GOVERNMENT OF THE DISTRICT OF COLUMBIA Office of the

GOVERNMENT OF THE DISTRICT OF COLUMBIA

Office of the State School Superintendent of Education (OSSE)

Responses to Fiscal Year 2021 Performance Oversight Questions

Dr. Christina Grant

State Superintendent of Education

Submission to:

The Honorable Phil Mendelson, Chairman

Committee of the Whole

Council of the District of Columbia

Committee of the Whole

John A. Wilson Building

1350 Pennsylvania Ave. NW, Suite 402

Washington, DC 20004

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

February 18, 2021

Chairman Phil Mendelson

Council of the District of Columbia

1350 Pennsylvania Avenue NW, Suite 504

Washington, DC 20004

Dear Chairman Mendelson,

Please find enclosed the Office of the State Superintendent of Education’s (OSSE’s) Fiscal Year

2021 Performance Oversight responses.

Per your request, OSSE submits two (2) bound, printed copies of the responses. Additionally, all

responses and permitted attachments will be submitted electronically to the Committee of the

Whole.

If you have any questions, please do not hesitate to contact Justin Tooley, Chief of Staff, at

[email protected] or (202)-215-3617.

Sincerely,

Dr. Christina Grant

State Superintendent of Education

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Table of Contents

Agency Operations.......................................................................................................................... 4

Data and Research........................................................................................................................115

Childcare and Early Learning ..................................................................................................... 147

Teaching and Learning ................................................................................................................ 213

Special Education Student Transportation .................................................................................. 285

Post-Secondary and Career Readiness ........................................................................................ 299

My School DC ............................................................................................................................ 317

Health and Wellness .................................................................................................................... 322

ESEA Titles I, II, & III Grant Funding ....................................................................................... 341

Non-Public Tuition...................................................................................................................... 342

Healthy Youth and Schools Commission .................................................................................... 343

Higher Education Licensure Commission .................................................................................. 347

Public Charter School Credit Enhancement Fund Commission ................................................. 355

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency Operations

1. Please provide, as an attachment to your answers, a current organizational chart for

your agency with the number of vacant and filled FTEs marked in each box. Include

the names of all senior personnel. Also include the effective date on the chart.

ATTACHMENT: Q1 – OSSE POH Org Chart.pdf

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

2. Please provide, as an attachment, a Schedule A for your agency which identifies all

employees by title/position, current salary, fringe benefits, and program office

through January 31, 2022. The Schedule A also should indicate all vacant positions

in the agency. Please do not include Social Security numbers.

ATTACHMENT: Q2 – Schedule A.pdf

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

3. Please list through January 31, 2022, all employees detailed to or from your agency,

if any, anytime this fiscal year (up to the date of your answer). For each employee

identified, please provide the name of the agency the employee is detailed to or from,

the reason for the detail, the date the detail began, and the employee’s actual or

projected date of return.

There have been no details to or from the agency in FY22 though January 31, 2022.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

4. Question #4

(a) For fiscal year 2021, please list each employee whose salary was $125,000 or

more. For each employee listed provide the name, position title, salary, and

amount of any overtime and any bonus pay.

(b) For fiscal year 2022, please list each employee whose salary is or was

$125,000 or more. For each employee listed provide the name, position title,

salary, and amount of any overtime and any bonus pay as of the date of your

response.

(a) The table below lists FY21 employees whose salary was $125,000 or more.

First Name

Last Name

Title

Salary

Hanseul Kang

State Superintendent of

Education

$203,199.36

Christina Grant

Interim State Superintend of

Education

$202,363.42

Shana C. Young

Interim State Superintendent of

Education

$189,360.00

Sara

Meyers

Chief Operations Officer

$185,960.32

Paris

Saunders

Agency Fiscal Officer

$182,363.00

Gretchen Brumley

Director of Student

Transportation

$182,097.82

William Jay

Huie

Chief Information Officer

$180,000.00

Carmela N.

Edmunds

Supervisory Attorney Advisor

$179,507.14

Sara Mead

Assistant Superintendent, Early

Childhood Education

$175,000.00

Heidi Schumacher

Assistant Superintendent of

Health & Wellness

$173,040.00

Rebecca Lamury

Assistant Superintendent of Data,

Assessment & Research

$170,000.00

Nikki Stewart

Assistant Superintendent for

Systems & Support

$169,950.00

Kenneth H. King

Deputy Director of Student

Transportation

$167,378.44

Shavonne Gibson

Assistant Superintendent for

Teaching & Learning

$165,994.80

Antoinette S. Mitchell

Assistant Superintendent of Post-

Secondary Education

$165,589.27

Carole R Lee

Deputy Director of Student

Transportation

$161,546.75

Stephanie S

Davis

Deputy Assistant Superintendent

$161,500.00

Jason

Kim

Chief Operations Officer

$159,650.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

First Name

Last Name

Title

Salary

Don R Davis

Supervisory Information

Technology Specialist

$159,404.00

Saurabh Gupta

Supervisory Information

Technology

$158,000.00

Rebecca C Shaw

Director Operational

Management

$155,137.53

Nagesh

Tammara

Attorney Advisor

$153,101.00

Wesley

Forte

Program Manager

$150,978.28

Quiyana

Hall

Human Resources Officer III

$150,802.89

Evan T Kramer

Project Director (Ed Data

Warehouse)

$150,380.00

Margareth

Legaspi

Deputy Assistant Superintendent

$150,273.22

Donna

Johnson

Strategic Plan & Perform Officer

$150,235.80

Danielle Branson

Director of Accountability &

Assessment

$149,992.00

Kevin Maurice

Stokes

Supervisory Attorney Advisor

$147,513.00

Tia

Brumsted

Deputy Assistant Superintendent

$146,260.00

Hillary E

Hoffman-Peak

Attorney Advisor

$145,941.00

Ernesto

Del Valle

Supervisory IT Specialist

$145,537.00

Wei

Zhang

Supervisor IT Specialist

$145,537.00

Angie

Kirk

Deputy Chief of Staff

$145,000.00

Gwen Rubinstein

Director, Data Governance &

Privacy

$145,000.00

Eva L Proctor-Laguerre

Director, Compliance and

Licensing

$144,842.95

Aida

Fikre

IT Project Manager

$144,200.00

David Esquith

Director, Policy, Planning and

Research

$144,200.00

Shenee R.

Akinmolayan

Data Analysis Manager

$143,503.00

La'Shawndra C

Scroggins

Director, Teaching & Learning

$142,209.55

Kilin

Boardman-

Schroyer

Deputy Assistant Superintendent $141,895.15

Catherine

Peretti

Program Manager

$141,750.00

Lindsey M.

Palmer

Director, Nutrition Services

$141,607.59

Nancy Mahon

Director of Federal Grants

Compliance

$140,550.00

Carlynn M

Fuller

Director Student Hearings

$140,000.00

Amy M.

Lerman

Program Manager

$139,943.00

Jacqueline

Passley-Ojikutu

Strategic Plan & Perform Officer

$136,887.93

Jessie Harteis

Deputy Assistant Superintendent

for Systems & Supports, K12

$135,532.04

Ryan Aurori

Strategic Plan & Performance

Officer

$135,264.75

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

First Name

Last Name

Title

Salary

Victoria P Pemberton

Deputy Assistant Superintendent,

Systems & Supports, K12

$135,000.00

Patrice

Bowman

Chief of Bus Operations

$133,972.67

Lida

Alikhani

Director of Communications

$133,900.00

Yuliana Del

Arroyo

Bruister

Project Director Special

Education

$133,637.25

Allan

Phillips

Special Assistant (IDEA Part C)

$133,537.00

Ahmad Osama

Alattar

IT Specialist

$133,537.00

Vijaya

Mahamuni

IT Specialist

$133,537.00

Miriam

Rudder Holman

IT Specialist

$133,537.00

Rachel

Stafford

Special Assistant (IDEA Part C)

$133,537.00

Elizabeth

Ross

Program Manager

$133,000.00

Andres

Alvarado

Early Intervention Manager

$131,675.90

Edgar A Stewart

Supervisory Monitoring

Specialist

$131,536.81

William D Henderson

Strategic Plan & Performance

Officer

$130,217.00

Jessica L

Hunt

Attorney Advisor

$130,157.00

Sarah

Martin

Deputy Chief of Staff

$129,854.16

Justin D.

Tooley

Deputy Chief of Staff

$129,000.00

Karen Elizabeth Donaldson

Supervisory Education Policy &

Compliance Specialist

$128,219.08

Lesa S

Bonds

Management Analyst

$126,897.00

Celeste L.

Lightbourne

Program Manager

$126,560.53

David

Mobley

Accounting Officer

$126,479.00

Stephanie N

Snyder

Deputy Director of Assessment

$125,000.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

(b) The table below lists FY22 employees whose salary was $125,000 or more.

First Name

Last Name

Title

Salary

Christina M Grant

State Superintendent of

Education

$202,363.42

Sara

Meyers

Chief Operations Officer

$189,679.53

Paris

Saunders

Agency Fiscal Officer

$188,746.00

Gretchen Brumley

Director Of Student

Transportation

$185,739.78

William Jay

Huie

Chief Information Officer

$183,600.00

Carmela N.

Edmunds

Supervisory Attorney Advisor

$183,097.28

Sarah Jane

Forman

General Counsel

$180,000.00

Sara Mead

Assistant Superintendent, Early

Childhood Education

$178,500.00

Heidi Schumacher

Assistant Superintendent of

Health & Wellness

$176,500.80

Nikki Stewart

Assistant Superintendent for

Systems & Support

$173,349.00

Kenneth H. King

Deputy Director Of Student

Transportation

$170,726.01

Evan T Kramer

Assistant Superintendent of Data,

Assessment & Research

$170,000.00

Justin D.

Tooley

Chief Of Staff

$170,000.00

Shavonne Gibson

Assistant Superintendent for

Teaching & Learning

$169,314.70

Antoinette

Shervonne

Mitchell

Assistant Superintendent of

Postsecondary Education

$168,901.06

Carole R Lee

Deputy Director Of Student

Transportation

$164,777.69

Stephanie S

Davis

Deputy Assistant Superintendent

$164,730.00

Don R Davis

Supervisory Information

Technology Specialist

$162,592.08

Shenee R. Akinmolayan

Supervisory Information

Technology Specialist

$161,010.00

Nancy

Mahon

Chief Operations Officer

$160,564.00

Sheila A

Cuthrell

Human Resources Officer III

$160,000.00

Nagesh

Tammara

Attorney Advisor

$157,739.00

Amy M.

Lerman

Program Manager

$157,015.74

Wesley

Forte

Program Manager

$153,997.85

Donna Johnson

Strategic Planning &

Performance Officer

$153,240.52

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

First Name

Last Name

Title

Salary

Danielle Branson

Director, Accountability &

Assessment

$152,991.84

Tia

Brumsted

Deputy Assistant Superintendent

$149,185.20

Ernesto

Del Valle

Supervisory IT Specialist

$148,447.74

Wei

Zhang

Supervisory IT Specialist

$148,447.74

Kelly

Rudd Safran

Director Of Special Populations

$148,000.00

Angie

Kirk

Deputy Chief of Staff

$147,900.00

Gwen Rubinstein

Director, Data Governance and

Privacy

$147,900.00

Eva L Proctor-Laguerre

Director, Compliance and

Licensing

$147,739.81

David Esquith

Director, Policy, Planning and

Research

$147,084.00

Aida

Fikre

IT Project Manager

$147,084.00

Dana Carr

Senior Advisor (Covid Public

Health)

$146,000.00

Kilin

Boardman-

Schroyer

Deputy Assistant Superintendent $144,733.05

Andrew Eisenlohr

Director Operational

Management

$143,000.00

Sarah

Martin

Deputy Chief of Staff

$143,000.00

Jacqueline Passley-Ojikutu

Strategic Planning &

Performance Officer

$139,625.69

Linda Sun

Director Of Federal Programs

and Strategic Funding

$138,720.00

Ryan Aurori

Strategic Planning &

Performance Officer

$137,970.05

Celina Maria

Ketelsen

Training Administrator

$137,700.00

Victoria P

Pemberton

Director Of Special Education

$137,700.00

Patrice

Bowman

Chief Of Bus Operations

$136,652.12

Lida

Alikhani

Director Of Communications

$136,578.00

Ahmad Osama

Alattar

IT Specialist

$136,208.00

Vijaya

Mahamuni

IT Specialist

$136,208.00

Lisette

Partelow

Management Analyst

$136,208.00

Allan

Phillips

Special Assistant (Idea Part C)

$136,208.00

Miriam

Rudder Holman

IT Specialist

$136,208.00

Rachel

Stafford

Special Assistant (Idea Part C)

$136,208.00

Elizabeth

Ross

Program Manager

$135,660.00

Andres

Alvarado

Early Intervention Manager

$134,309.42

Edgar A Stewart

Supervisory Monitoring

Specialist

$134,167.55

Michael

Bender

Attorney Advisor

$134,103.00

Alecia

Denmark

Deputy Chief Operations Officer

$133,694.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

First Name

Last Name

Title

Salary

Aaron Parrott

Director, Enrollment and

Residency

$131,676.00

Charlotte

Nugent

Program And Grants Manager

$131,000.00

David

Mobley

Accounting Officer

$130,906.00

Stephen J

Regis

Budget Officer

$130,906.00

Karen Elizabeth Donaldson

Supervisory Education Policy &

Compliance Specialist

$130,783.46

Angela

King

Attorney Advisor

$130,166.00

Lesa S

Bonds

Management Analyst

$129,435.00

Celeste L.

Lightbourne

Program Manager

$129,091.74

Stephanie N

Snyder

Deputy Director Of Assessments

$127,500.00

Ronald

Lopes

Program Manager

$127,454.52

Melissa Sheree Johnson Smith

Director Operational

Management

$126,450.22

Kimberly Borges

Supervisory Fiscal Program

Specialist

$126,269.88

Carol

D'Avilar-Etkins

Program Officer

$126,049.00

Emily

Gargiulo

Management Analyst

$126,049.00

Renu S

Oliver

Special Assistant

$126,049.00

Kirstin K

Hansen

State Complaints Manager

$125,956.74

Angela Lee

Higher Education Licensure

Manager

$125,853.48

Julia M Johnson

Director Adult Education &

Family Literacy

$125,837.72

Jason

Campbell

Program Manager

$125,588.06

Kathryn

Kigera

Director, Quality Initiatives

$125,587.53

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

5. Please list, in descending order, the top 15 overtime earners in your agency for fiscal

year 2021. For each, state the employee’s name, position or title, salary, and

aggregate overtime pay.

This table lists, for FY21, the top fifteen (15) overtime earners in the agency.

First Name

Last Name

Position / Title

Comp Rate

OT Pay

Jeanetta L

Johnson

Human Resources Specialist

$89,690.00

$16,794.08

Lakesha S

Simmons

Fleet Maintenance Assistant

$58,843.20

$12,668.47

Charles

Burwell

Fleet Maintenance Assistant

$55,452.80

$11,488.33

Michael Leon

Toland Jr.

Fleet Maintenance Assistant

$60,548.80

$9,432.50

Cana Carroll

McGee

Program Analyst

$89,457.00

$8,724.98

Danny O

Caldwell Sr

Motor Vehicle Operator

$31.99

$7,221.74

Jihad A.

Rasheed

Supervisory Terminal Specialist

$98,503.99

$6,345.93

Alonzo T

James

Fleet Maintenance Assistant

$58,843.20

$6,343.31

Mohamed

Barrie

Motor Vehicle Operator

$29.98

$6,276.03

Ollen

Hopkins

Fleet Maintenance Assistant

$58,947.20

$6,219.92

Keith M

Gethers

Supervisory Investigator

$95,651.88

$6,205.47

Marie Sonia

Bolane

Motor Vehicle Operator

$30.99

$6,112.78

Nathan E

Marshall

Human Resources Specialist

$87,281.00

$5,910.73

Clinton

Gatlin

Fleet Maintenance Assistant

$60,528.00

$5,836.40

John Donnell

Dee

Fleet Maintenance Assistant

$62,254.40

$5,806.22

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

6. For fiscal years 2021 and 2022 (through January 31), please provide a list of

employee bonuses or special award pay granted that identifies the employee

receiving the bonus or special pay, the amount received, and the reason for the

bonus or special pay.

There were no bonuses or special pay granted in FY21.

The table below shows bonuses and special award pay for FY22 to date. All bonuses were

awarded in OSSE-DOT.

First Name

Last Name

Title

Amount

Reason

Mark A Leggett Motor Vehicle Operator $1,000

Back to School

Initiative

Carolyn V

Victoria

Malloy Motor Vehicle Operator $1,000

Back to School

Initiative

DaNesha L. McDowell Motor Vehicle Operator $1,000

Back to School

Initiative

Tyanna M Proctor Motor Vehicle Operator $1,000

Back to School

Initiative

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

7. For fiscal years 2021 and 2022 (through January 31), please list each employee

separated from the agency with separation pay. State the amount and number of

weeks of pay. Also, for each, state the reason for the separation.

This table lists, for FY21-22 (to date), the employees that separated from the agency with

separation pay.

Employee

Amount of Pay

Weeks of Pay

Reason

Employee 1

$4,444.85

MSS Removal Without Cause

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

8. For fiscal years 2020, 2021, and 2022 (through January 31), please state the total

number of employees receiving worker’s compensation payments.

The table below lists, for FY20-22, the number of employees receiving worker’s compensation

payments. Note that employees' claims in the table below could have been granted in prior fiscal

years.

Fiscal Year

Total Employees Receiving

Worker’s Compensation

2020

100

2021

2022 (to date)

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

9. Please provide the name of each employee who was or is on administrative leave in

fiscal years 2021 and 2022 (through January 31). In addition, for each employee

identified, please provide:

(1) their position;

(2) a brief description of the reasons they were placed on leave;

(3) the dates they were/are on administrative leave;

(4) whether the leave was/is paid or unpaid; and

(5) their current status (as of January 31, 2022).

This table lists, for FY21-22 to date, all employees who are (or were) on administrative leave.

Please note: all leave listed below was paid.

Position Title

Reason

Start Date

End Date

Status

Motor Vehicle Operator

Investigation

10/28/2021

Remains on admin leave

Motor Vehicle Operator

Investigation

12/6/2021

12/17/2021

Separated

Motor Vehicle Operator

Investigation

12/13/2021

Remains on admin leave

Motor Vehicle Operator

Investigation

12/7/2021

12/15/2021

Returned

Motor Vehicle Operator

Investigation

12/7/2021

12/10/2022

Returned

Program Analyst

Investigation

11/19/2021

Remains on admin leave

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

10. For fiscal years 2021 and 2022 (through January 31), please list, in chronological

order, all intra-District transfers to or from the agency. Give the date, amount, and

reason for the transfer.

The table below lists the intra-District transfers for FY21.

