at

[4:36:45] that time there was a nomination or a recommendation for appointment and then

[4:36:51] we had the lengthy back and forth going through the bylaws of if uh to decide if

[4:36:56] additional people could be added. Um I will say that there are multiple task

[4:37:02] force that come up that I think multiple representatives of this board could sit

[4:37:07] on. I think there are also times where the space will call for one or two

[4:37:13] people and during our time I hope that we will have the opportunity to have

[4:37:19] multiple people to sit on external committees. Um I again would like to say

[4:37:25] that when we have situations like this I think it's great that we reach out and

[4:37:29] we talked to other board members. I reached out to Representative Williams.

[4:37:34] we had an understanding uh and I I just want to note that uh that we should have

[4:37:40] these discussions and be clear on what we're going to do uh rather than having

[4:37:45] all of this now. It it it's >> it is interesting. Thank you.

[4:37:51] » And to your point, I'm looking if there's any further discussion. What I

[4:37:55] will say is this. Um I believe we have a resolution that is on the floor that

[4:38:00] we're going to vote on. I believe that there is room um at the suggestion of

[4:38:05] representative Thompson to discuss what that if there's possibility a lobbying

[4:38:11] is the word I'll use for board representatives are more voices on that

[4:38:15] thing I think that can be worked out in our working meeting that can be a

[4:38:19] discussion that can happen there but I believe we have a resolution currently

[4:38:23] that is been properly formatted and done the ways and that I would like to vote

[4:38:28] on this evening

[4:38:31] Representative Thompson. Wait. >> Okay. I don't know who on this side

[4:38:36] raised the hand first. >> Go ahead if you'd like to speak.

[4:38:39] » Okay. Okay. Representative. >> No, I I just uh want to support I I we

[4:38:45] we had it sounds like we had uh great choices for this. Uh I know you've

[4:38:50] always got the unenviable choice of having to pick between two very

[4:38:53] qualified people for it and you made a selection as president. Uh, and I'm

[4:38:57] going to support you on that. And I I do like what Representative Thompson's also

[4:39:02] talking about is always having ongoing conversations to see if we can have uh,

[4:39:07] you know, you know, more uh, support like more engagement from this board

[4:39:12] with policy makers in the city, I think is a good thing, too. So, if that's

[4:39:15] possible, that sounds great. But, I'm going to I'm going to vote for this

[4:39:18] resolution tonight. Thank you for having to make the tough call on this one, uh,

[4:39:22] President Patterson, and then I'll look forward to, you know, working on any

[4:39:26] ways we can expand engagement with other members and former members who are

[4:39:30] interested. So, thank you all. >> Thank you so much, Representative Goule.

[4:39:33] Was there a last comment, Representative Thompson?

[4:39:36] » Um, I think two. One, uh, I will say I apologize if I caught anyone

[4:39:43] offguard. Um because literally I read this and thought, "Oh, this was a

[4:39:50] really hard decision." Um and we have multiple people who want to serve and

[4:39:54] I've had to make those enviable decisions. Um I think that I would have

[4:39:59] liked um for us to discuss this more robustly at our working session before

[4:40:04] tonight. Um but it did not feel like we had the opportunity to do so. And I know

[4:40:09] I personally asked some questions because I was like I want to make sure

[4:40:14] if I am raising my hand I know what I'm raising my hand for. My question would

[4:40:18] be since we have to vote on this this evening.

[4:40:23] Um if what is the because I know Hannah has

[4:40:28] already reached out to me uh about sending in a resume and like that. What

[4:40:32] is the larger timeline? Because if that is the case, I would like to move I I'm

[4:40:37] going to put forth my amendment and someone can second it or not and we can

[4:40:40] discuss it. But if the timeline is we have to vote on this tonight, um I would

[4:40:46] urge us to go the amendment route because we did not we were we did not

[4:40:50] have the larger discussion in a working session about the task force and

[4:40:54] appointees as we normally would do. We just said this is something that's

[4:40:59] coming and I get that you know things were put in front of us at a certain

[4:41:02] time. I'm not blaming anyone. >> Um I'm only looking for um a

[4:41:08] collaborative remedy. >> Okay. And and what I'll say is I

[4:41:14] appreciate and you know you're going to propose an amendment. What I will say is

[4:41:19] um I attended virtually the meeting um that we had um the working meeting.