Entity Name

Start Date

End Date

Reason for Transfer

Amount

Department of

Property

Management

10/1/2020 9/30/2021 Fixed Cost - Electricity $77,416.44

Department of

Property

Management

10/1/2020 9/30/2021

Fixed Cost - Sustainable

Energy

$134,778.44

Department of

Property

Management

10/1/2020 9/30/2021 Fixed Cost - Occupancy $168,295.63

Department of

Property

Management

10/1/2020 9/30/2021 Fixed Cost - Rent $2,207,018.11

Department of

Property

Management

10/1/2020 9/30/2021 Fixed Cost - Gas $13,612.79

Department of

Property

Management

10/1/2020 9/30/2021 Fixed cost Water $82,918.11

Department of

Property

Management

10/1/2020 9/30/2021

Fixed cost Waste

Management

$5,717.97

Office of the Mayor 10/1/2020 9/30/2021

Serve DC to provide CPR,

First-Ade Emergency

Response, and AED Training

$140,000.00

Office of Contracting

& Procurement

10/1/2020 9/30/2021

Procurement support and

personnel

$65,717.00

Department of

Human Resources

10/1/2020 9/30/2021

DCHR to provide Capital City

Fellows

$18,143.46

Office of the City

Administrator

10/1/2020 9/30/2021

Training to managers,

supervisors, and employees on

the collective bargaining

agreements, grievances, and

arbitration and effective

processing of disciplinary

actions

$225,000.00

Department of Motor

Vehicles

10/1/2020 9/30/2021 Vehicle inspections $50,400.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Entity Name

Start Date

End Date

Reason for Transfer

Amount

Department of Parks

and Recreation

10/1/2020 9/30/2021

Provide transportation

services to students and

seniors

$31,107.00

Department of

Human Resources

10/1/2020 9/30/2021 Eligibility screening $100,765.42

Department of

General Services

10/1/2020 9/30/2021

Replace four terminal security

booths

$120,000.00

Department of

Property

Management

10/1/2020 9/30/2021 Fixed Cost - Electricity $32,933.30

Department of

Property

Management

10/1/2020 9/30/2021

Fixed Cost - Sustainable

Energy

$2,605.57

Department of

Property

Management

10/1/2020 9/30/2021 Fixed Cost - Occupancy $64,249.71

Department of

Property

Management

10/1/2020 9/30/2021 Fixed Cost - Rent $5,884,788.84

Department of

Property

Management

10/1/2020 9/30/2021 Fixed Cost - Gas $1,188.47

Department of

Property

Management

10/1/2020 9/30/2021 Fixed cost Water $11,682.57

Department of

Property

Management

10/1/2020 9/30/2021

Fixed cost Waste

Management

$589.79

District of Columbia

Public Schools

10/1/2020 9/30/2021

21st Century Continuation

Grant

$4,608,164.34

American University 10/1/2020 9/30/2021

College and Career Readiness

Support

$7,000.00

Bay Atlantic

University

10/1/2020 9/30/2021

College and Career Readiness

Support

$42,540.00

Department of

Behavioral Health

10/1/2020 9/30/2021

Project (AWARE): Promoting

Youth Awareness

$517,344.00

University of the

District of Columbia

10/1/2020 9/30/2021 Adult and Family Education $290,000.00

Department of

Employment

Services (WIC)

10/1/2020 9/30/2021

AFE's Integrated Education

and Training Grant Program

$1,650,000.00

Department of

Human Resources

10/1/2020 9/30/2021 Capital City Fellow $70,015.14

Department of

Corrections

10/1/2020 9/30/2021

Career & Technical Education

Program

$149,954.84

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Entity Name

Start Date

End Date

Reason for Transfer

Amount

Department of Parks

and Recreation

10/1/2020 9/30/2021 Child Nutrition Program $1,680,180.33

Department of Youth

Rehabilitation

Services

10/1/2020 9/30/2021 Child Nutrition Program $200,000.00

Executive Office of

the Mayor (Serve

DC)

10/1/2020 9/30/2021

CPR, First Aid, and AED

Training

$140,000.00

Department of

Human Resources

10/1/2020 9/30/2021 Criminal Background Checks $270,533.40

Department of

Behavioral Health

10/1/2020 9/30/2021

DBH Early Childhood Mental

Health Consultants (QIN)

$831,007.00

District of Columbia

Public Schools

10/1/2020 9/30/2021 DC Career Academy Network $602,896.76

Department of Health

10/1/2020

9/30/2021

DCEIP Evaluation

$447,173.00

District of Columbia

Public Schools

10/1/2020 9/30/2021 ESSER $13,354,477.02

Department of

Consumer and

Regulatory

Affairs/Fire and

Emergency Medical

Services

10/1/2020 9/30/2021

Fire Safety for Child

Development Centers

$382,500.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

First Step at DC Public

Schools

$228,258.52

Department of

Corrections

10/1/2020 9/30/2021 GED Examination $24,000.00

Department of Youth

Rehabilitation

Services

10/1/2020 9/30/2021 GED Examination $24,000.00

Department of

Behavioral Health

10/1/2020 9/30/2021

Governor's Emergency

Education Relief Fund

$1,500,000.00

Office of

Neighborhood and

Safety Engagement

10/1/2020 9/30/2021

Governor's Emergency

Education Relief Fund

$1,000,000.00

Office of the Chief

Technology Officer

10/1/2020 9/30/2021

Governor's Emergency

Education Relief Fund

$3,244,000.00

DC Public Charter

School Board

10/1/2020 9/30/2021

My School DC Common

Lottery Application

$50,000.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

My School DC Common

Lottery Application

$516,207.23

Office of the Chief

Technology Officer

10/1/2020 9/30/2021

My School DC Common

Lottery Application

$300,000.00

Department of

Behavioral Health

10/1/2020 9/30/2021 Opioid Prevention $107,866.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Entity Name

Start Date

End Date

Reason for Transfer

Amount

Department of

Corrections

10/1/2020 9/30/2021 Perkins $102,714.84

Department of

Human Services

10/1/2020 9/30/2021

Shelter Hotline Transportation

Services

$5,000.00

Department of

Human Resources

10/1/2020 9/30/2021 Support Services $3,419.00

Department of Youth

Rehabilitation

Services

10/1/2020 9/30/2021 Title I, Part D $78,663.00

Department of

Employment

Services (WIC)

10/1/2020 9/30/2021 WIOA $28,837.92

Department of

Human Services

10/1/2020 9/30/2021

Scholarship program

developed to assist eligible

TANF families in obtaining

post-secondary education

$100,000.00

Department of Health 10/1/2020 9/30/2021

To promote the integration of

an early childhood system that

facilitates easy access to

support services for children

and their families.

$436,898.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

Common Lottery System

Application

$300,000.00

Department of

Human Services

10/1/2020 9/30/2021

Child Care Subsidy, TANF

and Food Stamps program

$37,202,446.00

Department of

Behavioral Health

10/1/2020 9/30/2021

OSSE will provide a school-

based mental health FTE.

$152,262.00

Office of Contracting

& Procurement

10/1/2020 9/30/2021 P-Card $1,100,000.00

Department of

Behavioral Health

10/1/2020 9/30/2021

Pre-K Enhancement and Ex-

Pension program to improve

outcomes for young children

$521,978.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

To help local educational

agencies (LEAs) improve

teaching and learning in high-

poverty schools to meet

challenging State academic

achievement standards

$5,557,827.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

DCPS will use the grant to

provide basic education to

improve programs in title I

schools

$26,319,169.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

DCPS will use the grant for

language enhancement

$963,736.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Entity Name

Start Date

End Date

Reason for Transfer

Amount

District of Columbia

Public Schools

10/1/2020 9/30/2021

Direct services, personnel,

and resources to provide

students with access to well-

rounded education improve

school conditions for student

learning

$3,253,628.40

District of Columbia

Public Schools

10/1/2020 9/30/2021

DCPS will use the grant for

afterschool learning programs

$4,608,164.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

Personnel and contractual

services that will assist special

education and related services

to students with disabilities 3

through 5 years

$124,909.00

Department of

Corrections

10/1/2020 9/30/2021

Continue Career and technical

education CTE program

$107,854.68

Department of

Behavioral Health

10/1/2020 9/30/2021

Pre-K Enhancement and

Expansion Program

$225,000.00

District of Columbia

Public Schools

10/1/2020 9/30/2021 IDEA 611 $10,981,066.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

McKinney Vento Homeless

Continuation Grant

$70,000.00

Office of

Neighborhood and

Safety Engagement

10/1/2020 9/30/2021

To provide services under the

Governor's Emergency

Education Relief Fund

(GEER).

$150,000.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

National School Lunch,

Breakfast & Milk programs

$1,254,536.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

National School Lunch,

Breakfast & Milk programs

$3,847,778.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

National School Lunch,

Breakfast & Milk programs

$1,432,853.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

National School Lunch,

Breakfast & Milk programs

$1,130, 342

District of Columbia

Public Schools

10/1/2020 9/30/2021

National School Lunch,

Breakfast & Milk programs

$7,467,283.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

National School Lunch,

Breakfast & Milk programs

$17,295,215.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

National School Lunch,

Breakfast & Milk programs

$387,495.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

National School Lunch,

Breakfast & Milk programs

$516,112.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

National School Lunch,

Breakfast & Milk programs

$366,922.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Entity Name

Start Date

End Date

Reason for Transfer

Amount

District of Columbia

Public Schools

10/1/2020 9/30/2021

Operational needs of the

district in response to

Coronavirus pandemic

$4,927,927.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

Vocational education

instruction and programs

$2,605,655.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

Vocational education

instruction and programs

$651,414.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

Career Training - continuation

portion for the DC CAN grant

$439,463.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

Continue Career and technical

education CTE program

$290,396.76

District of Columbia

Public Schools

10/1/2020 9/30/2021

Title III-A ICY: To provide

funding for the substantial

increase in unaccompanied

ICY enrollment

$37,341.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

Improve performance at our

Comprehensive Support

schools (investments is

schools)

$3,200,000.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

Part C to Part B Transition:

Personnel and contractual

services to aid special

education and related services

to students with disabilities

$490,350.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

Inspiring Youth Program:

Personnel and contractual

services to aid special

education and related services

to students with disabilities

and coming into compliance

with three major federal court

cases

$400,000.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

Residential Treatment Center:

Personnel and contractual

services to aid special

education and related services

to students with disabilities

$850,000.00

District of Columbia

Public Schools

10/1/2020 9/30/2021

ESSER II estimated carryover

LOI. The amount was

provided by DCPS on

3/11/2021

$39,052,277.38

District of Columbia

Public Schools

10/1/2020 9/30/2021 Study Abroad Program $523,000.00

District of Columbia

Public Schools

10/1/2020 9/30/2021 CTE Training $20,500.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Entity Name

Start Date

End Date

Reason for Transfer

Amount

District of Columbia

Public Schools

10/1/2020 9/30/2021 CTE Training $20,500.00

Department of Motor

Vehicle

10/1/2020 9/30/2021 Fleet inspections $35,000.00

Department of

Human Services

10/1/2020 9/30/2021 Eligibility determination $1,717,332.91

Office of the City

Administrator

10/1/2020 9/30/2021 FY22 OLRCB MOU $100,000.00

The table below lists the intra-District transfers for FY22 (to date).

Entity Name

Start Date

End Date

Reason for Transfer

Amount

Department of

Property

Management

10/1/2021 9/30/2022 Fixed Cost - Electricity $193,510.55

Department of

Property

Management

10/1/2021 9/30/2022

Fixed Cost - Sustainable

Energy

$122,106.78

Department of

Property

Management

10/1/2021 9/30/2022 Fixed Cost - Occupancy $655,018.67

Department of

Property

Management

10/1/2021 9/30/2022 Fixed Cost - Rent $2,117,521.00

Department of

Property

Management

10/1/2021 9/30/2022 Fixed Cost - Gas $33,320.00

Department of

Property

Management

10/1/2021 9/30/2022 Fixed cost Water $219,868.07

Department of

Property

Management

10/1/2021 9/30/2022

Fixed cost Waste

Management

$61,220.10

Department of

Property

Management

10/1/2021 9/30/2022

Fixed Costs Protective

Services

$1,974,769.14

Department of

Property

Management

10/1/2021 9/30/2022 Fixed cost Fuel $1,907,431.00

Office of the Mayor 10/1/2021 9/30/2022

Serve DC to provide CPR,

First-Ade Emergency

Response, and AED Training

$140,000.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Entity Name

Start Date

End Date

Reason for Transfer

Amount

Department of Motor

Vehicles

10/1/2021 9/30/2022 Vehicle inspections $50,400.00

Department of Public

Works

10/1/2021 9/30/2022 Snow removal services (salt) $3,235.50

Department of

Human Resources

10/1/2021 9/30/2022

To provide executive level

learning and development

program for Senior-Level

Employees

$25,000.00

Department of

Property

Management

10/1/2021 9/30/2022 Fixed Cost - Electricity $32,933.30

Department of

Property

Management

10/1/2021 9/30/2022

Fixed Cost - Sustainable

Energy

$2,605.47

Department of

Property

Management

10/1/2021 9/30/2022 Fixed Cost - Occupancy $64,249.71

Department of

Property

Management

10/1/2021 9/30/2022 Fixed Cost - Rent $5,884,788.84

Department of

Property

Management

10/1/2021 9/30/2022 Fixed Cost - Gas $1,188.47

Department of

Property

Management

10/1/2021 9/30/2022 Fixed cost Water $11,682.57

Department of

Property

Management

10/1/2021 9/30/2022

Fixed cost Waste

Management

$586.79

Department of

Property

Management

10/1/2021 9/30/2022 Fixed cost Fuel $5,146.70

Department of

Property

Management

10/1/2021 9/30/2022 Fixed cost Protective Services $95,424.20

Department of

Employment

Services (WIC)

10/1/2021 9/30/2022

AFE's Integrated Education

and Training Grant Program

$1,650,000.00

Department of Parks

and Recreation

10/1/2021 9/30/2022 Child Nutrition Program $1,680,180.33

Executive Office of

the Mayor (Serve

DC)

10/1/2021 9/30/2022

CPR, First Aid, and AED

Training

$140,000.00

Department of

Corrections

10/1/2021 9/30/2022 GED Examination $24,000.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Entity Name

Start Date

End Date

Reason for Transfer

Amount

Department of Youth

Rehabilitation

Services

10/1/2021 9/30/2022 GED Examination $24,000.00

Department of Youth

Rehabilitation

Services

10/1/2021 9/30/2022 Title I, Part D $78,663.00

Department of

Behavioral Health

10/1/2021 9/30/2022

Pre-K Enhancement and Ex

Pension program to improve

outcomes for young children

$831,007.00

Department of

Behavioral Health

10/1/2021 9/30/2022

OSSE will provide a school-

based mental health FTE

$152,262.00

Department of

Behavioral Health

10/1/2021 9/30/2022

ESSER II-CRRSA HW 5:

Partnership with the

Department of Behavioral

Health (DBH) to expand

school health services (33)

$3,198,474.00

Department of

Behavioral Health

10/1/2021 9/30/2022

Project AWARE, mental

health program funding to

include data/evaluation and

professional development

contract management

$521,978.00

District of Columbia

Public Schools

10/1/2021 9/30/2022

National School Lunch,

Breakfast & Milk programs

$7,467,280.68

District of Columbia

Public Schools

10/1/2021 9/30/2022

National School Lunch,

Breakfast & Milk programs

$17,295,215.25

District of Columbia

Public Schools

10/1/2021 9/30/2022

National School Lunch,

Breakfast & Milk programs

$1,130,341.60

District of Columbia

Public Schools

10/1/2021 9/30/2022

National School Lunch,

Breakfast & Milk programs

$1,432,852.92

District of Columbia

Public Schools

10/1/2021 9/30/2022

National School Lunch,

Breakfast & Milk programs

$387,495.00

District of Columbia

Public Schools

10/1/2021 9/30/2022

National School Lunch,

Breakfast & Milk programs

$1,254,536.00

District of Columbia

Public Schools

10/1/2021 9/30/2022

National School Lunch,

Breakfast & Milk programs

$3,847,778.00

District of Columbia

Public Schools

10/1/2021 9/30/2022

National School Lunch,

Breakfast & Milk programs

$516,112.18

District of Columbia

Public Schools

10/1/2021 9/30/2022

American Rescue Plan

Elementary and Secondary

School Emergency Relief –

Homeless Children and Youth

Fund

$369,015.80

District of Columbia

Public Schools

10/1/2021 9/30/2022

Duke Ellington to support

personnel cost

$1,500,000.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Entity Name

Start Date

End Date

Reason for Transfer

Amount

District of Columbia

Public Schools

10/1/2021 9/30/2022

McKinney Vento Homeless

Continuation Grant

$70,000.00

District of Columbia

Public Schools

10/1/2021 9/30/2022

CARES ESSER grant

(Coronavirus Response and

Relief Supplemental

Appropriations)

$44,250,960.33

District of Columbia

Public Schools

10/1/2021 9/30/2022

Improvement and Supports

for COVID-19 testing

$748,800.00

District of Columbia

Public Schools

10/1/2021 9/30/2022

DC Community Schools

Incentive Initiative Grant

$152,727.92

District of Columbia

Public Schools

10/1/2021 9/30/2022 Investment in Schools $3,200,000.00

District of Columbia

Public Schools

10/1/2021 9/30/2022 Investment in Schools $53,628.40

Metropolitan Police

Department

10/1/2021 9/30/2022 Security Services $28,090.00

Department of

General Services

10/1/2021 9/30/2022

Reconfigure conference room

spaces at Superintendent of

Education at 1050 Furst Street

NE 3rd Floor

$10,019.88

Department of

Human Services

10/1/2021 9/30/2022

financial assistance for

eligible TANF recipients to

pursue post-secondary degrees

or certificate programs

$100,000.00

Department of

Corrections

10/1/2021 9/30/2022

Continue Career and technical

education CTE program

$107,854.68

Department of Health 10/1/2021 9/30/2022

School-based COVID-19

testing

$14,256,814.00

Department of Health 10/1/2021 9/30/2022

COVID-19 Workforce

support services

$1,142,808.50

Department of Parks

and Recreation

10/1/2021 9/30/2022

Child Nutrition Programs

Summer Food Service

Program

$1,500,000.00

Department of Parks

and Recreation

10/1/2021 9/30/2022

Child Nutrition Programs

Child and Adult Care Food

Program

$150,000.00

Department of Parks

and Recreation

10/1/2021 9/30/2022

Child Nutrition Programs

Local/State Reimbursement

$58,279.00

Department of Youth

Rehabilitation

Services

10/1/2021 9/30/2022

Child Nutrition Programs

National School Breakfast

Program

$100,000.00

Department of Youth

Rehabilitation

Services

10/1/2021 9/30/2022

Child Nutrition Programs

National School

Lunch/Supplement Program

$150,000.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Entity Name

Start Date

End Date

Reason for Transfer

Amount

Department of Youth

Rehabilitation

Services

10/1/2021 9/30/2022

Child Nutrition Programs

State Revenue Match

$2,000.00

Department of Youth

Rehabilitation

Services

10/1/2021 9/30/2022

Neglected & Delinquent

Youth

$84,948.83

Metropolitan Police

Department

10/1/2021 9/30/2022 Security Services $15,019.20

Office of the Chief

Technology Officer

10/1/2021 9/30/2022

Governors Emergency

Education Relief Fund

$2,685,150.25

Executive Office of

the Mayor

10/1/2021 9/30/2022 My School DC $508,089.20

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

11. Please list, in chronological order, every reprogramming of funds into or out of the

agency for fiscal years 2021 and 2022 (through January 31). Include a “bottom line”

that explains the revised final budget for your agency. For each reprogramming, list

the reprogramming number (if submitted to the Council for approval), the date, the

amount, and the rationale.

There were no reprogrammings into or out of OSSE during fiscal years 2021 and 2022 (through

January 31).

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

12. Question #12

(a) Describe any spending pressures that existed in fiscal year 2021. Include a

description of each spending pressure, how it was identified, and how it was

remedied.

(b) Identify potential areas where spending pressures may exist in fiscal year

2022. Include a description of the spending pressure and what steps are

being taken to minimize the impact on the fiscal year 2022 budget.

(a) There were no spending pressures for fiscal year 2021.

(b) There are no spending pressures to identify for fiscal year 2022.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

13. Please list, in chronological order, every reprogramming within your agency during

fiscal year 2022 to date. Also, include both known and anticipated intra-agency

reprogramming. For each, give the date, amount, and rationale.

The following is a list of reprogramming within the agency for FY22 to date.

Dates

Purpose

Amount

10/1/2021-

1/31/2022

This reprogramming is required to fund several projects that address

learning loss and prepare schools for reopening under the Elementary

and Secondary School Emergency Relief Fund Coronavirus Response

and Relief Supplemental Appropriations Act (ESSER II)

$9,603,543.00

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to the

carryover budgets for Title I-A Formula and Investment in Schools for

Public

$3,874,517.37

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to the

carryover budgets for Title I-A Formula and Investment in Schools for

Public Charter Schools and DCPS. It will also align the budget to

remaining cap balances. Personnel costs will be FIFO'ed

$2,368,188.40

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to Title IV-

A allocations for public charter schools and DCPS. It will also ensure

that the admin cap budget does not exceed

$123,829.60

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to the

Homeless Education Program (HEP) spend plan including carryover

allocations for DCPS and public charter schools and for GED college

starter kit laptop purchase.

$43,666.74

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to the

carryover allocation for DCPS on IDEA Part B Sec. 611.

$835,042.31

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to the

Homeless Education Program (HEP) spend plan including carryover

allocations for DCPS and public charter schools and for GED college

starter kit laptop purchase.

$13,104.50

10/1/2021-

1/31/2022

The reprogramming is needed so the Division of Early Learning would

be able to renew the subscription for the Kaplan Quorom on-line

learning platform.

$500,000.00

10/1/2021-

1/31/2022

This reprogramming is needed to appropriately align FY21 funds for

0070 to purchase IT equipment that is needed for projects.

$20,000.00

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to the

carryover allocations and State Activities cap for Title II-A.

$195,362.88

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to final

Title III-A allocations for public charter schools and DCPS. The ICY

grant was not run this year and funds reserved for it were rolled into

the Title III-A formula allocations.

$11,354.50

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to Title IV-

A allocations for public charter schools and DCPS. It will also ensure

that the admin cap budget does not exceed

$10,000.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to the

carryover allocation for DCPS on IDEA Part B Sec. 611.

$137,315.36

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to the

carryover allocations and State Activities cap for FFY19 Title IV-A.

$253,375.75

10/1/2021-

1/31/2022

This reprogramming is required to fund OSSE contract staff in

administering student access to technology support during the COVID

– 19 public health crisis.

$24,842.87

10/1/2021-

1/31/2022

To align SOAR with FY21 spending plan $126,529.92

10/1/2021-

1/31/2022

To ensure the Teaching and Learning team has adequate IT devices to

process educator licensure

$19,360.61

10/1/2021-

1/31/2022

Changed from subcontracting to subgrantee the SPDG grant $300,000.00

10/1/2021-

1/31/2022

This reprogramming is needed to align the projects in the Carl D.

Perkins grants to the appropriate legislation.

$1,413,736.94

10/1/2021-

1/31/2022

This reprogramming is needed to align the projects in the Carl D.

Perkins grants to the appropriate legislation.

$262,771.44

10/1/2021-

1/31/2022

This reprogramming is required to find the 21st Century Program

Evaluation

$360,000.00

10/1/2021-

1/31/2022

The reprogramming is needed to transfer budget of $175,762.00 from

Fund 8200 to Fund 8231.

$175,762.00

10/1/2021-

1/31/2022

The funds are needed to align the budget in the correct CSG to enable

the agency to provide COVID-19 related PD to educators and staff.

$3,990,603.00

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to the

IDEA 611 spend plan and remaining balances for admin and state

activities. The request will also align the DCPS passthrough budget to

the remaining on FFY19

$360,966.66

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to the

Homeless Education Program (HEP) spend plan including HEP starter

kits, MKV annual credentialing, printing of Early Childhood Brochure

& HEP/Ally materials, and National Network for Youth (NN4Y) and

National Association for the Education of Homeless Children and

Youth (NAEHCY) memberships and conferences.

$38,112.64

10/1/2021-

1/31/2022

This reprogramming is to fund a new FTE within the DAR assessment

team.

$34,000.00

10/1/2021-

1/31/2022

This reprogramming is required to ensure that the State Administrative

Expense (SAE) funds received form USDA are loaded in the

appropriate comptroller source group such that the Division Health

and Wellness can fully expend the grant by the end of Fiscal Year

2021

$24,000.00

10/1/2021-

1/31/2022

The funds are needed to fund the 21st Century Program Evaluation. $414,847.10

10/1/2021-

1/31/2022

The funds are needed to fund the 21st Century Program Evaluation $624,134.10

10/1/2021-

1/31/2022

This reprogramming is required to align the SOAR budget to the

project budgets in the FFY17 SOAR Act approved application

$530,708.38

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

10/1/2021-

1/31/2022

This reprogramming is required to realign the U3SER budget to the

programmatic priorities.

$8,589,515.26

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the COVID

grant fund (8231).

$5,000,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the COVID

grant fund (8231).

$1,000,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the COVID

grant fund (8231).

$2,500,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the COVID

grant fund (8231).

$100,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the COVID

grant fund (8231).

$14,716,932.25

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the COVID

grant fund (8231). During the FY 21 budget formulation process, the

COVID grant funds were inadvertently allocated to Grants Federal

Fund 8200. Fund 8231 was created for all COVID funds

$1,176,004.24

10/1/2021-

1/31/2022

The reprogramming is needed to transfer the budget from program

code E805 to program code E802. Grant B2CCDD/21 funds early

child care initiatives.

$1,000,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the COVID

grant fund (8231).

$1,000,000.00

10/1/2021-

1/31/2022

This reprogramming is required to shift OSSE’s Education Pay Equity

Fund allocation to the non-lapsing Agency Fund 1126 in accordance

with District Legislation.

$53,920,878.00

10/1/2021-

1/31/2022

This reprogramming is needed to appropriately align the budget to the

correct comptroller source group, Contractual Services - Other (0409).

$100,000.00

10/1/2021-

1/31/2022

To match SOAR availability to the spend plans submitted in EGMS

under CSG50

$43,916.40

10/1/2021-

1/31/2022

This reprogramming is required to fund DC Futures to support low to

moderate income DC residents to earn Associate's and Bachelor's

degrees in majors leading to high demand jobs through providing

scholarships for tuition, fees, etc. + implementation of coaching and

student services to support students through personal and financial

barriers.

$7,177,979.00

10/1/2021-

1/31/2022

This reprogramming is required to fund Work-Based Learning

expansion. We are requesting this reprogramming because the

majority of WBL Revenue Replacement allocation is loaded in CSG40

and in the wrong PCE unit.

$1,807,713.00

10/1/2021-

1/31/2022

This reprogramming is required to fund College Rising marketing

services

$150,000.00

10/1/2021-

1/31/2022

This reprogramming is initiated to align the projects in the Carl D.

Perkins grant pursuant to the legislation.

$176,188.62

10/1/2021-

1/31/2022

This reprogramming is to the appropriate CSGs. The programs need

more funds for professional services/PD.

$42,560.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$120,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$300,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$700,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$12,000,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$100,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$2,250,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$12,000,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$30,000,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$2,500.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$2,750,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$250,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$150,000.00

10/1/2021-

1/31/2022

This reprogramming is required to appropriately align the grant

Project/Phase. During FY22budget formulation process, the wrong

Project/Phase was inadvertently linked to the grant.

$68,306.00

10/1/2021-

1/31/2022

The funds are needed to meet the agency's federally mandated

requirements to provide transportation services and required

accommodations to residents of the District of Columbia.

$2,000,000.00

10/1/2021-

1/31/2022

The funds are needed to align the budget with the spending needs of

the Division for the upcoming fiscal year 2021 OSSE DOT

$1,042,853.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

14. For fiscal years 2021 and 2022 (through January 31), please identify each special

purpose revenue fund maintained by, used by, or available for use by your agency.

For each fund identified, provide:

(1) the revenue source name and code;

(2) the source of funding;

(3) a description of the programs that generates the funds;

(4) the amount of funds generated annually by each source or program;

and

(5) expenditures of funds, including the purpose of each expenditure.

For (4) and (5) provide specific data for fiscal years 2021, and 2022 (through January

31) and give starting and ending balances. You may wish to present this information

first as a list (for numbers 1-5) and then as separate tables for numbers 4 and 5.

Revenue Source Name:

State Superintendent of Education Fees

Revenue Source Code:

603

Statutory Reference:

D.C. Code §38.2602

Source of Fund:

The fund receives revenue from fees collected by OSSE for a state

academic credential certification, general education development

testing or any other state

-level education functions as established

through regulations by OSSE.

Program Description:

The Division of Teaching and Learning provides an expanded

strategic suite of instructional and human capital supports to LEAs,

school, and educators. The Office of GED Testing facilitates the

administration of GED examinations within the District and supports

certification attainment for high school student

Purpose:

This is a lapsing fund that was established to support the

administration of the state academic credential certifications, general

educational development and other state level programs that are

administered by OSSE.

Revenue Generated

Expenditures

FY20 FY21

FY22

(2/03/22)

FY20 FY21

FY22

(2/03/22)

$239,645 $307,886 $87,667 $198,063 $101,145 $13,999

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Revenue Source Name:

Student Residency Verification Fund

Revenue Source Code:

618

Statutory Reference:

D.C. Code §38-312

Source of Fund:

The fund receives revenue from fines imposed on non-resident

families who send their children to DC Public Schools without paying

tuition.

Program Description:

The Office of Enrollment and Residency oversees the annual

enrollment audit, manages residency verification, and investigates

residency fraud.

Purpose:

This is a non-lapsing fund that is used to finance the enforcement of

the District's laws regarding student residency and primary caregiver

status

verification by OSSE.

Revenue Generated

Expenditures

FY20 FY21

FY22

(2/03/22)

FY20 FY21

FY22

(2/03/22)

$766,718 $703,837 $205,396 $834,432 $494,395 $418,023

Revenue Source Name:

Child Development Facilities Fund

Revenue Source Code:

620

Statutory Reference:

D.C. Code §7-2036.01

Source of Fund:

The fund receives revenue from fees collected for licensing day care

facilities.

Program Description:

The Office of Licensing and Compliance licenses and monitors the

child

development centers and home.

Purpose:

This is a non-lapsing fund that is used to fund activities regulating

child development facilities, including the enforcement and

monitoring activities concerning the licensure of child development

facilities.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Revenue Generated

Expenditures

FY20 FY21

FY22

(2/03/22)

FY20 FY21

FY22

(2/03/22)

$114,620 $209,028 $149,600 $13,293 $47,453 $0

Revenue Source Name:

Education Licensure/Site Evaluation

Revenue Source Code:

6007

Statutory Reference:

D.C. Code §38.1306

Source of Fund:

The fund receives revenue from fees that the commission is

authorized to charge any institution that it licenses. The fees are

intended to cover the cost of the Commission's independent

evaluations of the institution's facilities and the Commission's

observations of evaluations made by accrediting associations.

Program Description:

The Office of Education Licensure Commission licenses degree-

granting and non

-degree granting postsecondary institutions in the

District.

Purpose:

This is a lapsing fund that is used to cover the cost of Education

Licensure Commission's review of post

-secondary institutions for

licensing purposes.

The Commission is part of OSSE.

Revenue Generated

Expenditures

FY20 FY21

FY22

(2/03/22)

FY20 FY21

FY22

(2/03/22)

$492,311 $553,425 $115,835 $275,156 $332,493 $89,424

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

15. Please provide a table showing your agency’s Council-approved original budget,

revised budget (after reprogrammings, etc.) for fiscal years 2020, 2021, and the first

quarter of 2022. In addition, please explain the variances between fiscal year

appropriations and actual expenditures for fiscal years 2020 and 2021.

Due to the volume of data requested, the answer is provided as an attachment.

ATTACHMENT: Q15 – OSSE Budgets (FY20-22).pdf

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

16. Please list all memoranda of understanding (MOU) either entered into by your

agency or in effect during fiscal years 2021 and 2022 (through January 31). For

each, describe its purpose, indicate the date entered, and provide the actual or

anticipated termination date.

The table below lists the MOUs for FY21.

Agency

Reason/Purpose

Start Date

End Date

DYRS

The purpose of this MOU is to allow for the

transfer of funds under ESEA Title I, Part D from

OSSE to DYRS (subgrantee).

7/1/2020 9/30/2021

DCPS

For OSSE to pay DCPS for the grants that OSSE

passes through to them.

7/1/2020 6/30/2021

DC Public

Charter School

Board

The purpose of this MOU is for PCSB to provide

funding to OSSE to support the operation of the

common lottery system, to promote school choice

to families through outreach strategies; and to

facilitate a citywide public school fair called

"EdFest".

9/17/2020 9/30/2021

DYRS

This is updating the intradistrict funding MOU to

include the carryover from FY20.

10/1/2020 9/30/2021

DYRS

This amendment updates the intradistrict funding

MOU to include carryover funds from previous

fiscal years. It also updates the interim general

counsel for both agencies.

10/1/2020 9/30/2021

DCPS

The purpose of this MOU is to enable DCPS to

provide payment to OSSE for necessary services

and support related to the operations of the

common lottery system.

10/1/2020 9/30/2021

OCTO

This MOU should initiate the process for

transferring the funds from OSSE to OCTO to

cover implementation, operation and maintenance

expenses of the My School DC Year 8 (School

Year 21-22) lottery and post-lottery application.

The My School DC application is a single online

application that families in DC use to apply to

attend DC public and charter schools.

10/1/2020 9/30/2021

Department of

Corrections

(DOC)

The Exercise of Option Year Two and

Modification No. 2 to the Memorandum of

Understanding (MOU) between the District of

Columbia Department of Corrections (DOC) and

the Office of the State Superintendent of Education

(OSSE) is for the provision of GED testing

services by the GED Program Office (GEDPO) to

DOC populations for fiscal year 2021. Testing

10/1/2020 9/30/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

services are mandated by DCMR and are provided

at no cost to the OSSE beyond OSSE/GEDPO

contractual services.

DCHR

The Seller will provide the Buyer with compliance

services for its childcare licensees who are subject

to suitability screenings. The objective of the

suitability screenings is to determine whether each

specific candidate, employee or volunteer at

District childcare facilities is suitable for such

employment consistent with Title 6-B, Chapter 4 of

the District of Columbia Municipal Regulations

(DCMR) and the federal Child Care and

Development Block Grant Act of 2014 (CCDBG).

10/1/2020 9/30/2021

DCRA and

FEMSD

The District of Columbia desires to expand access

to quality licensed child care slots for District

residents. To support this expansion, OSSE,

DCRA, and FEMSD seek to coordinate and clarify

the responsibilities of the respective agencies with

respect to fire safety of child development centers,

child development homes and expanded child

development homes, and specifically the

administrative process for confirming the

compliance of these homes with the District of

Columbia Fire Code (12H DCMR), the District of

Columbia Residential Code (12B DCMR), the

District of Columbia Zoning Regulations (11

DCMR), and the District of Columbia Child

Development Facilities: Licensing Regulations (5-

A DCMR, Chapter 1). Additionally, OSSE and

DCRA seek to further support applicants for new

and current owners of child development facilities

in navigating the DCRA process.

10/1/2020 9/30/2021

University of

the District of

Columbia

The MOU represents the Office of the State

Superintendent of Education, Adult and Family

Education (OSSE AFE) unit's and the University of

the District of Columbia's intent to continue its

partnership to offer the Graduate Certificate in

Adult Education Program (GCP), professional

development aligned to the GCP, technical

assistance and resources to adult educators to

prepare them for certification and/or state licensure

in Adult Education. The GCP provides adult

educators with an opportunity to engage in either

one or two, three-credit course(s) over a 15- to 24-

month period for a total of 24 credits and to acquire

10/1/2020 9/30/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

a graduate certificate. UDC also offers a Master of

Arts in adult education program for which the

graduate certificate program is aligned, and credits

may be applied.

OCTO

This modification expands eligibility for the

Internet for All program funded through GEER I

funds to students (1) enrolled at local educational

agencies (LEAs), that receive Supplemental

Nutrition Assistance Program (SNAP) or

Temporary Assistance for Needy Families (TANF)

benefits or are eligible to receive reduced-price or

free meals through the U.S. Department of

Agriculture National School Lunch Program; or (2)

enrolled in an adult education program at an LEA

or other education-related entity funded through

the Adult Education and Family Literacy Act

federal grant funds and meet the eligibility criteria

established by each participating internet service

provider. It also updates the expectations of the

feeds OSSE will provide to OCTO and information

OCTO will provide back to OSSE and DME based

on this broadened pool of eligible students.

10/1/2020 9/30/2022

DOES/WIC

The purpose of this request is to execute the

updated multi-agency MOU which ensures

compliance with the federal Workforce Innovation

and Opportunity Act (WIOA) and establishes the

framework for providing coordinated services

through the District's American Job Centers

(AJCs).

10/1/2020 9/30/2021

WIC

This MOU continues the partnership with WIC to

augment OSSE AFE's Integrated Education and

Training grant program. This will be the fourth

consecutive year that OSSE will receive funding

from the WIC to support this program model.

10/1/2020 9/30/2021

DPR

This MOU modification extends the DPR-OSSE

Child Nutrition Services MOU into FY21. DPR

receives USDA federal funding and local Healthy

Schools Fund funding for meals offered by their

summer and Child and Adult Care Food Program

(CACFP) programs.

10/1/2020 9/30/2021

DC Health and

DFS

This is the second modification for the MOU

between DC Health and DFS. The purpose of this

MOU is to transfer USDA Child Nutrition Program

funds by intra-district transfer from OSSE to DC

Health and DFS consistent with local and federal

10/1/2020 9/30/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

procedures in order for DC Health to conduct food

safety inspections and for DFS to conduct food

sample testing for the summer meals program.

DCHR

This MOU will provide funding to support one (1)

fellow for the Capital City Fellows Program.

10/1/2020 5/12/2021

Mayor's Office

Volunteerism

The attached Memorandum of Understanding

between OSSE DOT and the Mayor's Office of

Volunteerism (SERVE DC) is to support the

provision of CPR-AED, First Aid, and Emergency

Response Training to OSSE DOT employees. This

is required training for OSSE DOT staff

transporting special education students.

10/1/2020 9/30/2021

DCHR

The purpose of this addendum is to modify the

term of the MOU for a Capital City Fellow.

10/1/2020 10/18/2020

DMV

This is a MOU between OSSE DOT and DMV for

DMV to provide mandated inspections of OSSE

DOT's fleet vehicles.

10/1/2020 9/30/2021

OCP

The purpose of this MOU between OSSE DOT and

OCP is to fund procurement support and personnel.

10/1/2020 9/30/2021

DCHR

This MOU between DCHR and OSSE DOT is to

support employment compliance services for

candidates, employees, and volunteers who are

subject to fitness evaluations/suitability screening.

10/1/2020 9/30/2021

DC Public

Schools

This MOU is for the continued high school

program of the First Step at DCPS. This is a

continuation (modification) of an MOU with DCPS

from the last two fiscal years.

10/1/2020 9/30/2021

Department of

Behavioral

Health

The Coronavirus Aid, Relief, and Economic

Security (CARES) Act includes a Governor's

Emergency Education Relief (GEER) Fund

awarded to the Mayor to meet emergent needs as a

result of COVID-19. This MOU uses $1,500,000

of DC's CARES-GEER funds to support schools,

students, and families through a partnership with

the Department of Behavioral Health (DBH) to

expand the District's Comprehensive School-Based

Behavioral Health System in public and public

charter schools in DC.

10/1/2020 9/30/2021

District of

Columbia

Public Schools

This is the FY21 DCPS sustainability MOU for

$1.7M; OSSE requests that DCPS provide

personnel and contractual services that will aid the

District of Columbia in strengthening its delivery

of special education and related services to students

with disabilities.

10/1/2020 9/30/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

DYRS

The attached Exercise of Option Year Two and

Modification No. 2 to the Memorandum of

Understanding (MOU) between the District of

Columbia Department of Youth Rehabilitation

Services (DYRS) and the Office of the State

Superintendent of Education (OSSE) is for the

provision of GED testing services by the GED

Program Office (GEDPO) to DYRS populations

for fiscal year 2021. Testing services are mandated

by DCMR and are provided at no cost to the OSSE

beyond OSSE/GEDPO contractual services.

10/1/2020 9/30/2021

DBH

The MOU modification provides funding to DBH

to provide early mental health consultation in pre-

K, QIN, and QIN expansion classrooms.

10/1/2020 9/30/2021

DHS

The child care MOU transfers TANF, Social

Services Block Grant, and SNAP funds to OSSE to

support child care subsidy payments for children

enrolled under those social service programs. The

MOU also transfers funds to DHS from OSSE to

support the eligibility staff in the Child Care

Services Division.

10/1/2020 9/30/2021

DBH

Option exercise notice for OSSE's DC Project

AWARE program, funded by a 5-year federal grant

from SAMHSA to enhance school mental health

systems and supports. DBH receives funds for

personnel, data/evaluation, and the citywide

community of practice.

10/1/2020 9/30/2021

DHS

The Tuition Assistance Program Initiative (TAPIT)

for Temporary Assistance for Needy Families

(TANF) is a scholarship program developed to

assist eligible TANF customers in obtaining a two-

or four-year postsecondary degree at two- or four-

year local institutions. TAPIT scholarships are

need based and awards are made up to $4,000 per

academic school year. TAPIT funding must be

used to cover tuition, fees, and books at eligible

colleges and universities. The program is funded

through the Economic Security Administration

(ESA) and administered by the Office of Work

Opportunity. The District of Columbia Office of

the State Superintendent of Education has

partnered with ESA for the past twenty (20) years

to solely disburse their tuition funds to the local

institutions that we have a solid relationship with.

Total amount of the MOU is $100,000.00.

10/1/2020 9/30/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

OCTO

Option Year exercise for GEER MOU with OSSE.

Via the GEER Fund, the U.S. Department of

Education awarded grants to Governors for the

purpose of providing local educational agencies

(LEAs), institutions of higher education (IHEs),

and other education related entities with emergency

assistance as a result of the Novel Coronavirus

Disease 2019 COVID-19). OSSE, through the

Mayor, received GEER funding.

10/8/2020 9/30/2021

Dept. of

Corrections

(DOC)

The purpose of the MOU is to provide a safe,

secure, orderly, and humane environment for the

confinement of pretrial detainees and sentenced

inmates, while affording those in custody

meaningful rehabilitative opportunities that will

assist them to constructively re-integrate into the

community.

12/2/2020 9/30/2021

Department of

Corrections

The Carl D. Perkins Act requires states to fund

Career and Technical Education activities through

the Department of Corrections. Each year, OSSE

enters into a MOU to make these funds available.

This modification is necessary to reflect the carry-

forward funds from the prior year agreement and

make them available for spending during the

current fiscal year.

12/2/2020 9/30/2021

DHS

The MOU between DHS and OSSE DOT is to

provide staffing and vehicle support for the Shelter

Hotline. Motor vehicle operators will transport

homeless residents to shelters and will transport

homeless outreach workers conducting wellness

checks.

12/14/2020 3/30/2021

Department of

Behavioral

Health

OSSE will fulfill the school-based training,

prevention education, and youth-focused social

marketing activities under the District's State

Opioid Response grant/Live. Long. DC. Plan. This

MOU outlines the specific responsibilities for

OSSE to train educators, purchase and disseminate

student curriculum, and design and implement a

prevention education campaign.

1/13/2021 9/30/2021

Office of

Disability

Rights (ODR)

Under the MOU, ODR provides SLI Services to

OSSE.

5/3/2021 9/30/2021

DGS

The Memorandum of Understanding (MOU)

between DGS and OSSE DOT is for the

replacement of four security guard booths at three

5/25/2021 9/30/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

school bus lots. The replacement of the booths is

required for employee/contractor safety.

DME

Under the Elementary and Secondary School

Emergency Relief Fund (ESSER) American

Rescue Plan (ARP) Act (ESSER III-ARP), the U.S.

Department of Education awarded grants to enable

State Education Agencies (SEAs) to enact

appropriate measures to safely reopen schools,

address specific needs, and address learning loss.

Per the ARP Section 2001(f)(3), a minimum of 1%

of DC's total ESSER III-ARP award must be spent

on evidence-based summer enrichment. This MOU

awards that funding to DME to expand OST grants

to support specific groups of students

disproportionately impacted by COVID-19. DME's

award will increase (in FY22 MOU option year)

after OSSE receives the remaining 1/3 of our total

ARP award. *Note there are two MOUs for similar

but different work - this is for summer enrichment

and another MOU is for comprehensive afterschool

programs.

6/24/2021 9/30/2021

DME

Under the Elementary and Secondary School

Emergency Relief Fund (ESSER) American

Rescue Plan (ARP) Act (ESSER III-ARP), the U.S.

Department of Education awarded grants to enable

State Education Agencies (SEAs) to enact

appropriate measures to safely reopen schools,

address specific needs, and address learning loss.