[4:41:25] There was discussion. There was a process that said reach out to the

[4:41:29] president who is nominating. There was a discussion about that. I don't know if

[4:41:34] we want to have more discussion about who was interested, but I believe we had

[4:41:38] some in in you know discussion at that particular point. I discussed who you

[4:41:43] know I discussed with the individuals who expressed interest and this was the

[4:41:47] decision per the bylaws that I came up with. So I will not be supporting the

[4:41:51] amendment. I am always open to having the discussion about if we could add

[4:41:57] other individuals. I don't believe we've unless you can correct me where we went

[4:42:03] back after the resolution and said we want to do something of this nature but

[4:42:08] okay so um I will not be supporting the amendment but you're welcome to put

[4:42:14] forward the amendment >> before the amendment made is made can I

[4:42:18] be recognized >> sure you can recognize is it possible

[4:42:21] then to to just send an email after this that it's not included in the amendment

[4:42:25] I mean we don't this doesn't need to >> it could be

[4:42:27] » yeah I think it just could be a simple email that we

[4:42:30] » I mean like I've been clear I've told Representative Coulson this directly

[4:42:35] like she has incredible valuable experience for this like we have

[4:42:38] different experience for this. There are other members who have also important

[4:42:42] valuable experiences. I told her I would support her. I'm happy to support her. I

[4:42:46] also hear what you're saying um with more robust discussion earlier could

[4:42:50] have avoided this situation completely. Um but I I don't want to undermine that.

[4:42:55] But if there's a way because I know that the task force is not shaped fully yet.

[4:43:00] The composition could be then if we could advocate for more state board

[4:43:04] participation on top of Representative Coulson then I would be open to that.

[4:43:08] But I think it could just take the form of an email. Um and that that would be

[4:43:12] the route that I would go. >> And I appreciate that and that's why I

[4:43:15] was suggesting that if we wanted to lobby them for after this resolution is

[4:43:20] passed for more seats. I'm in support of doing that. I wanted to be respectful of

[4:43:26] the discussion that I had with both of you and Dr. Coulson. Um, and move

[4:43:31] forward this particular resolution because that's what's before us this

[4:43:34] evening. So, I don't know if there's more discussion, but I'm kind of ready

[4:43:39] for Okay. And I think that's exactly how

[4:43:43] this go. So, um, >> clarifying question.

[4:43:47] So if we lobby for additional seats that can be anyone

[4:43:54] » from my >> what are the parameters in terms of who

[4:43:58] » I believe just just to get us to the vote I believe um from if I'm

[4:44:02] understanding Representative Thompson correctly there have been individuals

[4:44:04] who have um showed um interest in this and that those are the names that they

[4:44:09] probably would be lobbying for to expand it to include those individuals that

[4:44:13] bring value to the discussion because of their length of time of of studying. in

[4:44:16] this if I'm understanding this correct but I don't think that excludes anybody

[4:44:20] either if from what I'm understanding your question is if it could be anybody

[4:44:25] » so it could be a principal it could be any of the former representatives it can

[4:44:30] be anyone from any of the other unions it can just be anyone

[4:44:35] » I think what we would be doing we'd be lobbying for them to expand the um the

[4:44:40] number we'd be lobbying perfectly for some individuals but We're asking them

[4:44:46] to expand it for some individuals that we would lobby for.

[4:44:53] » I guess to clarify I think what I'm proposing um as I understand it um the

[4:45:00] appointments to the larger task force are happening very soon. I do not but I

[4:45:05] don't think I I'm not asking for us to ask to expand the number of seats. I am

[4:45:13] asking for us to suggest that uh Representative Williams and former

[4:45:18] Representative Olri in particular have valuable experience. Um and that they be

[4:45:26] members of that task force. Um in addition to the person we get to uh vote

[4:45:33] yes uh for uh which is on this resolution which is Representative

[4:45:38] Coulson. Right. Um I literally had this idea real time in the meeting because I

[4:45:45] was like oh you know we actually we have a a very privileged problem to have when

[4:45:52] we have folks who have an abundance of experience and I know this is something

[4:45:56] that has been important to the board for a very long time and so I was very

[4:46:01] sincere when I said hey could we do this um and what do people think about this

[4:46:07] and offering that up as an idea a that I had spoke to no one before this meeting.

[4:46:14] So um that is my proposal. Um and the route that I initially proposed to take

[4:46:22] that was an amendment. If there are other routes um because I have not put

[4:46:26] forth an amendment and we are saying that we can send an email and we're

[4:46:30] willing to send an email. I am comfortable with that because I I trust

[4:46:34] everyone as colleagues. But I had not um thought further and we had not had a

[4:46:40] more robust discussion about all the possibilities at the working session.

[4:46:44] I'm not saying there was no discussion. I I just don't think at least at that

[4:46:48] time there was space uh to fully consider like what all the possibilities

[4:46:54] were. >> Okay. Thank you for the clarity. Doc,

[4:46:57] Representative Thompson, about to call you Dr. Thompson. Um, what I will say is

[4:47:03] is two things and then I'm going to call for the vote. Um, first and foremost,

[4:47:08] I'm glad that you mentioned that Hannah had reached out to you because I know

[4:47:10] that they're going to start the process with community schools sooner than

[4:47:14] they're starting with the other uh working group. Um, I believe they start

[4:47:20] like maybe a month later or something to that extent. Yours starts before that

[4:47:24] the one you're being pointed to. So there is time to put forth as if we

[4:47:29] choose an email or a letter and I believe that those things can be decided

[4:47:34] definitively in our working meeting that we're going to do that. So that's what I

[4:47:38] would like to suggest. And with that being said, I would like to move to the

[4:47:41] vote. If there's no other discussion, the motion is to adopt SR26-14.