Per the ARP Section 2001(f)(3), a minimum of 1%

of DC's total ESSER III-ARP award must be spent

on evidence-based comprehensive afterschool

programs. This MOU awards that funding to DME

to expand OST grants to support specific groups of

students disproportionately impacted by COVID-

19. DME's award will increase (in FY22 MOU

option year) after OSSE receives the remaining 1/3

of our total ARP award. *Note there are two

MOUs for similar but different work - this is for

comprehensive afterschool programs and there is a

separate MOU routing for summer enrichment.

6/25/2021 9/30/2021

DGS

The MOU between DGS and OSSE DOT is for the

purpose of providing facility management services

inclusive of janitorial, mowing, work orders, and

pest control costs.

6/25/2021 9/30/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

DC Health

The purpose of this MOU is to provide resources

from DC Health to OSSE that allow for COVID-19

testing in public and public charter schools.

Beginning July 1, 2021 the responsibility for

COVID-19 testing in schools shifted from DC

Health to OSSE.

7/1/2021 9/30/2021

Department of

Behavioral

Health

Provides DBH with ESSER-II-10 funds to increase

responses to school-based individual mental health

crisis needs and to support the continuation of the

DC School Behavioral Health Community of

Practice (professional development for school

behavioral health providers).

7/1/2021 9/30/2021

DPR

This MOU between OSSE DOT and the DC

Department of Parks and Recreation (DPR) is for

the transportation of students and seniors to DPR

programs at Camp Riverview (Scotland, MD).

7/20/2021 8/20/2021

DPR

This MOU between OSSE DOT and the DC

Department of Parks and Recreation (DPR) is to

facilitate the transportation of students and seniors

to DPR programs at Camp Riverview (Scotland,

MD). This replaces the previously signed version

($31,107.48).

7/20/2021 8/20/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/20/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/20/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/20/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

7/20/2021 9/30/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/20/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/20/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/20/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22.. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/20/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/20/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

7/20/2021 9/30/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/20/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/20/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/20/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/30/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/30/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/30/2021 9/30/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/30/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/30/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/30/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

7/30/2021 9/30/2021

Private School

This is one of 22 MOUs that OSSE executed prior

to FY22. This MOU establishes the terms and

conditions under which the Parties shall coordinate

and exchange funding for the provision of services

and assistance under the U.S. Department of

Education's Emergency Assistance for Non-Public

Schools (EANS) program.

8/2/2021 9/30/2021

DME

This MOU is for the transfer of $5M to DME's

Out-of-School-Time Program to manage a grant to

CBOs for SY21-22 focused on scaling high-impact

tutoring programs across the District. $4.75M is

from County ARP Funds and will be used for sub-

grants. The remaining $250,000 is from ESSER II

and will cover the admin costs for the grant.

8/11/2021 9/30/2024

Department on

Disability

Services-

As part of our commitment to providing

professional learning for equitable and inclusive

schools through the State Personnel Development

9/10/2021 9/30/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

Rehabilitation

Services

Administration

Grant (SPDG), OSSE set aside funding to support

secondary transition activities that promote positive

postsecondary outcomes. Allocated funds would

allow DDS-RSA to provide professional learning

opportunities to educators, students, and families.

DCPS

DCPS has requested funding to hire medical

assistants who will support school-based COVID-

19 testing.

9/16/2021 9/30/2021

Office of

Neighborhood

Safety and

Engagement

OSSE and the Office of Neighborhood Safety and

Engagement (ONSE) have a common interest in

the safety and well-being of District students. The

ONSE Leadership Academy (OLA) is a school-

based initiative utilized as a framework to reduce

juvenile justice involvement among youth with

educational or behavioral challenges. This MOU

uses $1,000,000 of DC's CARES-GEER funds to

support ONSE's expansion of the OLA program to

two additional schools: H.D. Woodson High

School and Paul Public Charter School.

9/30/2021 9/30/2022

OAG

This Memorandum of Understanding (MOU) is

between the District of Columbia Office of the

State Superintendent of Education (OSSE), the

buyer agency, and the Office of the Attorney

General (OAG), the seller agency, collectively

referred to as "the Parties" to pay the salary of one

attorney assigned to OAG's Personnel, Labor and

Employment Division (PLED) to represent OSSE

in all administrative litigation proceedings before

District administrative agencies.

9/30/2021 9/30/2022

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

The table below lists the MOUs for FY22 to date.

Agency

Reason/Purpose

Start Date

End Date

DBH

DBH will provide early childhood mental health

consultation services to QIN and Pre-K classrooms.

10/1/2020 9/30/2023

DME

Under the Elementary and Secondary School

Emergency Relief Fund (ESSER) American

Rescue Plan (ARP) Act (ESSER III-ARP), the U.S.

Department of Education awarded grants to enable

State Education Agencies (SEAs) to enact

appropriate measures to safely reopen schools,

address specific needs, and address learning loss.

Per the ARP Section 2001(f)(3), a minimum of 1%

of DC's total ESSER III-ARP award must be spent

on evidence-based comprehensive afterschool

programs.

6/25/2021 9/30/2022

DCPS

This is an annual MOU between OSSE and DCPS

for OSSE to reimburse DCPS for the grants that

OSSE awards DCPS for FY22. The funding

sources all vary based on each grants' attributes in

SOAR.

7/1/2021 6/30/2022

CCSSO

This MOU establishes a partnership between the

Office of the State Superintendent of Education

(OSSE) and the Council of Chief State School

Officers (CCSSO) to develop and implement a plan

to prioritize effective policy and practice strategies

laid out in the online guide, Supporting Inclusive

Schools for the Success of Each Child: A Guide for

States on School Leadership, that advances

inclusive principal leadership.

9/29/2021 12/31/2022

DME

Under the Elementary and Secondary School

Emergency Relief Fund (ESSER) American

Rescue Plan (ARP) Act (ESSER III-ARP), the U.S.

Department of Education awarded grants to enable

State Education Agencies (SEAs) to enact

appropriate measures to safely reopen schools,

address specific needs, and address learning loss.

Per the ARP Section 2001(f)(3), a minimum of 1%

of DC's total ESSER III-ARP award must be spent

on evidence-based summer enrichment.

9/29/2021 9/30/2022

Private School

These are the 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

9/29/2021 9/30/2022

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

continue to coordinate and exchange funding for

the provision of services and assistance.

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/29/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/29/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/29/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/29/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/29/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/29/2021 9/30/2022

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/29/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/29/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/29/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/29/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/29/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/29/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

9/29/2021 9/30/2022

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

Department of

Behavioral

Health

This is an amendment to the existing MOU

supporting the Department of Behavioral Health,

Healthy Futures program. This amendment reflects

the cost-of-living increase for staff. This is a total

increase of $33,661.

9/30/2021 9/30/2022

DME

This MOU is to exercise the first option year for

the previously signed OSSE/DME MOU dated

August 11, 2021, to support increased access to

High-Intensity Tutoring (HIT) for students who

have experienced disrupted instruction during the

pandemic, especially those who are at risk, via a

subgrant to community-based organizations

("CBOs" or "sub-grantees").

9/30/2021 9/30/2022

OCTO

Under the Governor's Emergency Education Relief

Fund (GEER) OSSE is managing implementation

on behalf of the DME. OCTO was identified as a

recipient of funding to support efforts to close the

digital divide. This is an agreement for the second

and final option year for this MOU - funding ends

Sept. 30, 2022 per the federal deadline. OCTO will

be responsible for returning the unused FY2021

balance and then after closeout.

9/30/2021 9/30/2022

ONSE

OSSE is managing the Governor's Emergency

Education Relief (GEER) funds on behalf of DME.

The Office of Neighborhood Safety and

Engagement received GEER funds to support

school safety and safe passage. This option year

extends the award period through the end of fiscal

year 2022, the full duration of the federal award

period of these funds. No additional funds are

being provided; ONSE will receive the balance of

their FY21 award in FY22.

9/30/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/30/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

9/30/2021 9/30/2022

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/30/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/30/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/30/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/30/2021 9/30/2022

Private School

This is one of 21 MOUs for Option Year One

(FY22) of the U.S. Department of Education's

Emergency Assistance for Non-Public Schools

(EANS) program. This MOU establishes the terms

and conditions under which the Parties shall

continue to coordinate and exchange funding for

the provision of services and assistance.

9/30/2021 9/30/2022

Department of

Corrections

This is a modification to the original MOU, dated

December 02, 2020, which exercises the first of

four option periods.

10/1/2021 9/30/2022

DC Dept of

Health

OSSE is exercising the option year to extend this

MOU from Oct 1, 2021 - July 31, 2022.

10/1/2021 7/31/2022

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

DC Public

Charter School

Board

The purpose of this MOU is for PCSB to provide

funding to OSSE to support the operation of the

common lottery system, to promote school choice

to families through outreach strategies; and to

facilitate EdFEST.

10/1/2021 9/30/2022

DCHR

DCHR will provide the OSSE with compliance

related services for all childcare staff members,

including prospective staff members (applicants),

of District of Columbia child care providers. The

objective of the services is to determine whether

childcare staff members, including prospective

staff members, are suitable for employment under

the Child Care and Development Block Grant Act

of 1990, as amended.

10/1/2021 9/30/2022

DCPS

The OSSE administers the Common Lottery Board

Fund which must be used for the continued

development and improvement of the common

lottery system that serves both public charter

schools and DCPS schools. The purpose of this

MOU is to enable DCPS to provide payment to

OSSE for necessary services and support related to

the operations of the common lottery system.

10/1/2021 9/30/2022

DCPS

Executing option year for OSSE-DCPS MOU.

OSSE will transfer Epidemiology and Laboratory

Capacity for Prevention and Control of Emerging

Infectious Diseases (ELC) grant funds to DCPS to

support COVID-19 school-based testing.

10/1/2021 6/30/2022

DCPS

OSSE requests that DCPS provide personnel and

contractual services that will aid the District in

strengthening its delivery of study abroad and

related services to students attending DCPS. DCPS

will perform several program management and

contract administration functions to ensure a

continuum and continuity of services for student

travelers throughout the District. This will allow

the District to sustain the DCPS Study Abroad

program and other global programming, optimizing

program effectiveness and efficiency.

10/1/2021 9/30/2022

DCRA and

FEMSD

The purpose of this MOU is to facilitate life safety

inspections for child development facilities as well

as provide for technical assistance for providers as

we continue to implement and support the goals of

the Access t Quality Grant.

10/1/2021 9/30/2022

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

Department of

Behavioral

Health

Option Year 3 agreement for Project AWARE,

OSSE's mental health program funded by a 5-year,

$8.8m grant from SAMHSA. The DC Department

of Behavioral Health is an active partner on Project

AWARE state activities, to include data/evaluation

and professional development contract

management.

10/1/2021 9/30/2022

Department of

Human

Services DHS

The Tuition Assistance Program Initiative (TAPIT)

for Temporary Assistance for Needy Families

(TANF) is a scholarship program develop to assist

eligible TANF customers in obtaining a two- or

four-year postsecondary degrees at two or four year

local institutions. TAPIT scholarships are need

based and awards are made up to $4,000 per

academic school year. TAPIT funding must be

used to cover tuition, fees, and books at eligible

colleges and universities. The program is funded

through the Economic Security Administration

(ESA) and administered by the Office of Work

Opportunity. The District of Columbia Office of

the State Superintendent of Education has

partnered with ESA for the past twenty (20) years

to solely disburse their tuition funds to the local

institutions that we have a solid relationship with.

Total amount of the MOU $100,000.00. Funding

attributes: E702 0712 IA12/IATP2 TAPT11/11.

10/1/2021 9/30/2022

DOES

This MOU will provide funding to DOES to pay all

wages associated with the new CTE Advanced

Internship Program (AIP) which provides school-

year paid internships for CTE students who are

enrolled in the fourth course of an approved CTE

program of study and the increased wages for all

CTE students participating in a summer internship

aligned to their CTE program of study. The funds

also cover admin support provided by DOES.

10/1/2021 9/30/2022

DOES and

WIC

The purpose of this request is to execute the multi-

agency MOU which ensures compliance with the

federal Workforce Innovation and Opportunity Act

(WIOA), and establishes the framework for

providing coordinated services through, and

associated cost-sharing of, the District's American

Job Centers (AJCs).

10/1/2021 9/30/2022

DPR

This MOU enables OSSE, consistent with federal

law and regulations and OSSE's policies and

procedures, to transfer by the intra-district payment

10/1/2021 9/30/2022

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

process of local and federal funds to DPR from any

local and USDA child nutrition programs for which

DPR is eligible and has successfully applied.

Specifically, OSSE will transfer local funds under

the Healthy Schools Act and federal funds under

the USDA Summer Food Service Program and

Child and Adult Care Food Program. This MOU

modification will carry the MOU into FY22.

DYRS

This is the fourth and final modification of the

existing intra-district MOU between OSSE and

DYRS for transferring USDA Child Nutrition

Program federal funds and Healthy Schools Fund

local funds for meal programs. This MOU allows

for OSSE to transfer federal and local funds to

DYRS to operate their nutrition programs.

10/1/2021 9/30/2022

DYRS

This MOU enables OSSE, consistent with federal

law and regulations and OSSE's policies and

procedures, to transfer by the intra-district payment

process of local and federal funds to DYRS from

any local and USDA child nutrition programs for

which DYRS is eligible and has successfully

applied. Specifically, OSSE will transfer federal

funds under the USDA National School Lunch

Program (NSLP), School Breakfast Program

(SBP), and any other USDA programs that OSSE

deems DYRS eligible. OSSE will transfer local

funds through the federal formula state revenue

match.

10/1/2021 9/30/2022

DYRS

Child Nutrition Program support for DYRS youth.

10/1/2021

9/30/2022

Mayor’s

Office of

Volunteerism

(ServeDC)

To provide CPR-AED, First-Aid and emergency

response training to DOT staff transporting eligible

District of Columbia students.

10/1/2021 9/30/2022

Office of the

Ombudsman

This is an MOU with the Office of the Ombudsman

in order to support a Special Education Assistant

Ombudsman.

10/1/2021 9/30/2022

UDC Adult

Education

Program

OSSE AFE and UDC are partnering to provide

adult educators in the District opportunities and

relevant resources to improve their student

teaching. Through participation in graduate level

coursework and other professional development

offerings, adult educators can develop a broad

repertoire of skills and competencies essential for

effective performance in urban education settings,

with an increasing emphasis on the integration of

10/1/2021 9/30/2022

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

instructional technology, action research and

contemporary best practices, and, as applicable,

fulfill the District's/OSSE's requirements for

teacher licensure and certification in adult

education.

WIC

This MOU continues the programmatic partnership

between OSSE AFE and the WIC in which the

WIC augments the funds that OSSE AFE grants to

our subgrantees for Integrated Education and

Training services. This partnership has been in

place since FY2017, and the associated funding is

already loaded in OSSE's budget through a letter of

intent. For FY22 only, this MOU also includes

$150,000 coming from OSSE AFE to the WIC

which will help with the transition of costs and

ownership of the DC Data Vault initiative. The

WIC has been gradually taking ownership of this

initiative and is finalizing the new contract with the

relevant vendor for FY22. By FY 23 the Data

Vault will be paid for entirely by the WIC or

through the American Job Center Infrastructure

Funding Agreement (AJC IFA) MOU which shares

costs across all WIOA Core partners.

10/1/2021 9/30/2022

Department of

General

Services

(DGS)

OSSE is reconfiguring conference room spaces

into an office for the newly appointed

Superintendent of Education at 1050 First Street,

NE, 3rd Floor.

10/2/2021 10/5/2021

Center for

Learning and

Development

The objective of this MOU is to allow DCHR to

provide OSSE with executive level learning and

development opportunities for OSSE's senior-level

employees ("Senior-Level Employees") and to

establish the terms and conditions for reimbursing

DCHR for the costs associated with administering

an executive level learning and development

program for Senior-Level Employees, hereafter

referred to as the "Executive Leadership Program".

The funds associated with this MOU are based

upon the projected cost of the Executive

Leadership Program and related services that will

be rendered to OSSE in FY2022.

11/1/2021 6/30/2022

Department of

Human

Resources

To support executive level learning and

development opportunities for senior level OSSE-

DOT employees.

11/1/2021 6/30/2022

Department of

Public Works

To support the provision of salt to be used by

OSSE-DOT to make roads, parking lots and

11/1/2021 4/30/2022

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

sidewalks on OSSE-DOT bus terminals safe during

"snow-events".

DPW

The purpose of this MOU is for OSSE-DOT to

reimburse DPW for the cost of salt provided by

DPW and used by OSSE-DOT to supplement

removal of snow at OSSE-DOT bus terminals and

associated roads, parking lots and sidewalks.

11/1/2021 4/30/2022

DDS/RSA

As part of our commitment to providing

professional learning for equitable and inclusive

schools through the State Personnel Development

Grant (SPDG), OSSE set aside funding to support

secondary transition activities that promote positive

postsecondary outcomes. Allocated funds would

allow DDS-RSA to provide professional learning

opportunities to educators, students, and families.

11/15/2021 9/30/2022

Department of

Behavioral

Health

DBH will continue to provide OSSE with funds to

employ one, full-time employee as the School

Behavioral Health Outreach Specialist, within the

division of health and wellness. This FTE assists

with the implementation of the District's

comprehensive school behavioral health system

expansion.

11/18/2021 9/30/2022

DME

Amendment to MOU with DME OST to provide a

grant to CBOs for high-impact tutoring in the 21-

22 school year. Adjusted amount of funding to

accurately reflect the true administrative cost of the

grant, as well as to replace a portion of the grant to

be funded with the HIT initiative's remaining

ESSER III dollars.

11/19/2021 9/30/2024

Friendship

PCS

In Fall 2020 OSSE was awarded the CLSD Grant.

As part of the grant, OSSE is required to support

the National Evaluation Impact Study. One CLSD

Sub-Grantee (Friendship) will participate in the

impact study. This MOU outlines the roles and

responsibilities for Friendship's participation in the

impact study in partnership with the American

Institute for Research.

11/19/2021 7/1/2023

DC Health

DC Health is the recipient of this federal award and

will provide supplemental funding to the Office of

the State Superintendent of Education (OSSE) in

support of school-based COVID-19 workforce

development efforts. This funding will support two

term policy analysts supporting COVID-19 policy

and guidance, positive case response contractors,

equipment and supplies for those team members.

12/14/2021 9/30/2022

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Agency

Reason/Purpose

Start Date

End Date

Both of the term policy positions were included in

the OSSE Hiring Fair.

Department of

Behavioral

Health

Provide DBH with ESSER-II-10 funds to continue

expanding the school behavioral health system in

DCPS and public charter schools. This includes

high fidelity school wraparound, funding clinicians

at newly opened schools, an additional school

crisis response team, and to support the

continuation of the DC School Behavioral Health

Community of Practice (professional development

for school behavioral health providers).

12/15/2021 9/30/2022

Office of the

Ombudsman

This MOU documents the scope and roles for the

Special Education Parent Resource Center, which

will be housed within the Office of the

Ombudsman.

1/1/2022 9/30/2022

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

17. D.C. Law requires the Mayor and the Chief Financial Officer to submit to the

Council, simultaneously with a proposed budget submission, actual copies of all

agency budget enhancements requests, such as the “Form B” for all District

agencies (See D.C. Code § 47- 318.05a). In order to help the Committee understand

agency needs, and the cost of those needs for your agency, please provide, as an

attachment to your answers, all budget enhancement requests submitted by your

agency to the Mayor or Chief Financial Officer as part of the budget process for

fiscal years 2020, 2021, and 2022.

OSSE works with the Office of the City Administrator and the Office of the Deputy Mayor

Education (DME) to develop our annual budget. The FY20, FY21, and FY22 agency budgets

submitted as part of the Mayor’s budget submissions reflect those efforts.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

18. Please list all currently open capital projects for your agency (through January 31

)

including those projects that are managed or overseen by another agency or entity.

Include a brief description of each, the total estimated cost, expenditures to date, the

start and completion dates, and the current status of the project. Also, indicate

which projects are experiencing delays and which require additional funding.

Project:

BRM15C – 1601 W Street NE Building Renovation

Project Description:

Building renovations and modernizations at Special Education

Transportation (SET) facilities, required upgrades to meet OSSE's

need of a 4.27-acre site currently with some maintenance

infrastructure, office space and parking space. The agency's

immediate need for taking possession of the property in FY 2017

was the relocation and consolidation of the Adams Place Terminal

at this location as the agency's main bus depot. Upgrade plans,

which are in line with the new zoning requirements, will include

the upgrading of existing and installation of new parking

pavement throughout with appropriate storm water management

features. The existing office area will be rehabilitated.

Estimated Cost:

$22,800,000

Expenditures to Date:

$2,002,055

Start/Completion Dates:

Construction Start: 4/9/2021

End: 9/30/2022

Current Status:

In FY 2020, the solicitation for the construction services needed

for the capital project was cancelled and deemed non-responsive

as the only 2 bids received far exceeded the available budget. The

new solicitation was out and closed on 2/8/2021. Construction

began in spring 2021.

Delay:

Yes, due to procurement and funding challenges.

Project:

BRM16C – 2215 5th Street NE Building Renovation

Project Description:

Major structural rehabilitation, expansion, and improvement of the

existing facility to better accommodate approximately 150+ buses.

Minor maintenance of the bay/area, partial pavement

improvement, parking structure improvement and upgrades to the

administration and support areas will also be implemented.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Estimated Cost:

$5,500,000

Expenditures to Date:

$568,383

Start/Completion Dates:

Construction Start: 10/1/2022

Closeout: 9/30/2023

Current Status:

The design of the project is complete. DGS plans to begin

construction in 2022 (following the completion of the W Street

terminal).

Delay:

Project:

BU0B0C – Bus Vehicle Replacement

Project Description:

The Office of the State Superintendent of Education (OSSE)’s

Division of Transportation (DOT) continues to purchase vehicles

as a primary participant in the Capital Assets Replacement

Scheduling System (CARSS). CARSS calculations are used to

determine the OSSE DOT School Bus Replacement Program

capital budget. The replacement program ensures that OSSE DOT

continues to support learning opportunities for District of

Columbia students with disabilities, in compliance with the

Individuals with Disabilities Education Act of 1974 and helps in

the District’s efforts to comply with Local and Federal air quality

standards. This project aligns with Sustainable DC Action:

Transportation 4.2

Estimated Cost:

$50,955,000

Expenditures to Date:

$28,966,062

Start/Completion Dates:

Ongoing – no end date yet projected

Current Status:

DOT received 144 new school buses for FY21. In FY22, DOT is

contemplating the operational and financial implications of adding

electric buses to its fleet; no buses have been added in FY22

accordingly.

Delay:

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Project:

BU501C – DOT GPS

Project Description:

The Office of the State Superintendent of Education (OSSE) –

Division of Student Transportation (OSSE-DOT) Global

Positioning System (GPS) project will allow the division to track

school buses in real time. Having this capability will enable

programmatic staff to know the locations of vehicles and improve

the customer service provided.

Estimated Cost:

$1,799,247

Expenditures to Date:

Start/Completion Dates:

Ongoing – no end date yet projected

Current Status:

DOT has identified a contractor and is working to finalize a plan

and timeline for the project’s implementation. DOT has requested

additional funds to support further GPS work in FYs 2023 and

2024.

Delay:

Project:

GD001C - Data Infrastructure

Project Description:

OSSE has become the central education-related data repository

and reporting office within the District. OSSE has also

increasingly interfaced with District agencies such as the DC

Public Charter School Board and the Deputy Mayor for Education

to craft data-driven policies. Existing data systems are old and

obsolete. As OSSE expands the scope of the Student Longitudinal

Education Database (SLED) to include additional data, the need

for enhancement in both SLED and the source data systems has

become a critical area for improvement for the District as a whole.

OSSE has several applications for mandated activities (e.g.,

teacher licensure and childcare licensure) that are not

technologically sufficient for the needs of their users. With these

issues corrected, OSSE would be in a unique position to steer

future analysis of and publish key findings regarding the early

childhood to career pathways for

District residents.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Estimated Cost:

$13,562,000

Expenditures to Date:

$7,069,748

Start/Completion Dates:

Ongoing – no end date yet projected

Current Status:

The project is active, and work is underway.

Delay:

Project:

MODARC - New Statewide Special Education System

Project Description:

This project is the implementation of a new statewide special

education data system that meets the growing needs of District

schools and provides OSSE with the flexibility to quickly make

functional changes to the system to accommodate regulation

changes. The scope of this project starts after the procurement of

the new data system and covers the 9-12 month initial setup of the

data system; development of training materials for state-, LEA-,

and school-level staff; transfer of all historical data and documents

from the existing special education data system to the new system;

and the integration of this data system into OSSE operational data

warehouse.

Estimated Cost:

$2,000,000

Expenditures to Date:

$700,644

Start/Completion Dates:

Ongoing – no end date yet projected

Current Status:

The project is underway; we are working closely with OCTO and

OCP.

Delay:

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Project:

GDMMSC - Common Lottery: My School DC

Project Description:

MySchool DC is the common application and common lottery for

the District’s public school options with the overarching purpose

of simplifying the process for families to learn about, apply to and

enroll in school. The common lottery application serves 240

schools and more than 35,000 District residents annually and

OCTO has developed it for over a decade. The decade old system

must be modernized in order to accommodate and execute policy

changes for student enrollment in the city. More than 75% of DC’s

public school students have used the common lottery system at

some point in their enrollment. As the use of smartphones, tablets,

and different browsers has risen when using the common lottery

application, the need to modernize the system has equally risen.

Students and schools alike benefit from timely, accurate, and

transparent results in the system.

Estimated Cost:

$1,094,000

Expenditures to Date:

Start/Completion Dates:

Construction Start: Spring 2022

End: 9/30/2022

Current Status:

OSSE is identifying whether to work with OCTO or issue a large

RFP.

Delay:

Project:

ATCGIC – CTE Advanced Technical Center (ATC)

Project Description:

The Office of the State Superintendent of Education (OSSE)

Career and Technical Education (CTE) team is establishing an

Advanced Technical Center (ATC). As originally proposed, the

ATC would be a centralized program in a well-equipped facility,

which provides CTE courses to visiting students from high schools

from across the city to prepare them for high-wage, high-skill,

and/or in-demand careers. The ATC is critical to the access and

equity goals of OSSE and will remove the barrier of equipment,

facility, and staffing costs faced by many schools. Additionally, the

ATC will mitigate program access issues experienced by students

who attend schools without programs of studies matching their

college and/or career interests.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Estimated Cost:

$8,970,000

Expenditures to Date:

Start/Completion Dates:

Start: January 2022

End: August 2023

Current Status:

OSSE is finalizing an MOU with DGS so that we can procure a

contractor.

Delay:

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

19. Please list all pending lawsuits that name your agency as a party. Please identify

which cases on the list are lawsuits that potentially expose the city to significant

liability in terms of money and/or change in practices. The Committee is not asking

for your judgment as to the city’s liability; rather, we are asking about the extent of

the claim. For those claims identified, please include an explanation about the issues

for each case.

For the purpose of this response, a “pending lawsuit” is defined as a matter before a trial court,

local or federal, in which a decision is still pending. Pending lawsuits include cases where a

complaint has been filed but the case has not gone to trial or cases that have gone to trial where

no final decision or opinion has been issued by the court. The claimants in each of these matters

are seeking monetary relief and/or changes in agency practice. Given that these are pending

lawsuits in which no decision has been made, the agency cannot speculate as to the significance

of any potential liability at this time. To protect confidentiality of the claimants, party names are

not provided.

Party

Case Description

Claimant A

Employment discrimination, DCFMLA and FMLA violations

Claimant B

Employment discrimination

Claimant C

Personal Injury

Claimant D

Personal Injury

Claimant E

Personal Injury

Claimant F

Provisionally Certified Class Action lawsuit, involving alleged IDEA violations

Claimant G

Personal Injury

Claimant H

Personal Injury

Claimant I

Personal Injury

Claimant J

Personal Injury

Claimant K

Personal Injury

Claimant L

Personal Injury

Claimant M

Personal Injury

Claimant N

IDEA

Claimant O

IDEA

Claimant P*

Class Action lawsuit, involving alleged IDEA violations

*Claimant P is in the implementation stage of the Court’s injunction and recovery services for

children are ongoing.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

20. Question #20

(a) Please list and describe any investigations, studies, audits, or reports on your

agency or any employee of your agency that were completed at any time in

fiscal years 2021 or 2022 (through January 31).

(b) Please list and describe any ongoing investigations, audits, or reports of your

agency or any employee of your agency.

(a) The following tables list, for FY21-22 (through January 31, 2022), completed

investigations, studies, audits, or reports.

External

Entity Conducting

Audit/Investigation

Title

Description

2021

DC Office of the

Inspector General

Office of the State

Superintendent of

Education & Department

of Human Services

Inspection of the Child

Care Subsidy Voucher

Program

Inspection evaluated changes to

the Childcare Subsidy eligibility

determination process and

effectiveness of internal controls

designed to prevent subsidy

payments to ineligible or

unlicensed childcare providers.

2021

DC Office of the DC

Auditor

DC Serves Grab & Go

Meals Quickly, Efficiently

During COVID-19

The District of Columbia Office

of the District of Columbia

Auditor (ODCA) initiated an

audit of school meal sites during

the COVID-19 public health

emergency.

2021

Office of Special

Education Programs,

US Department of

Education

Differentiated Monitoring

and Support Report

The US Department of

Education (US DOE) Office of

Special Education Programs

(OSEP) conducted an on-site

monitoring visit of OSSE in

September 2019. On January

15, 2021, US DOE issued a

final report of the results of that

monitoring visit. The

monitoring included review of

four areas pertaining to the

Individuals with Disabilities

Education Act (IDEA): Annual

Performance Report (APR)

results-focused activities, fiscal

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Entity Conducting

Audit/Investigation

Title

Description

activities, compliance-focused

activities, and state systemic

improvement plan (SSIP)

activities. The resulting report

identified corrective action

activities in the areas of

compliance with timely re-

evaluation of students with

disabilities, secondary

transition, the State definition of

visual impairment, and the

SSIP. OSSE has met

requirements in the areas of

timely re-evaluation and

secondary transition and is

implementing activities to meet

requirements in the areas of

visual impairment eligibility

and the SSIP. OSSE remains in

communication with US DOE

and District LEAs regarding

these requirements.

2021

US Department of

Education Office of

Career, Technical,

and Adult Education

(OCTAE)

DC Corrective Action

Plan (Title II of WIOA)

Closure Letter

After monitoring OSSE’s

implementation of its corrective

action plan (CAP) since 2018,

OCTAE has determined that all

required actions have been

satisfactorily completed. This

CAP is now closed.

2021

Office of the DC

Auditor

Measuring What Matters:

More and Better Data

Needed to Improve DC

Public Schools

The audit reviews data practices

and datasets over six school

years from 2014 through 2019

to document what education

data are collected and how they

are used. OSSE issued a

response dated December 2020

that corrected significant

inaccuracies included in the

report, refuted the majority of

its findings, and provided

important context on our

approach to education data in

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Entity Conducting

Audit/Investigation

Title

Description

the District that is currently

omitted from the report. OSSE

responds to each of the report’s

recommendations.

2021

DC Office of the

Inspector General

Assessment of the Office

of State Superintendent of

Education Local

Education Agencies

(LEAs) and Community-

based Organization’s

(CBOs) Residency

Verification Processes for

Preschool (PK3) and

Prekindergarten (PK4)

Education Programs

The audit asses the

thoroughness and effectiveness

of LEAs’ and CBOs’ residency

verification processes, with an

initial focus on PK3 and PK4

programs and the methodology

and selected results of OSSE’s

annual enrollment audit for SY

2018-19 and 2019-20.

2021

US Department of

Health & Human

Services Office of

the Inspector General

Childcare Licensing

Criminal Background

Check Audit

Review providers’ compliance

with the District’s requirements

related to the child care subsidy

program, specifically the

criminal background check

process.

2021

United States

Department of

Agriculture, Food

and Nutrition

Services Mid-

Atlantic Office

Summer Food Service

Program Management

Evaluation

Triennial review of OSSE’s

administration of and

compliance with federal

Summer Food Service Program

regulations and associated

guidance.

2021

DC Office of the

Inspector General

Office of the State

Superintendent of

Education & Department

of Human Services

Inspection of the Child

Care Subsidy Voucher

Program

Inspection evaluated changes to

the Childcare Subsidy eligibility

determination process and

effectiveness of internal controls

designed to prevent subsidy

payments to ineligible or

unlicensed childcare providers.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Internal Investigations

Employee

Description

Employee 1

Conduct

2021

Employee 2

Conduct

2021

Employee 3

Time and attendance abuse

2021

Employee 4

Sexual harassment

2021

Employee 5

Performance

2021

Employee 6

Performance

2021

(b) The following table lists ongoing investigations, studies, audits, or reports.

Status

Entity Conducting

Audit/Investigation

Title

Description

Progress

US Department of

Health & Human

Services, Office of

Child Care (OCC)

Child Care and Development

Fund Block Grant (CCDF)

State Monitoring

Compliance Audit

OCC completed the audit on

December 10-12, 2019. The

audit determines OSSE

Division of Early

Learning’s compliance with

1) the Child Care and

Development Block Grant

(CCDBG) Act of 2014; 2)

the CCDF Final Rule; and

3) the State’s approved

CCDF Plan. OSSE DEL is

awaiting the finalized audit

report from OCC.

Progress

United States

Government

Accountability

Office (GAO)

Management Evaluation of

the Charter School

Authorizing Board

GAO is beginning this work

in response to a

congressional mandate in

the Public Law 108-335,

District of Columbia

Appropriations Act of 2005,

Section 346, as amended,

which requires that GAO

conduct a management

evaluation of the charter

school authorizing board

every 5 years.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Status

Entity Conducting

Audit/Investigation

Title

Description

GAO will examine 1)

PCSB’s revenues and

expenditures for the past 5

fiscal years, 2) how PCSB

reviews charter school

applications, 3) how PCSB

monitors charter schools,

and 4) the extent to which

PCSB has complied with its

annual reporting

requirements.

Progress

United States

Department of

Agriculture

(USDA), Civil

Rights Division and

Nutrition Services

Civil Rights Review of the

DC Child Nutrition

Programs

Review of OSSE’s

administration of and

compliance with Federal

law prohibiting

discrimination in Federal

Nutrition Services (FNS)

nutrition programs and

activities.

Progress

US Government

Accountability

Office (GAO)

US GAO Study – Residential

Schools and Facilities

The GAO is conducting a

study to research the

landscape of residential

facilities serving youth. The

study specifically addresses

State challenges in data

collection and reporting on

incidents of maltreatment,

how States oversee

incidents of maltreatment,

and how relevant federal

agencies can support State

efforts to address

maltreatment in residential

facilities.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

21. How many grievances have been filed by employees or labor unions against agency

management? Please list each of them by year for fiscal years 2020, 2021, and 2022

(through January 31). Give a brief description of each grievance, and the outcome

through January 31, 2022. Include on the chronological list any earlier grievance

that is still pending in any judicial forum.

The table below lists, for FY20-22 (to date), the grievances filed against the agency.

Employee Action Details Date Filed

Date

Closed

Final

Ruling

Employee 1 Violation

Employee earned

1.5 hours over the 8

hours designated

10/7/2019 10/15/2019 Denied

Employee 2

Overlooked and

denied overtime

Overlooked and

denied overtime

10/22/2019 11/22/2019 Settled

Employee 3

Violation

Refusal of route

11/14/2019

12/6/2019

Settled

Employee 4 Withdrawal

Employee is

concerned about an

hour being removed

on school days that

are half days

11/15/2019 12/18/2019

Union

Withdrew

Employee 5 Violation

Overlooked for OT

assignment

11/18/2019 11/22/2019 Settled

Employee 6 Violation

Overlooked for OT

assignment

11/18/2019 11/22/2019 Settled

Employee 7 Violation

Employee

challenging Step 1

grievance response

11/22/2019 2/14/2020 Settled

Employee 8

Employee

overlooked for

overtime

assignments

Employee

overlooked for

overtime

assignment

11/22/2019 2/13/2020 Denied

Employee 9

Request to

switch routes

Would like the

students reassigned

to routes

11/22/2019 1/29/2020 Denied

Employee 10 Violation

Overlooked for OT

assignment

11/22/2019 11/22/2019 Denied

Employee 11

Telework

ineligibility

Denied Telework

due to having a

verbal counseling

within the 12

months

1/27/2020 1/29/2020 Denied

Employee 12

Employee

terminated

Employee not

performing

10/1/2020 Pending Pending

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

22. Question #22

(a) Please describe the agency’s procedures for investigating allegations of sexual

harassment committed by or against its employees.

(b) If different, please describe the agency’s procedures for investigating

allegations of misconduct.

and Fiscal Year 2022 (through January 31) and the resolution of each as of

the date of your answer.

(a) Agency’s procedures for investigating allegations of sexual harassment.

OSSE takes claims of sexual harassment or misconduct very seriously. OSSE’s procedures for

investigating allegations of sexual harassment, or misconduct committed by or against its

employees are consistent with the procedures set forth in Mayor’s Order 2017-313, dated

December 18, 2017. In cases where claims are substantiated in part or in whole, OSSE will issue

and implement a formal plan of action, which could result in disciplinary action up to and

including adverse action and/or removal.

When an allegation of sexual harassment or misconduct is made, the Sexual Harassment Officer

(SHO) or alternative Sexual Harassment Officer (ASHO) is tasked with reviewing the allegation

and determining a plan of action. Depending on the nature of the complaint, immediate action

may be required, such as separating the alleged harasser from the complainant. If immediate

action is not required, the SHO or ASHO must move on to interviewing the complainant,

harasser, and witnesses. If any follow-up interviews are required, those interviews are scheduled

accordingly. The SHO or ASHO will gather all evidence for evaluation, document the

investigation, and then report their findings to the agency General Counsel. If further action is

required against any individual based on the findings, the agency General Counsel will provide

the report to agency leadership and the Mayor's Office of Legal Counsel (MOLC).

(b) Procedures for investigating allegations of misconduct.

Where there is an allegation of criminal misconduct, including for example, sexual assault,

kidnapping, stalking, and threats to do bodily harm, OSSE may, after consulting its General

Counsel, place the victim and/or the alleged harasser on administrative leave with pay pending

final administrative resolution of the complaint or any criminal proceeding.

In FY21, there were two (2) complaints alleging discrimination on the basis of sex (which

includes sexual harassment and the right to breastfeed), gender identity/expression, and sexual

orientation received by OSSE’s EEO counselors. In FY22 to date, there have been zero (0)

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

complaints alleging discrimination on those grounds. It is worth noting that for allegations of

sexual harassment, complainants can bypass EEO counseling and file a formal complaint directly

with the DC Office of Human Rights. Additionally, complainants can seek EEO counseling, for

any of the protected traits, outside of their own agency. The following EEO matters were handled

by the agency in accordance with policy and protocol.

Employee

Description

Status

Employee 1 Sexual Harassment

Completed – Unsubstantiated (No action

taken)

2021

Employee 2 Sexual Harassment

Complaint Received - Investigation in

process

2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

23. In table format, please list the following for fiscal years 2021 and 2022 (through

January 31, 2021) regarding the agency’s use of SmartPay (credit) cards for agency

purchases.

(1) individuals (by name and title/position) authorized to use the cards;

(2) purchase limits (per person, per day, etc.); and

(3) total spent (by person and for the agency.

The table below lists, for FY21, the agency’s SmartPay use.

Cardholder Position Title

Monthly

Credit

Limit

Single

Daily

Limit

Total FY21

Expenditures

Adrian Gore

Customer Service Specialist

$20,000

$5,000

$77,755

Alicia Gadsden

Financial Programs Analyst

$20,000

$5,000

$30,218

Earica Busby

Financial Programs Analyst

$20,000

$5,000

$50,830

Emily Pigg

Operations Program

Specialist

$20,000 $5,000 $17,827

Kieran Bowen

Administrative Management

Officer

$20,000 $5,000 $42,092

LaToya Smith

Staff Assistant

$20,000

$5,000

$5,350

Lori Todd

Management Analyst

$20,000

$5,000

$63,734

Maisha Hayes

Executive Assistant

$20,000

$5,000

Matthew

Epstein

Financial Program Analyst $20,000 $5,000 $7,228

Nicole Boykin

Financial Programs Analyst

$20,000

$5,000

$15,772

Rebecca Shaw

Director of Operational

Management

$20,000 $5,000 $36,597

Toshia Dark-

Berry

Management Analyst $20,000 $5,000 $22,026

The table below lists, for FY22 to date, the agency’s SmartPay use.

Cardholder Position Title

Monthly

Credit

Limit

Single

Daily

Limit

Total FY22

to date

Expenditures

Adrian Gore

Customer Service Specialist

$20,000

$5,000

$34,034.59

Frederick

Ricks

Program Support Specialist $20,000 $5,000 $4,788.16

Alicia Gadsden

Financial Programs Analyst

$20,000

$5,000

$10,798.88

Earica Busby

Financial Programs Analyst

$20,000

$5,000

$21,403.54

Emily Pigg

Operations Program

Specialist

$20,000 $5,000 $8,152.60

Kieran Bowen

Administrative Management

Officer

$20,000 $5,000 $7,999.34

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Cardholder Position Title

Monthly

Credit

Limit

Single

Daily

Limit

Total FY22

to date

Expenditures

LaToya Smith

Staff Assistant

$20,000

$5,000

$1,271.86

TBD

Management Analyst

$20,000

$5,000

Maisha Hayes

Executive Assistant

$20,000

$5,000

$6,779.78

TBD

Financial Program Analyst

$20,000

$5,000

Nicole Boykin

Financial Programs Analyst

$20,000

$5,000

$2,270.95

Rebecca Shaw

Director of Operational

Management

$20,000 $5,000 $3,310.09

Toshia Dark-

Berry

Management Analyst $20,000 $5,000 $23,322.33

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

24. Please provide a list of all procurements for goods or services for use by your agency

over $10,000 for fiscal years 2021 and 2022 (through January 31). Give a brief

explanation of each, including the name of the contractor, purpose of the contract,

and the total dollar amount of the contract. Exclude from this answer purchase card

(SmartPay) purchases.

Due to the volume of data requested, the answer is provided as an attachment.

ATTACHMENT: Q24 – Procurements Over $10k.pdf

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

25. Question #25

(a) Please describe how your agency manages and limits its mobile, voice, and

data costs, including cellular phones and mobile devices.