[4:47:46] Executive Director Butler, will you call the role?

[4:47:51] » Representative Bestess. >> I.

[4:47:53] » Representative Chang. Hi, >> Representative Coulson.

[4:47:57] » I >> Representative Henderson.

[4:47:59] » I >> Representative Johnson Law.

[4:48:02] » I, >> Representative Thompson.

[4:48:04] » I, >> Representative Williams.

[4:48:06] » I, >> Representative Goule.

[4:48:08] » I, >> President Patterson.

[4:48:10] » I, >> SR26-14,

[4:48:14] appointing representatives to the DC Council's Community Schools Task Force

[4:48:17] and DCPS educator evaluation and performance working groups has passed

[4:48:22] unanimously. Thank you so much, director. Now, we are at that point

[4:48:26] where I believe all of us are kind of happy that we've arrived. It's kind of

[4:48:29] late in the night. U members, are there any announcements or members or comments

[4:48:34] you would like to make before we adjourn? Representative Johnson Law.

[4:48:39] » Um just to all the folks in W 8, we're having a back to school bash this

[4:48:43] Saturday, August 22nd, from 100 p.m. to 400 p.m. um at Sycamore and Oak. So,

[4:48:50] please come out, get your school supplies. We already have over a

[4:48:53] thousand backpacks with supplies in them. So, please come out. Please share.

[4:48:57] You can find more information on Sycamorn Oak's um Instagram. Thank you

[4:49:01] so much. >> All right. I'm looking

[4:49:04] Representative Williams. >> I I would just echo the same thing with

[4:49:07] the Ward One and uh also include Raymond uh elementary school. Any W four

[4:49:12] families are happy to attend as well. Um it's uh the flyers have been being

[4:49:16] passed out at all of the schools. It will be on social media. the 1451 uh

[4:49:21] Mittwood Place Northwest. >> All right. Um I'm looking this way.

[4:49:25] Representative Thompson and Representative Henderson after Thompson.

[4:49:28] » So we have already had our back to school event. Um and I do want to thank

[4:49:32] everyone uh who supported that. I will not do the listing because it is too

[4:49:35] late at night. However, uh I will say uh that this Saturday is Chuck Brown Day uh

[4:49:40] in board 7 at Fort DuPont Park. Uh gates open at 11:00, music starts at 2. Um,

[4:49:46] and so if you are looking for something uh happy, safe, all the things away uh

[4:49:53] from the Grand Prix, uh W 7 is the place to be. Thank you,

[4:49:57] » Representative Anderson. >> And W 5 backpack giveaway is this

[4:50:00] Saturday at Bunker Hill Elementary School, 10:00 a.m. to 1 p.m.

[4:50:05] » All right. Thank you. I'll end our comments with saying this. I believe

[4:50:08] most of us should have received an email that they talked about a clap-in for

[4:50:12] most of the first day of school. I would hope that our members would find a

[4:50:16] school in their ward or wherever they choose to. I will not be doing one in my

[4:50:20] particular ward. I am Ward 8, but since I have a senior who has returned, this

[4:50:24] is a senior year, I will be at his school at Duke Ellington um doing a clap

[4:50:27] in there. But I would hope because it was um put out to us that you will

[4:50:31] choose a school and do and meet some students. I do know that we have

[4:50:34] educators who actually have to be at their respective school. So, I I get it.

[4:50:38] But those who can make it and do a clap in for that morning of the first day of

[4:50:43] school, I definitely um encourage you to do so. And on the charter side, if there

[4:50:49] are schools that are doing some because I want to be fair on both side, please,

[4:50:52] you know, do something with some of your charter schools. I had the opportunity

[4:50:55] in my home ward to do the gauntlet, um which was great for statesmen to be

[4:51:01] there and to watch so many people and to welcome their young men into the school

[4:51:06] was an amazing feeling. I think it probably did more for me than it did the

[4:51:09] actual students who ran the gauntlet and had so many men, you know, cheering them

[4:51:13] on, telling them they would be there. But our students need to see that. They

[4:51:16] need to see us that we are going to encourage them throughout this year. So,

[4:51:20] I would hope you would do that. With that being said, um, with no further

[4:51:24] business before the state board, I will now entertain a motion to

[4:51:28] » move. >> It has been moved by Representative

[4:51:30] Johnson, seconded by Representative Williams. All in favor?

[4:51:34] » I. >> Any naysay?

[4:51:37] The eyes have it. And the this public meeting of the state board of education

[4:51:40] is adjourned at 10:31.

[4:51:54] I'll make

SBOE Public Meeting August 19, 2026

Transcript