(b) In table format if the answer is more than 20 lines, and as an attachment,

please provide the following information for fiscal years 2021 and 2022

(through January 31), regarding your agency’s use of cellular phones and

mobile devices:

(1) individuals (by name and title/position) authorized to carry and use

such devices;

(2) total annual expense (FY) for each individual’s use; and

(3) justification for such use (per person). If the list is more than 20

individuals, group the answer by program, giving the total number

of FTEs for that program as well as the number of cellular phones

and mobile devices.

(a) Agency policy to limit mobile devices.

In an effort to save the District funds, OSSE’s Agency Telecommunications Coordinators (ATCs)

perform quarterly usage checks to determine if devices are being used productively, and within

the scope of the District’s rules and regulations. Devices are disconnected when a staff member

departs to ensure monthly charges are not incurred. We are currently utilizing a ‘pooled’

Government plan, via OCTO, that enables minutes to be recycled and used by all OSSE staff.

Instead of purchasing brand-new costly devices, the ATCs recycle devices previously used by our

staff.

(b) Mobile devices.

The table below shows the number of cell phones in use at OSSE. Phone expenditures are on a

pooled basis as stated above and reflect the expenditure associated with all telecommunications

services whether assigned or unassigned to an FTE. Cell phones are provided to employees that

must work off-site to perform their job function, managers, and those that need to be more easily

accessed.

Department FTEs

# of

Phones

Assigned

Device

Expenditure

(FY21)

Device Expenditures

(FY22 to Date)

OSSE-Main

514

378

$283,807.56

$94,602.52

OSSE-DOT

1489

893

$653,545.56

$217,848.52

Total

2003

1271

$937,353.12

$312,451.04

Assigned cellular device data includes all devices currently in use and assigned to an OSSE-

Main or OSSE-DOT staff member. Unassigned cellular devices include spare cellular phones,

iPad devices with cellular service for conference room management, cellular devices located on

student transportation buses, cellular devices for bus terminal management, and mobile hotspot

devices.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

26. Question #26

(a) Does your agency have or use one or more government vehicle? If so, for

fiscal years 2021 and 2022 (through January 31), please list any vehicle the

agency owns, leases, or has assigned to it. You may group the vehicles by

category (e.g., 15 sedans, 33 pick-up trucks, three transport buses, etc.)

(b) Please list all vehicle accidents involving your agency’s vehicles for fiscal

years 2020, 2021, and 2022 (through January 31). Provide:

(1) a brief description of each accident;

(2) the type of vehicle involved;

(3) the name and title/position of the driver involved;

(4) the justification for using such vehicle;

(5) whether there was a finding of fault and, if so, who was determined

to be at fault; and

(6) what employee discipline resulted, if any.

(a) Agency government vehicles.

The table shows the number of vehicles that OSSE owned or leased in fiscal years 2021 and

2022 (through January 31).

Vehicle Type

OSSE-Main

OSSE-DOT

Leased

Van

Sedan

Owned

Van

Sedan

Express Van

Pick-up Truck

(b) Agency’s vehicle accidents for Fiscal Years 2020 through 2022 to date.

There were no leased/owned vehicle accidents from FY20-FY22 (through January 31).

Fiscal

Year

Vehicle

Type

Employee

Name

Employee

Title

Usage

Justification

Accident Description Fault

N/A

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

27. Please list every lawsuit against the agency that was settled or decided by a trial

court in FY 2021 and FY 2022 to date. Briefly describe each and the sanction if any.

The table below shows all lawsuits in which a trial court issued an opinion or remanded a case to

an administrative forum. For FY20 and FY21 to date, the table also reflects lawsuits before a

trial court in which the parties executed a settlement agreement or agreed to participate in

mediation. To maintain confidentiality of the claimants, party names are not provided.

Party

Description

Sanction

Claimant A Attorney’s fees for IDEA case No

Claimant B Personal Injury No

Claimant C Personal Injury No

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

28. D.C. Law requires the Mayor to pay certain settlements and judgements from

agency operating budgets if the settlement is less than $10,000 or results from an

incident within the last two years (see D.C. Code § 2-402(a)(3)). Please itemize each

charge-back to your agency for a settlement or judgment pursuant to D.C. Code § 2-

402.

In FY21, OSSE entered into 10 settlement agreements totaling $131,613.70. To date in FY22, the

agency has entered into one settlement agreement totaling $96,000.00. The table details

information regarding the settlement agreements entered by the agency in specific civil and

administrative matters. Due to confidentiality requirements of the settlement agreements,

detailed descriptions of each case are not provided.

Fiscal

Year

Claimant

Settlement

Amount

2021

Claimant A

$12,415.00

2021

Claimant B

$5,000.00

2021

Claimant C

$31,350.20

2021

Claimant D

$8,000.00

2021

Claimant E

$1,120.00

2021

Claimant F

$20,490.00

2021

Claimant G

$8,500.00

2021

Claimant H

$38,050.00

2021

Claimant I

$1,687.50

2021

Claimant J

$5,000.00

2022

Claimant K

$96,000.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

29. Question #29

(a) D.C. Law prohibits chauffeurs, take-home vehicles, and the use of SUVs (see

D.C. Code §§ 50-203 and 50-204). Is your agency in compliance with this

law?

(b) Please explain all exceptions, if any, and provide the following:

(1) type of vehicle (make, model, year);

(2) individuals (name/position) authorized to use the vehicle;

(3) jurisdictional residence of the individual (e.g., Bowie, MD); and

(4) justification for the chauffer or take- home status.

(a) Compliance with D.C. Code §§ 50-203 and 50-204.

Yes, the agency complies with D.C. Code §§ 50-203 and 50-204 regarding the prohibition of

chauffeurs, take-home vehicles, and the use of SUVs. OSSE has no employees who use take-

home vehicles or chauffeurs.

(b) Exceptions

See answer (a) above.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

30. In table format, please provide the following information for fiscal years 2021 and

2022 (through January 31) regarding your agency’s authorization of employee

travel.

(1) each trip outside the region on official business or agency expense;

(2) individuals (by name and title/position) who traveled outside the

region;

(3) total expense for each trip (per person, per trip, etc.);

(4) what agency or entity paid for the trips; and

(5) justification for the travel (per person and trip).

The table below shows all authorized employee travel, for FY21-22 (to date), paid for by the

agency.

Staff Name

Title

Destination

Justification

Amount

Tia Brumstead

Deput. Asst.

Supt., Health &

Wellness

Baltimore, MD

School Social Work of

America’s Eastern

Regional Workshop

$254

Claudia Price

State Project

AWARE

Coordinator

Baltimore, MD

School Social Work of

America’s Eastern

Regional Workshop

$195

Charles Rominiyi

Health

Education

Manager

Baltimore, MD

School Social Work of

America’s Eastern

Regional Workshop

$309

Charneta Scott

DBH Program

Manager

Baltimore, MD

School Social Work of

America’s Eastern

Regional Workshop

$309

Hope Beavers

Project

AWARE

Manager

Baltimore, MD

School Social Work of

America’s Eastern

Regional Workshop

$309

Melissa Wade

Director of

Wellness

Baltimore, MD

School Social Work of

America’s Eastern

Regional Workshop

$309

Teresa Zegarelli

Assistant

Director of

Wellness

Baltimore, MD

School Social Work of

America’s Eastern

Regional Workshop

$309

Celeste Brown

Assistant

Director of

Wellness

Baltimore, MD

School Social Work of

America’s Eastern

Regional Workshop

$309

Amy Winkle

Project

AWARE

Social Worker

Baltimore, MD

School Social Work of

America’s Eastern

Regional Workshop

$309

LaShonda

Wilson

Non-Public

Program

Manager

Savannah, GA

Conduct an onsite

monitoring visit in

accordance with 5-A 28

$636

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Staff Name

Title

Destination

Justification

Amount

DCMR §§ 2837.1, 2800.4,

2801.2, 2803.2 and 2819.6

LaShonda

Wilson

Non-Public

Program

Manager

Savannah, GA

Conduct an onsite

monitoring visit in

accordance with 5-A 28

DCMR §§ 2837.1, 2800.4,

2801.2, 2803.2 and 2819.6

$760

LaShonda

Wilson

Non-Public

Program

Manager

West Chester,

Conduct an onsite

monitoring visit in

accordance with 5-A 28

DCMR §§ 2837.1, 2800.4,

2801.2, 2803.2 and 2819.6

$814

LaShonda

Wilson

Non-Public

Program

Manager

Danville, VA

Conduct an onsite

monitoring visit in

accordance with 5-A 28

DCMR §§ 2837.1, 2800.4,

2801.2, 2803.2 and 2819.6

$739

LaShonda

Wilson

Non-Public

Program

Manager

Langhorne, PA

Conduct an onsite

monitoring visit in

accordance with 5-A 28

DCMR §§ 2837.1, 2800.4,

2801.2, 2803.2 and 2819.6

$843

LaShonda

Wilson

Non-Public

Program

Manager

Langhorne, PA

Conduct an onsite

monitoring visit in

accordance with 5-A 28

DCMR §§ 2837.1, 2800.4,

2801.2, 2803.2 and 2819.6

$559

Toni Lemons

Non-Public

Program

Manager

Washington,

Conduct an onsite

monitoring visit in

accordance with 5-A 28

DCMR §§ 2837.1, 2800.4,

2801.2, 2803.2 and 2819.6

$665

Toni Lemons

Non-Public

Program

Manager

Kennesaw, GA

Conduct an onsite

monitoring visit in

accordance with 5-A 28

DCMR §§ 2837.1, 2800.4,

2801.2, 2803.2 and 2819.6

$658

Toni Lemons

Non-Public

Program

Manager

Detroit, MI

Conduct an onsite

monitoring visit in

accordance with 5-A 28

DCMR §§ 2837.1, 2800.4,

2801.2, 2803.2 and 2819.6

$826

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

31. Please provide and itemize, through January 31, 2022, the current number of When

Actually Employed (WAE), term, and contract personnel within your agency. If

your agency employs WAE or term personnel, please provide, in table format, the

name of each employee, position title, the length of his or her term or contract, the

date on which he or she first started with your agency, and the date on which his or

her current term expires.

The table below lists, as of January 31, 2022, the Contract Personnel in the agency.

Contractor Name Contractor Title Start Date

Contract

End Date

Contract

Length

Farbod Sedghi

Lamp Developer

7/9/2021

7/9/2025

4 years

Ram Kanagala

.NET Developer

9/30/2021

9/30/2025

4 years

Rita Larkins

Subject Matters Expert

(SED's, etc.)

9/30/2021 9/30/2025 4 years

Sanjay Ramlall

EGMS Developer

9/30/2021

9/30/2025

4 years

Suraj Shretha

.NET Developer

10/18/2021

10/18/2025

4 years

Sree Movva

Quick Base Developer

9/30/2021

9/30/2025

4 years

Avi Jassra

.NET Developer

9/30/2021

9/30/2025

4 years

Teja Adusumalli

Business Analyst

9/30/2021

9/30/2025

4 years

Anupama Proddutur

Business Analyst

9/30/2021

9/30/2025

4 years

Padmavathi Arae

.NET Developer

9/18/2021

9/18/2025

4 years

Carl Kullback

Database Administrator

9/18/2021

9/18/2025

4 years

Kishore Battula

Database Developer

2/18/2021

2/18/2025

4 years

Kyle Worley

Business Analyst

9/18/2021

9/18/2025

4 years

Michael Benoy

Consultant

9/18/2021

9/18/2024

3 years

Rajendra Chinni

.NET Developer

9/18/2021

9/18/2025

4 years

Shiva Chikkula

.NET Developer

9/18/2021

9/18/2025

4 years

Venkata Motapothula

.NET Developer

9/18/2021

9/18/2025

4 years

Sravani Yarlagadda

Data Analyst

9/30/2021

9/30/2025

4 years

Sai Pulapa

Quick Base Developer

9/30/2021

9/30/2025

4 years

Naveen Kusula

Application Development

Lead

9/30/2021 9/30/2025 4 years

Divya Pogaku

Quick Base Developer

9/30/2021

9/30/2025

4 years

Aaditya Madala

.NET Developer

9/30/2021

9/30/2025

4 years

Prasad Chinni

.NET Developer

6/26/2021

6/26/2025

4 years

Raju Cherukuri

.NET Developer

9/30/2021

9/30/2025

4 years

Zaya Camacho

Quick Base Developer

9/30/2021

9/30/2025

4 years

Michael Lazan

Hearing Officers

9/30/2021

9/30/2022

1 year

Carrie-Ann Barrow

Consultant

10/3/2021

10/3/2024

3 years

Shelby Swann

Athletic Coordinator

9/30/2021

9/30/2023

2 years

Chengyu (Corey) Li

Developer

2/18/2021

2/18/2023

2 years

Manzoor Shah

Data Architect

3/25/2021

3/25/2023

2 years

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Contractor Name Contractor Title Start Date

Contract

End Date

Contract

Length

Praveen Penmetsa

Developer

6/3/2021

6/3/2023

2 years

Surekha Busa

Data Analyst

7/8/2021

7/8/2023

2 years

Nalini Gajula

Business Analyst

9/30/2021

9/30/2023

2 years

Neeraj Deorah

Senior Project Manager

9/30/2021

9/30/2023

2 years

Ronald LaFleur

Project Co-Coordinator,

DBH

9/30/2021 9/30/2023 2 years

Christie Addepalli

Business Analyst

9/30/2021

9/30/2023

2 years

Irina Badu

Business Process Analyst

9/30/2021

9/30/2023

2 Years

Michael Dorsey

Data Architect

9/30/2021

9/30/2023

2 Years

Christopher Cunetto

Web Designer

9/30/2021

9/30/2023

2 years

Desmond Stewart

Athletic Coordinator

9/30/2021

9/30/2022

1 year

Keith Seat

Hearing Officers

9/30/2021

9/30/2022

1 year

Peter Vaden

Hearing Officers

9/30/2021

9/30/2022

1 year

Coles Ruff

Hearing Officers

9/30/2021

9/30/2022

1 year

Monica Davis

Licensing And Compliance

Assistant

9/30/2021 9/30/2022 1 year

Terry Banks

Impartial Hearing Officer

8/31/2021

8/31/2022

1 year

Charlotte Nugent

Education Pioneer

Consultant

11/9/2021 11/9/2022 1 year

Anne Fenley

Planner 1

7/26/2021

6/30/2022

1 year

Courtney Rhoades

Analytical Aid

7/26/2021

6/30/2022

1 year

Dorothy Lowry

Planner II-Team Lead

7/26/2021

6/30/2022

1 year

Keandra Dykes

Contractor

8/9/2021

7/8/2022

1 year

Rita Ackah

Contractor

8/9/2021

7/29/2022

1 year

Kidus Feleke

Epidemiologist & Lead

8/23/2021

7/30/2022

1 year

Karl Schumann

Senior Project Manager

8/25/2021

8/25/2022

1 year

Julie Bruton

Contact Tracer

8/25/2021

7/30/2022

1 year

Monique Chiles

Contact Tracer

8/25/2021

7/30/2022

1 year

Andrea Holtz

Contact Tracer

8/25/2021

7/30/2022

1 year

Sherifa Idris

Contact Tracer

8/25/2021

7/30/2022

1 year

Njingi Ngala

Contact Tracer

8/25/2021

7/30/2022

1 year

Dong Phuong

Nguyen

Contact Tracer 8/25/2021 7/30/2022 1 year

Amina Otubanjo

Contact Tracer

8/25/2021

7/30/2022

1 year

Chantey Thompson

Contact Tracer

8/25/2021

7/30/2022

1 year

Kenyana Williams

Contact Tracer

8/25/2021

7/30/2022

1 year

Sekinat Yusuf

Contact Tracer

8/25/2021

7/30/2022

1 year

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

The table below lists, as of January 31, 2022, the term appointments in the agency.

Employee Name Title

Agency

Start Date

NTE Date

Dawn Lynee Hilton

Coordinator (Special Education)

10/13/2019

1/12/2023

Monica Davis

Management Analyst

11/23/2020

1/22/2023

Michelle A. Price

Policy Analyst

4/15/2019

3/2/2023

Pamela M Brown

Director Student Hearings

8/15/2021

2/10/2022

Dorothy J Daniels

Early Intervention Intake Assistant

(Bilingual)

11/13/2018 2/11/2022

Yasmeen Davis

Program Analyst

5/10/2021

6/9/2022

Lisette Partelow

Management Analyst

7/6/2021

8/5/2022

Fatimah Shawnye Moss

Program Analyst

7/18/2021

8/17/2022

Chasity Cook

Higher Education Licensure

Specialist

6/22/2020 8/21/2022

Claudia Colette Price

Program Coordinator

6/9/2019

9/8/2022

Terrell Bryant

Customer Service Representative

10/12/2021

11/11/2022

Akia Perry

Customer Service Specialist

10/12/2021

11/11/2022

Steaven Hamlin

Program Analyst

11/8/2021

12/7/2022

Dana Carr

Senior Advisor (COVID Public

Response)

12/6/2021 1/5/2023

Tynekia Garrett

Financial Program Analyst

12/6/2021

1/5/2023

Terry Whitaker

Management Analyst

12/20/2021

1/19/2023

Milagros Elmore

Management Analyst

1/3/2022

2/2/2023

Brynnlee Pavlovich

Management Analyst

1/3/2022

2/2/2023

Oscar Platero

Management Analyst

1/3/2022

2/2/2023

August Williams

Customer Service Specialist

1/3/2022

2/2/2023

Aisha Williams

Human Resources Assistant

1/3/2022

2/2/2023

Trinika Snowden

Operations Specialist

1/3/2022

2/2/2023

Moziqe Howard

Human Resources Assistant

1/3/2022

2/2/2023

Ashanti Tazanu

Motor Vehicle Dispatcher

1/18/2022

2/17/2023

Deja Branham

Human Resources Specialist

1/18/2022

2/17/2023

Crystal Yoctorowic

Customer Service Specialist

1/18/2022

2/17/2023

Ieisha Gaddis

Human Resources Specialist

1/18/2022

2/17/2023

Horace Robinson

Management Analyst

1/18/2022

2/17/2023

Tatiana Perry

Human Resources Specialist

1/18/2022

2/17/2023

Madison Lewis

Customer Service Specialist

1/18/2022

2/17/2023

Breona Russell

Human Resources Specialist

1/31/2022

3/2/2023

Shawanda Price

Motor Vehicle Dispatcher

1/31/2022

3/2/2023

Portia Bates

Special Populations and Programs -

Recovery Manager

1/31/2022 3/2/2023

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

32. What efforts has your agency made in the past year to increase transparency?

Explain.

Consistent with OSSE’s core value of partnership, we strive to understand the needs and

perspectives of our stakeholders, and we work collaboratively with many others to support DC

students and families. We are committed to transparency, and we are mindful of the trust placed

in us to administer services fairly and honestly and operate with the highest standards of integrity

and professionalism.

OSSE consistently engages and communicates with leadership and personnel in our local

education agencies (LEAs), community-based organizations (CBOs), schools, child care

facilities and partner organizations, and we have built robust communications systems to support

this effort. These communications systems with our partners have been exceptionally important

as we continue to respond to the COVID-19 pandemic. OSSE keeps partners informed through

various emails going out weekly to education leaders and through the LEA Look Forward, a

weekly publication from OSSE that provides information to LEAs on trainings, policy guidance,

and opportunities for policy engagement.

We continue to meet with leaders and staff of LEAs and CBOs on a consistent basis. Specifically,

every month the Superintendent holds meetings with all heads of schools across all LEAs.

Further, each division at OSSE conducts regular meetings with key stakeholder groups to share

programmatic updates and receive feedback. OSSE provides LEA staff with routine virtual

meetings covering topics related to health guidance and strategies pertaining to COVID-19. A

few examples of key stakeholders include: child care providers, teachers, principals, teacher

preparation programs, and data managers. We host bi-weekly early childhood stakeholder calls

with child care providers to explain and obtain feedback from them on our policies. Further,

OSSE receives numerous constituent inquiries from parents and community members who email

with questions or concerns related to COVID-19; OSSE is committed to providing direct and

clear responses to these requests.

OSSE meets with our Teacher Advisory Council and Principal Advisory Council quarterly to

share programmatic information and obtain their feedback. We conduct calls with LEA Data

Managers on a routine basis to explain policies and procedures and obtain feedback. OSSE

regularly engages with the State Board of Education in their public and working sessions on

matters related to joint functions, and the Superintendent meets monthly with leadership from the

Board to ensure communication flow on policy matters.

The Division of Early Learning has implemented several strategies to increase support and

transparency for childcare providers and families. The Division of Early Learning continues to

host biweekly stakeholder calls with child care providers and representatives from OSSE and DC

Health. The purpose of these calls is to provide information on health and safety guidance,

payment policies, financial supports, and other efforts that aim to help providers respond to

impacts of COVID-19 and operate safely during the District‘s recovery, OSSE will continue

these calls for as long as child care providers have a need for real time updates on health and

safety information. The Division of Early Learning also stood up a stakeholder working group to

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

help inform the childcare recovery and reopening plan. This working group continues to convene

monthly as an informal advisory group that helps OSSE obtain child care program leader

perspectives on a wide range of topics prior to implementing programs or policies.

The sharing and use of actionable data is foundational to OSSE’s work. We collect and share

reliable and actionable data to inform policy decisions, empower our partners to improve, and

build community understanding. Despite the pandemic, we maintained our data and reporting

practices while accommodating the operational shifts necessary to implement remote work and

learning. OSSE modified student attendance policies to accommodate distance learning, so

stakeholders would have important information on student attendance during these challenging

times. We updated the DC School Report Card, so stakeholders would still have access to data

that empowers their decision-making. OSSE provides weekly data on its school-based

asymptomatic and symptomatic testing program.

As part of the commitment, OSSE made in our strategic plan to help accelerate outcomes for

students with disabilities, OSSE developed a comprehensive landscape analysis in order to build

a shared understanding of the District’s students with disabilities and a sense of urgency in better

meeting their educational needs in the city. The findings of the landscape analysis were based on

focus groups and interviews with special education staff and leaders, and highlighted core

barriers to overcome. Those findings and input were reflected in our Roadmap to Accelerating

Outcomes for Students with Disabilities. Both the landscape analysis and the roadmap were

shared with the public. OSSE continues to work on a rewrite of regulations pertaining to Special

Education. As with all our proposed regulations, OSSE made these regulations available for

public comment and held two public hearings on the regulation. OSSE also updated its Special

Education Resource Hub for the start of the 2021-22 school year which provides families and

students with important information.

OSSE has continued to publish data regularly and transparently on its website and on the DC

School Report Card, and OSSE supported the process to select a partner for the Research

Practice Partnership. Further, despite the District suspending statewide assessments in 2020 and

2021, OSSE expressed a commitment to collect local assessment summaries from every school

in the District. OSSE published a report on that collection and data files on that collection. The

purpose of this collection was to obtain some sense of student learning over the past academic

year.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

33. What efforts will your agency be making to increase transparency? Explain.

OSSE has operationalized the steps described in Q32, and we will continue to utilize them in the

future. OSSE remains committed to transparency by forming strong partnerships with its

stakeholders and ensuring that the public has access to accurate and actionable data on the

performance of the District’s schools and LEAs. We will continue publications like the LEA

Look Forward and meet routinely through our established channels with child care operators,

LEA leaders, LEA data managers, and members of the State Board of Education (SBOE).

OSSE will continue to publish data and reports on the performance of LEAs and schools on

topics including, but not limited to, attendance, discipline, enrollment, and academic

achievement. OSSE is particularly pleased to have released its one-pager on the Educator

Workforce which includes data on teacher and principal retention. In response to the public’s

request for more data on the educator workforce, OSSE will release an educator workforce report

in May that will include data on educator diversity, effectiveness, retention, and supply and

demand. For the first time, OSSE will also publish downloadable files with this data. OSSE also

looks forward to engagement with LEA stakeholders and the State Board of Education on

revisions to the statewide accountability system.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

34. Please identify any legislative requirements that your agency lacks sufficient

resources to properly implement. Explain.

OSSE can meet its legislative requirements that are funded through the annual budget.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

35. Please identify any statutory or regulatory impediments to your agency’s operations.

OSSE has no such statutory or regulatory impediments.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

36. Question #36

(a) Please identify all new policies that have been finalized in fiscal years 2021

and 2022 (through January 31).

(b) How does OSSE inform local education agencies (LEA) and the public of

new regulations or policies?

(a) The table below identifies all new policies (regulations and orders) that have been

finalized in fiscal years 2021 and 2022 (as of January 31, 2022).

Title &

Chapter

Chapter Heading

Rulemaking/Order

Description

Volume &

Date of

Proposed or

Emergency

Rulemaking

Volume &

Date of

Final

Rulemaking

Title 29,

Chapter 70

Tuition Assistance

Grant Program

Amends Tuition Assistance

Grant Program Subsection

7000.4 by removing the

existing District of

Columbia Tuition

Assistance Grant

(“DCTAG”) application

deadline date and allows

OSSE to set the DCTAG

application deadline date

by publishing public notice

in the D.C. Register and on

its website with a

reasonable period of time

prior to the application

deadline date.

7/31/2020

Vol 67/32

12/4/2020

Vol 67/50

CAO 2020-

Delegation of

Authority to State

Superintendent of

Education—

Extension of

Deadline for Non-

Public School

Monitoring and

Reports

During the COVID-19

Emergency Period, the

Superintendent may extend

the deadlines by which the

OSSE shall schedule the

periodic monitoring visit of

and issue a monitoring

report to a nonpublic

special education program.

12/22/2020

Title 5,

Subtitle A,

Chapter 2

Amending Chapter 2

in 5-A to create a

temporary “Public

Health Emergency

During the COVID-19

emergency, this

rulemaking creates an

enhanced “Public Health

1/15/2021

Vol 68/3

4/23/2021

Vol 68/17

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Title &

Chapter

Chapter Heading

Rulemaking/Order

Description

Volume &

Date of

Proposed or

Emergency

Rulemaking

Volume &

Date of

Final

Rulemaking

Subsidy Rate” for

licensed child

development

facilities who

participate in the

District’s child care

subsidy program.

Emergency Subsidy Rate”

for licensed child

development facilities who

participate in the District’s

childcare subsidy program.

Mayor’s

Order 2021-

097

Resumption of Mask

Requirements and

Delegations of

Authority to the

Department of

Health and the Office

of the State

Superintendent of

Education

The Office of the State

Superintendent of

Education (OSSE) is

delegated joint authority

with DC Health related to

public and public charter

schools, private, parochial,

and independent schools

and childcare providers for

the COVID-19 mitigation

program, including mask

requirements.

7/29/2021

Title 5,

Subtitle A,

Chapter 1

Child Development

Facilities: Licensing

Extends the deadline for

assistant teachers, home

caregivers, and associate

caregivers to comply with

specific licensing

requirements for assistant

teachers, associate

caregivers, and home

caregivers until December

2023.

12/11/2020

Vol 67/51

5/7/2021

Vol 68/19

Mayor’s

Order 2021-

099

COVID-19

Vaccination

Certification

Requirement for

District Government

Employees,

Contractors, Interns,

and Grantees.

Required government

employees to meet

vaccination requirements.

8/8/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Title &

Chapter

Chapter Heading

Rulemaking/Order

Description

Volume &

Date of

Proposed or

Emergency

Rulemaking

Volume &

Date of

Final

Rulemaking

Mayor’s

Order 2021-

109

COVID-19

Vaccination

Requirement for

Adults Regularly in

Schools or Child

Care Facilities, and

for Student-Athletes

Placed vaccination

requirements on adults

regularly in schools or

child care facilities and

student athletes.

9/20/2021

Mayor’s

Order 2021-

120

Delegation of

Authority to the

Office of the State

Superintendent of

Education

OSSE may issue grants and

loans to District of

Columbia public schools

and public charter schools

to support their efforts to

increase awareness and

participation in COVID-19

case investigations and

contract tracing and assist

students in obtaining

medical services in

response to a positive

COVID-19 case.

10/8/2021

City

Administrat

or Order

No. 2021-6

Distance Learning

for Students Possibly

Subject to

Educational Neglect,

2021-22 School Year

Requires a process to

determine whether students

of parents reported to the

Child and Family Services

Agency due to possible

educational neglect should

receive remote instruction.

Operative until Jan 26,

2022.

11/3/2021

Title 5-A,

Subtitle A,

Chapter 21

Compulsory

Education and

School Attendance

Allowed for the collection

and submission of student

attendance when students

attended school remotely.

Permitted students to

attend school remotely

with a medical certification

form, due to public health

9/10/2021

Vol 68/37

12/17/2021 |

Vol 68/51

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

Title &

Chapter

Chapter Heading

Rulemaking/Order

Description

Volume &

Date of

Proposed or

Emergency

Rulemaking

Volume &

Date of

Final

Rulemaking

guidance, or for attending a

distance learning school.

Title 5,

Subtitle A,

Chapter 2

Child Development

Facilities: District-

Subsidized Child

Care Services

Updated the

reimbursement rates for

subsidized child care

services for Fiscal Year

2022.

10/8/2021 |

Vol 68/41

1/21/2022 |

Vol. 69/3

Title 5,

Subtitle A,

Chapter 30

Special Education

Comprehensive update to

the regulatory framework

governing the education of

children with disabilities.

First

Proposed

11/8/2019

Vol 66/46

Second

Proposed

9/3/2021

Vol 68/36

Public

Comment

period ended

10/3/2021

Title 5,

Subtitle A,

Chapter 17

State Approval of

Educator Preparation

Providers and

Subject Area

Programs

Establishes the minimum

requirements for OSSE

approval of educator

preparation providers and

subject area programs that

prepare candidates eligible

to earn an educator

credential to teach in

DCPS.

1/21/2022

Vol 69/3

Public

Comment

period ends

2/20/2022

Title 5,

Subtitle A,

Chapter 2

Child Development

Facilities: District-

Subsidized Child

Care Services

During the COVID-19

emergency, this

rulemaking will amend the

existing enhanced “Public

Health Emergency Subsidy

Rate” to apply during any

public emergency and not

necessarily a public health

emergency.

2/18/2022

Vol. 69/7

Public

Comment

period ends

3/20/20221

Title 29,

Chapter 70

Tuition Assistance

Grant Program

Amends Tuition Assistance

Grant Program Subsection

7000.4 by removing the

7/31/2020

Vol 67/32

12/4/2020

Vol 67/50

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

100

Title &

Chapter

Chapter Heading

Rulemaking/Order

Description

Volume &

Date of

Proposed or

Emergency

Rulemaking

Volume &

Date of

Final

Rulemaking

existing District of

Columbia Tuition

Assistance Grant

(“DCTAG”) application

deadline date and allows

OSSE to set the DCTAG

application deadline date

by publishing public notice

in the D.C. Register and on

its website with a

reasonable period of time

prior to the application

deadline date.

CAO 2020-

Delegation of

Authority to State

Superintendent of

Education—

Extension of

Deadline for Non-

Public School

Monitoring and

Reports

During the COVID-19

Emergency Period, the

Superintendent may extend

the deadlines by which the

OSSE shall schedule the

periodic monitoring visit of

and issue a monitoring

report to a nonpublic

special education program.

12/22/2020

Title 5,

Subtitle A,

Chapter 2

Amending Chapter 2

in 5-A to create a

temporary “Public

Health Emergency

Subsidy Rate” for

licensed child

development

facilities who

participate in the

District’s child care

subsidy program.

During the COVID-19

emergency, this

rulemaking creates an

enhanced “Public Health

Emergency Subsidy Rate”

for licensed child

development facilities who

participate in the District’s

childcare subsidy program.

1/15/2021 |

Vol 68/3

4/23/2021 |

Vol 68/17

Mayor’s

Order 2021-

097

Resumption of Mask

Requirements and

Delegations of

Authority to the

Department of

Health and the Office

The Office of the State

Superintendent of

Education (OSSE) is

delegated joint authority

with DC Health related to

public and public charter

7/29/2021

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

101

Title &

Chapter

Chapter Heading

Rulemaking/Order

Description

Volume &

Date of

Proposed or

Emergency

Rulemaking

Volume &

Date of

Final

Rulemaking

of the State

Superintendent of

Education

schools, private, parochial,

and independent schools

and childcare providers for

the COVID-19 mitigation

program, including mask

requirements.

Title 5,

Subtitle A,

Chapter 1

Child Development

Facilities: Licensing

Extends the deadline for

assistant teachers, home

caregivers, and associate

caregivers to comply with

specific requirements for

assistant teachers, associate

caregivers, and home

caregivers until December

2023.

12/11/2020

Vol 67/51

5/7/2021

Vol 68/19

Mayor’s

Order 2021-

099

COVID-19

Vaccination

Certification

Requirement for

District Government

Employees,

Contractors, Interns,

and Grantees.

Required government

employees to meet

vaccination requirements.

8/8/2021

(b) How agency informs LEAs and public of new regulations.

OSSE is committed to helping child development facilities, local education agencies (LEAs),

schools and families plan effectively for reopening and recovery after closures related to the

coronavirus public health emergency. OSSE includes downloadable guidance, information and

supports related to closures, reopening and recovery on its website.

OSSE informs the LEAs and the public of new or advised regulations through various

engagements with major stakeholder groups including working groups, public hearings, and

meetings. In addition, OSSE informs LEAs and the public of new or altered regulations or

policies through existing partner lists and coalitions or consortia, as well as through OSSE’s

weekly newsletter, the LEA Look Forward. As required by IDEA, OSSE holds two public

hearings for all IDEA Part B special education regulations and policies. OSSE publishes all

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

102

proposed rulemakings in the DC Register and generally provides a thirty-day public comment

period for proposed regulations consistent with the District’s Administrative Procedure Act.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

103

37. Did your agency receive any FOIA requests in fiscal year 2021? If yes, did the

agency file a report of FOIA disclosure activities with the Secretary of the District of

Columbia? If available, please provide a copy of that report as an attachment. Also

state here the total cost incurred by your agency for each fiscal year 2020, 2021, and

2022 (through January 31) related to FOIA.

ATTACHMENT: Q37 – Annual FOIA Report (FY21).pdf

Yes, OSSE received FOIA requests in fiscal year 2021.

Yes, OSSE filed a report of FOIA disclosure activities with the Secretary of the District of

Columbia. Refer to the attachment to this question.

Each FOIA request is subject to a four-tier review process including: initial review and redaction

by the FOIA Officer, legal sufficiency review by the General Counsel, technical security check

by the Chief Information Officer, and final review by the programmatic lead in the relevant

OSSE division. Although FOIA requests take time and capacity to complete, they are completed

with existing staff capacity. Due to the digital nature of fulfilling them, they come with no new

cost to produce the response.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

104

38. For CBE agency compliance purposes, what is your agency’s current adjusted

expendable budget; how much has been spent with SBEs; and what percent of your

agency’s expendable budget was spent with SBEs? Further, where SBEs were not

available, how much has been spent with CBEs, and what percent of CBE spending,

relative to your current expendable budget? How many CBE waivers (including

dollar amount) did the agency submit? What efforts has the agency taken to reduce

the number of CBE waivers submitted? What is the CBE spending goal for your

agency per the DSLBD SBE Opportunities Guide (Green book)? Give this answer

for fiscal years 2020, 2021, and 2022 (through January 31).

GD0: OSSE-Main

GO0: OSSE-DOT

Fiscal Year

2020

2021

2022

2020

2021

2022

Greenbook SBE

Spending Goal

$26,569,139 $33,800,753 $21,764,375

$5,964,459 $3,590,276 $4,204,776

Adjusted

Expendable

Budget

$53,138,278 $67,601,506 $43,528,750

$11,928,918 $7,180,552 $8,409,552

Adjusted SBE

Spending Goal

$27,477,365 $33,800,753 $21,764,375

$5,343,169 $3,590,276 $4,204,776

SBE Expenditures $15,190,956 $11,941,953

Not yet

available as

01/31/2022

$3,915,061 $1,572,447

Not yet

available as

01/31/2022

% of Adjusted

Expendable

Budget Spent with

SBEs

28% 18%

33% 22%

CBE Expenditures $15,192,622 $11,946,256

$3,925,250 $1,572,447

% of Expendable

Budget spend with

CBEs

27% 18%

33% 22%

# Waivers 17 8 0

1 0 0

Waiver Amount $2,860,576 $1,658,889 $0

$315,000 $0 $0

CBEs are registered companies with the Department of Small and Local Business Development

(DSLBD) and receive preference in District contracting and procurement.

SBEs are a CBE subcategory. District agencies monitored by DSLBD are subject to an annual

SBE spending goal requirement, and SBEs receive preference over all other CBEs for

procurement.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

105

39. Please provide, as an attachment, a copy of your agency’s current annual

performance plan as submitted to the Office of the City Administrator.

ATTACHMENT: Q39 – OSSE Annual Performance Plan (FY21).pdf

Q39 – OSSE Annual Performance Plan (FY22).pdf

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

106

40. Question #40

(a) What are your agency’s key performance indicators and what has been your

agency’s performance (for each of these KPIs) in fiscal year (or calendar

year) 2020, 2021, and 2022 (through the first quarter).

(b) What KPIs have been dropped (or changed) since 2020? List each specifically

and explain why it was dropped or changed.

(a) The table below summarizes of OSSE’s key performance indicators and our

actuals for 2020, 2021, and 2022. Please note that that we do not have Q1 actuals

for the KPIs that are annual measures.

Measure

FY2020 Actual

FY2021 Actual

FY2022 Quarter 1

Percent of user requests via the

services portal solved and

closed within five days of

receipt

78.10% 78.40% Annual Measure

Percent of all students

graduating from high school in

four years

68% 70.90% Annual Measure

Percent of all students at

college and career ready level

in reading on statewide

assessment

Not Available

because no

statewide

assessment in

SY 19-20.

Not Available

because no

statewide

assessment in SY

20-21.

Annual Measure

Percent of all students at

college and career ready level

in mathematics on statewide

assessment

Not Available

because no

statewide

assessment in

SY 19-20.

Not Available

because no

statewide

assessment in SY

20-21.

Annual Measure

Percent of DC public and

public charter school students

completing a post-secondary

degree within six years of

college enrollment

32.70% 21.80% Annual Measure

Percent of residents enrolled in

an adult and family education

program who complete at least

one functioning level

41.80% 55.60% Annual Measure

Total number of childhood

development programs

meeting "Quality" and "High-

Quality" designations

Not available

because program

evaluation was

not possible

during the

COVID health

emergency.

Annual Measure

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

107

Measure

FY2020 Actual

FY2021 Actual

FY2022 Quarter 1

Percent of childhood and

development programs that

meet "Quality" and "High-

Quality" designations

41.20%

Not available

because program

evaluation was

not possible

during the

COVID health

emergency.

Annual Measure

Percent of low-performing

schools that show overall

growth in academic

achievement

Not Available

because no

statewide

assessment in

SY 19-20.

Not Available

because no

statewide

assessment in SY

20-21

Annual Measure

Number of A-133 audit

findings

0 N/A* Annual Measure

Average number of days taken

to complete reviews of

educator licensure applications

20.5 days 33.8 days 32 days

Percent of IEPs reviewed that

comply with secondary

transition requirements

70.00% 65%

Calculated in Q2 and

Average response time for

complaints filed against early

child care facilities

48 48 Annual Measure

Percent of timely Individuals

with Disabilities Act (IDEA)

due process hearings

98.90% 95% 100%

Percent of grant funds

reimbursed within 30 days of

receipt

94.80% 98% 98.50%

Percent of eligible infants and

toddlers under IDEA Part C

(birth-3) for whom an

evaluation and assessment and

an initial IFSP meeting were

conducted within required time

period

95.30% 97.76% Annual Measure

Percent of timely completion

of state complaint

investigations

100% 100% Annual Measure

Number of DC residents

receiving postsecondary

support by DC Futures.

New in FY22 New in FY22 Annual Measure

Number of new dual

enrollment seats filled by high

New in FY22 New in FY22 Annual Measure

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

108

Measure

FY2020 Actual

FY2021 Actual

FY2022 Quarter 1

school students through the

College Rising Initiative

Number of students placed in

an internship through OSSE's

CTE Advanced Internship

Program

New in FY22 New in FY22 Annual Measure

Number of students receiving

HIT in OSSE-funded programs

New in FY22 New in FY22 Annual Measure

Percentage of target schools

engaging with OSSE on HIT

New in FY22 New in FY22 Annual Measure

* The Audit Findings for FY21 are N/A because OSSE was rewarded for having four straight

years of zero audit findings with not having to have the Single Audit in FY21.

(b) The table below provides explanations of the eight KPIs that have changed since

2020.

Measure

Explanation

Percent of DC public and public charter

school students completing a post-secondary

degree within six years of college enrollment

CHANGED - In 2020, the business rules for

this KPIs were modified slightly to align with

our DCTAG reporting to Council.

Total number of childhood development

programs meeting "Quality" and "High-

Quality" designations

CHANGED - In 2020, the business rules for

this KPIs were updated to reflect the

transition from OSSE's previous quality rating

and improvement system under, "Going for

the Gold," to our new system, "Capital

Quality"

Average number of days taken to complete

reviews of educator licensure applications

CHANGED- In 2022, the measure description

for this KPI was changed to better reflect the

process followed to calculate this measure.

Number of DC residents receiving

postsecondary support by DC Futures.

NEW - In 2022, this KPI was created to track

the effects of recovery funds.

Number of new dual enrollment seats filled

by high school students through the College

Rising Initiative

NEW - In 2022, this KPI was created to track

the effects of designated recovery funds.

Number of students placed in an internship

through OSSE's CTE Advanced Internship

Program

NEW - In 2022, this KPI was created to track

the effects of designated recovery funds.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

109

Measure

Explanation

Number of students receiving HIT in OSSE-

funded programs

NEW - In 2022, this KPI was created to track

the effects of designated recovery funds.

Percentage of target schools engaging with

OSSE on HIT

NEW - In 2022, this KPI was created to track

the effects of designated recovery funds.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

110

41. What are your top five priorities for the agency? Please provide a detailed

explanation for how the agency achieved or worked toward these priorities in fiscal

years 2021 and 2022.

Priority 1: Education Recovery and Continuous Education

Description: Support local education agencies (LEAs), schools, educators, and families in

navigating distance learning by requiring continuous education plans from all LEAs, publishing

them on OSSE’s website, providing policy guidance, and providing technical assistance and

supports to help address gaps.

Achievements: At the end of the 2019-20 school year, public schools in the District faced

significant uncertainty due to the COVID-19 public health emergency. The pandemic created

unprecedented challenges for public schools. In both the 2020-21 and 2021-22 school years,

schools had to shift instruction to accommodate both in-person and distance learning. In

response to this challenge, OSSE oversaw nearly $600 million in Elementary and Secondary

School Education Relief Funds; 90% of those funds were awarded to local education agencies

with the remaining 10% reserved for state level use.

After extensive review, OSSE approved and published 70 District local education agency (LEA)

continuous education plans outlining LEA plans for the re-opening of in-person school for the

2021-22 school year. These plans were based on OSSE’s Continuous Education Principles,

which aimed to provide local education agencies (LEAs) and families with clear and consistent

expectations for continuous education as the District responded to the pandemic. The principles

were intended to help LEAs develop effective and equitable continuous education plans that

strive to meet the needs of all students and are developed in partnership with families. These

guiding principles also sought to help families understand what they should expect for their

students and the two-way communication that schools should establish with them.

OSSE made these plans publicly available on its website and compiled a summary of model

responses. Additionally, OSSE curated a list of internal and external resources to aid LEAs in the

implementation of the guiding principles.

The US Department of Education approved the District’s American Rescue Plan State Plan,

which outlined a robust approach for using the state set-aside funds to support our recovery

priorities of safe re-entry, student and staff wellbeing, and accelerated learning. The distribution

of funds and resources to LEAs directly impacted their ability to re-open their campuses for in-

person learning, increasing the safety of our school buildings, while expanding access to mental

health resources and high-quality instructional materials. All LEAs resumed in-person instruction

in FY21.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

111

Priority 2: COVID Response

Description: Offer timely guidance, actionable resources, and promising practices to help LEAs

respond effectively to the public health crisis.

Achievements: DC Health provided public health guidance for schools and childcare centers as

the District responded to the COVID-19 pandemic. Schools and childcare centers needed

technical support and assistance to operationalize that guidance. OSSE’s Division of Health and

Wellness (H&W) provided an array of technical support resources to help ensure that staff and

students returned to, and remain safe in, school.

H&W provided and supported the expansion of health and safety activities including direct

operational support of the teacher and educator vaccine in January 2021, ongoing COVID-19

vaccine promotion, contact tracing supports, expansion of asymptomatic and symptomatic

testing, establishment of a complaint process for out of compliance LEAs and schools, a review

of over 90 Health and Safety Plans, publication of multiple health and safety guidance

documents related to schools and childcare, a continuation of bi-weekly school and childcare

technical assistance calls, and communities of practice to support school leaders and COVID

response staff.

These activities have supported the implementation of DC Health Guidance in schools and

ensured appropriate health and safety protocols are in place. The efforts contributed to the full re-

opening of schools in fall 2021 and will continue to help ensure that staff and students remain

safe at school. Sine this fall, OSSE has provided timely and extensive symptomatic and

asymptomatic COVID-19 testing to 33 LEAs through OSSE’s centralized testing program, and

since December 2021 has distributed more than 120,000 COVID-19 rapid antigen testing kits to

public charter LEAs for all LEA staff and for children ineligible for the vaccine (grades

kindergarten and Pre-K).

Priority 3: Stabilizing and Strengthening the Early Childhood Sector

Description: Increase access to quality, affordable child care for District children and families

through continued financial support, guidance, and technical assistance to maintain the supply of

high quality seats.

Achievements: In the fall of 2021, OSSE distributed $8.6 million to over 80 percent of providers

through the D.C. Child Care Provider Relief Fund II. Further, OSSE partnered with the Office of

the Deputy Mayor for Planning and Economic Development and the Washington Area

Community Investment Fund (Wacif) to distribute D.C. Child Care Provider Relief Funds to

90+% of child care facilities. OSSE also implemented the Public Health Emergency Rate,

distributed the Low-Income Investment Fund Road to Recovery fund grants to 218 providers

(263 facilities), and implemented the Enhanced Building & Sustaining Quality grant to expand

the Shared Services Business Alliance.

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These efforts helped ensure that families continued to have access to safe and affordable child

care throughout the pandemic. The efforts made a meaningful impact on provider operations as

fewer child development facilities permanently closed in FY21 than in FY19. In September

2020, 241 child development facilities were open and operating. By September 2021, 443

facilities were open, representing more than 90 percent of licensed child development facilities in

the District. Total licensed capacity has been largely stable, with a slight increase during the

public health emergency to 27,047 seats in July 2021.

Funds were used to keep child development centers open during the pandemic (keeping childcare

professionals employed and students enrolled), provide deep cleaning services to child care, and

enhance data on child care capacity and vacancies. OSSE continued to make personal protective

equipment (PPE) available to any child care facility in the District to ensure the health and safety

of staff, children and families.

OSSE continues to play a constructive role in the Council’s taskforce addressing wages in the

child care labor force. On November 2nd, 2021, OSSE’s Division of Early Learning (DEL)

published the Compensation Scale for the DC Child Care Workforce report. The report presents

compensation scales for infant and toddler teachers and teacher assistants in early child

development centers that reflect parity, defined by the Birth-to-Three Act as “compensation

equivalent to an elementary school teacher employed by the District of Columbia Public Schools

(DCPS) with the equivalent role, credentials, and experience.” OSSE has worked with the

Council to authorize a vendor or grantee to distribute over $50 million for the purpose of

increasing wages in the childcare sector.

Priority 4: Special Education

Description: Strengthen academic outcomes for students with disabilities by implementing year

one of OSSE’s special education roadmap and establishing a shared set of commitments with the

education cluster agencies while enhancing internal coordination to sustain this work in the long

run.

Achievements: Released in October 2020, OSSE’s Roadmap for Accelerating Outcomes for

Students with Disabilities outlined the strategic direction and core priorities for accelerating

academic progress for students with disabilities across the District. In FY21, OSSE implemented

year one of the roadmap. OSSE partnered with families, organizations across DC and national

experts in 2020 to launch a new online Special Education Resource Hub before the start of the

2020-21 school year to help ensure families of students with disabilities feel equipped and

empowered to support their child, in partnership with their child’s school. The resource hub

provides students and families with answers to common questions around what to expect this

school year and information on how parents and family members can best support their students.

Translated into multiple languages, the resources hub is simple and accessible, offering multiple

pathways for finding answers. We then updated this hub in advance of the 2021-22 school year to

ensure that all content continued to be relevant and up to date. The hub includes parent friendly

responses to foundational questions on special education pertaining to evaluation, the delivery of

services, changes in a child’s needs, and post-secondary transition.

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OSSE developed our first micro-credential, Special Education Foundations, to train educators in

skills essential to serving students with disabilities. Seventy-five educators and leaders piloted

the micro-credential in fall 2021, and OSSE is standing up additional micro-credentials in the

coming year. OSSE also procured a new vendor to redesign and integrate our Part C and Part B

special education data systems (SEDs), and is moving forward aggressively in the development

of the Part C system.

OSSE continues to make progress on updating special education regulations. After extensive

stakeholder engagement and revision in response to public input, OSSE has completed a second

proposed rulemaking. and looks forward to moving to a final rulemaking. The rulemaking will

strengthen outcomes for students with disabilities by providing clarity to practitioners on their

obligations and legal expectations. OSSE plans for regulations to be effective at the start of the

2022-23 school year and will support LEAs to understand and implement the new requirements

by providing training and professional development starting in summer 2022. Lastly, OSSE

rolled out a number of new resources and supports last year to help schools navigate special

education delivery in a virtual setting including our LEA Toolkit: Serving Students with

Disabilities During Periods of Remote and Blended Learning. We also stood up a community of

practice for LEAs to support real-time problem solving for common challenges. Based on the

success of that, we are now in the process of standing up an external resource that will offer

consultative supports to LEAs on issues of practice or compliance.

Priority 5: Data Vision

Description: Continue improvements to OSSE’s data infrastructure by building a foundation that

supports the transformation from the current state to a seamless and user-friendly process that

improves responsiveness to stakeholders, drives program, policy, and practice improvements,

and enables the agency to realize its mission and goals more fully.

Achievements: In FY21, OSSE finalized the detailed implementation plan for the data

modernization initiative, hired key members of the technical team to implement the plan and

began and completed work on the Agency-wide Self-Service Data Access Portal and associated

policies. OSSE completed Business Process Reengineering for four key “as is” processes:

Mayor’s Scholars, DC ReEngagement Center, DC CATs, and the Alternative Populations and

Medicaid Reimbursement Tool. Development of the Integrated Data Submission Tool also

continues.

Each year, OSSE collects more than 108 million data points, completes more than 700 pages of

required reporting to Council, submits 200 plus reports to the U.S. Department of Education,

fulfills hundreds of data requests, and executes nearly 100 external data sharing agreements.

Investments in data infrastructure such as the ones described above are critical to improve data

management practices that have not kept pace with the agency’s growth and introduce the

potential for errors and burden staff. This work will continue through the next several fiscal years

and ultimately result in more modern, user-friendly, and efficient services.

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This work greatly benefits all our stakeholders. It means less administrative burden and more

access to data to guide decision making and intervention for LEA and school staff, OSSE has

meaningfully responded to public feedback for more data on the educator workforce and at the

course level. OSSE overhauled and centralized its educator workforce data collection and has

already begun to provide important information on educator retention this winter with more

coming in the spring. OSSE began its work to plan and develop for a course coding system

which is foundational to providing more comprehensive data on student outcomes like course

enrollment and grades in the future. These improvements will provide more information to the

public on the performance of our schools and be helpful in grounding our conversations on

school improvement and student achievement.

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Data and Research

42. In table format, how many students were homeschooled in the District in School

Years 2018-2019, 2019-2020, 2020-2021, and 2021-2022 (through January 31)?

The table below provides a count of homeschooled students in the District for SY18-19 to SY21-

22 (to date).

School Year

Count of Reported Homeschooled

Students in DC

SY18-19

510

SY19-20

389

SY20-21

764

SY21-22 (to Jan 31, 2022)

1,096

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43. In table format, how many students were enrolled in private and parochial schools

in the District in School Years 2018-2019, 2019-2020, 2020-2021, and 2021-2022

(through January 31)?

The table below provides a count of the number of students enrolled in private and parochial

schools in the District for SY 2018-19 to SY 21-22 (to date).

School Year

Total Resident

Students Count

Total Number

of Students

SY 18-19

8,553

14,954*

SY 19-20

8,349

15,328

SY 20-21

9,099

16,968

SY 21-22 (to date) **

9,222

16,986

* Numbers provided by the Association of Greater Independent Schools and the Archdiocese of

Washington.

** Data is currently in the verification process for SY21-22.

Note: OSSE previously received private school student totals from the Association of Greater

Independent Schools and the Archdiocese of Washington. In SY18-19, OSSE began to collect

data directly from private schools to access counts of District residents, in addition to total school

enrollment numbers.

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44. For School Years 2019-2020, 2020-2021 and 2021-2022 (through January 31), as an

attachment, please provide the number of students who are English Language

Learners (ELL), broken down by:

(1) LEA;

(2) age;

(3) grade level;

(4) special education status; and

(5) ELL classification.

ATTACHMENT: Q44 – English Learners.xlsx

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45. How many students have parents who speak another language at home (data from

the Home Language Surveys)? Please provide the data by LEA, by school, by

language spoken, and whether the student is an ELL student.

ATTACHMENT: Q45 – Langauges Spoken.xlsx

The Home Language Survey is the first step in the statewide English learner (EL) identification

procedures. The survey determines whether students speak another language at home. Students

who speak a language other than English at home are eligible to take an English language

proficiency screener. The screener score determines if the student is identified as an English

learner or not an English learner. Students who are identified as English learners have the right to

participate in the English language instruction program at the school. The introductory statement

and the questions in the OSSE provided survey must be used by all pre-K through 12 LEAs and

must be provided in English, Spanish, Amharic, French, Chinese, Korean, and Vietnamese. The

survey is administered to students enrolling in any DC public or public charter school for the first

time by the enrolling school.

The survey does not include a question about the language that the parents speak at home. It asks

the language spoken in the home, the language most often used by the student, and the language

or languages the student used first. LEAs report to OSSE the student’s EL status, their screener

score, and their native language. To respond to the question with available collected data, the

attachment Q45 – Langauges Spoken reports the student’s native language by LEA, school, and

language spoken.

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46. For each LEA and for School Years 2019-2020, 2020-2021, and 2021-2022 (through

January 31), as an attachment, provide the number of:

(1) homeless youth;

(2) foster care youth;

(3) TANF eligible;

(4) SNAP eligible; and

(5) high school students one year older or more than the expected age

for grade in which the student is enrolled.

ATTACHMENT: Q46 – At-Risk Students.xlsx

Note that data provided for this response is data validated from the entire school year not the

enrollment audit which is conducted annually on October 5.

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47. In table format, provide the following student mobility rates at the state, LEA, and

school levels:

(1) entries by month; and

(2) exits by months.

Due to the volume of data requested, the answer is provided as an attachment.

ATTACHMENT: Q47 – Mobility.xlsx

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48. Question #48

(a) What information does the Child and Family Services Agency and OSSE

currently share or plan to share with regard to the education of students in

foster care?

(b) In table format, for School Years 2020-2021 and 2021-2022 (through January

31), provide the number of foster children that were or are enrolled in out-of-

District public schools and receive:

(1) general education only; or

(2) special education services.

enrolled in out-of-District public schools?

(d) How much did OSSE pay in fiscal years 2021 and 2022 (through January 31)

to enroll an individual student in an out-of-District public school? In table

format, please break out the answer by school district attended, grade, and

special education status.

(e) How much did OSSE spend in fiscal years 2021 and 2022 (through January

31) on special education transportation for children in foster care?

(f) How much federal IDEA funding did the District receive in fiscal years 2020

and 2021 for DC foster children enrolled in out-of-District public schools in

order to receive special education services?

(g) How many children in foster care did OSSE provided special education

transportation in fiscal years 2021 2022 (through January 31)?

(h) How many foster children are currently enrolled in out-of-District

Psychiatric Residential Treatment Facilities?

(i) How does OSSE ensure that students with disabilities in foster care are

receiving FAPE when placed in Maryland? How does OSSE ensure that

student records and credits will follow students if they transfer back to a DC

school?

(a) CFSA and OSSE info sharing.

CFSA and OSSE collaborate in various ways to ensure students in foster care receive their

education. The following are the various collaborative activities led by the agencies:

• CFSA, DCPS, OSSE Memorandum of Agreement (MOA). OSSE, the District of

Columbia Public Schools (DCPS), and CFSA entered an MOA to address specialized

education services for children and youth placed in out of state placements by CFSA. The

MOA clarifies each participating agency’s responsibility for District of Columbia wards

receiving specialized educational services while placed and attending schools in other

jurisdictions. It is the intent of this agreement to ensure that school-aged children

receiving specialized educational services receive free appropriate public education

(FAPE) and are monitored accordingly under federal and local laws and regulations.

• ESSA Foster Care Provision. With the reauthorization of the Elementary and Secondary

Education Act (“ESEA”), as amended by the Every Student Succeeds Act (“ESSA”) on

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Dec. 10, 2015, OSSE partnered with CFSA to create practical, comprehensive guidance

to facilitate an LEA’s ability to meet new requirements. This non-regulatory guidance was

initially sent to all LEA Leaders on 11/28/2016 and it is available here: OSSE CFSA

Foster Care - Educational Continuity Non-regulatory Guidance. It has been posted on

OSSE’s website and shared with foster care points of contact.

(b) Foster child enrollment in out-of-District public schools.

Although the question asks for counts of students through January 31, 2022, the latest that we

can provide is December 22, 2021. This is because these counts come from invoices for

payments from the out-of-District LEA serving the student. These are provided to OSSE on a

quarterly basis. The information from January 31, 2022, has not yet been provided.

OSSE 2020-21 SY -- Number of Foster Children Enrolled in Out-of-District Public

Schools and Receiving General Education Services Only

School System

Count of General Education CFSA Students Served

Total

Charles County

Montgomery County

n<10

Prince George's County

OSSE 2021-22 SY -- Number of Foster Children Enrolled in Out-of-District Public

Schools and Receiving General Education Services Only (Thru Dec. 2021)

School System

Count of General Education CFSA Students Served

Total

Charles County

Montgomery County

n<10

Prince George's County

OSSE 2020-21 SY -- Number of Foster Children Enrolled in Out-of-District Public

Schools and Receiving Special Education Services

School System

Count of Special Education CFSA Students Served

Total

Charles County

n<10

Montgomery County

n<10

Prince George's County

OSSE 2021-22 SY -- Number of Foster Children Enrolled in Out-of-District Public

Schools and Receiving Special Education Services (Thru Dec. 2021)

School System

Count of Special Education CFSA Students Served

Total

Charles County

n<10

Montgomery County

n<10

Prince George's County

n<10

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schools.

OSSE currently collects the following metrics: CFSA ID, date of birth, Unique Student Identifier

(USI), grade level, gender, race/ethnicity, social worker information (name, agency, supervisor,

and program manager name), student care start date, student care end date, end of care reason,

and the state of the foster parent.

(d) The tables below provide the individual per day rates to enroll a student in an out-

of-District public school. FY21 rates are for SY 20-21, and the FY 22 rates are for

SY 21-22.

OSSE FY21- Amount that OSSE pays to enroll an individual student in an out-of-District

public school

Prince George's County FY21 Education Services

$149.85 per day includes all services (LRE code C,D,E,F,G,H,I,J,R,S.Z half day Pre-K 3)

$299.69 per day includes all services (LRE codes C,D,E,F,G,H,I,J,R,S.Z for all grades)

$165.20 per day includes all services (LRE codes B,Q,X Secondary grades)

$82.60 per day includes all services (LRE codes B,Q,X Half day Pre-K3)

$165.20 per day includes all services (LRE codes B,Q,X Full day Pre-K,K, Elementary grades)

$48.98 per day includes all services (LRE codes A,P,T,W,Y Pre-K 3)

$96.76 per day includes all services (LRE codes A,P,T,W,Y Secondary grades)

$97.95 per day includes all services (LRE codes A,P,T,W,Y Full day Pre-K,K, Elementary grades)

$37.77 per day GenEd Half day Kindergarten and 3 yr olds

$75.54 per day GenEd Full day Pre-school, Kindergarten, Elementary

$74.22 per day GenEd Secondary

Charles County FY21 Education Services

$122.22 per day Special Education with no related services

$153.83 per day Special Education Regionalized services

$71.00 Per Hour special Education Related Services

$73.67 per day GenEd services

Montgomery County FY21 Education Services

$145.08 per day Special Education High School

$189.06 per day special Education High School

$226.85 per day Special Education High School

$179.41 per day Special Education Elementary School

$88.18 per day GenEd Secondary School

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OSSE FY22- Amount that OSSE pays to enroll an individual student in an out-of-District

public school

Prince George's County FY22 Education Services

$149.58 per day includes all services (LRE code C,D,E,F,G,H,I,J,R,S.Z half day Pre-K 3)

$329.92 per day includes all services (LRE codes C,D,E,F,G,H,I,J,R,S.Z for all grades)

$165.20 per day includes all services (LRE codes B,Q,X Secondary grades)

$82.60 per day includes all services (LRE codes B,Q,X Half day Pre-K3)

$165.20 per day includes all services (LRE codes B,Q,X Full day Pre-K,K, Elementary grades)

$48.98 per day includes all services (LRE codes A,P,T,W,Y Pre-K 3)

$104.45 per day includes all services (LRE codes A,P,T,W,Y Secondary grades)

$103.47 per day includes all services (LRE codes A,P,T,W,Y Full day Pre-K,K, Elementary grades)

$39.15 per day GenEd Half day Kindergarten and 3 yr olds

$78.31 per day GenEd Full day Pre-school, Kindergarten, Elementary

$79.39 per day GenEd Secondary

Charles County FY22 Education Services

$122.00 per day Special Education with no related services

$153.83 per day Special Education Regionalized services

$71.00 Per Hour Special Education Related Services

$74.72 per day GenEd services

Montgomery County FY22 Education Services

$168.71 per day Special Education Elementary School

$90.38 per day GenEd Elementary School

$88.50 per day GenEd Secondary School

(e) The table below lists the agency spend on special education transportation in

FY21-22 (to date).

Date

Amount Spent to Transport Students in Foster Care*

FY21

$2,797,333.00

FY22 to date

$1,724,801.00

*Note: Due to COVID-19, the total amount spent to transport students in foster care was

impacted by the number of in-person school days.

(f) Federal IDEA funding received for FY20-21 for foster children enrolled in out-of-

District public schools for special education services.

Federal IDEA funding is not directed specifically for DC foster children enrolled in out-of-

District public schools to receive special education services. Federal IDEA funding does not

follow students to out-of-District schools; they are counted in their school of enrollment for the

purposes of IDEA funding. As stated above, funding for foster students that attend out-of-District

schools is funded through the local budget.

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(g) How many children in foster care did OSSE provided special education

transportation in fiscal years 2021 2022 (through January 31)?

In FY 21, OSSE-DOT provided special education transportation services for 82 children in foster

care. In FY 22 to date (Feb. 9, 2022), OSSE-DOT provided special education transportation

services for 99 children in foster care.

(h) How many foster children are currently enrolled in out-of-District Psychiatric

Residential Treatment Facilities?

As of Feb. 7, 2022, OSSE has 5 foster children on record as enrolled in out-of-District

Psychiatric Residential Treatment Facilities.

(i) How does OSSE ensure that students with disabilities in foster care are receiving

FAPE when placed in Maryland? How does OSSE ensure that student records and

credits will follow students if they transfer back to a DC school?

As noted above in subpart (a); OSSE, the District of Columbia Public Schools (DCPS), and

CFSA entered into an MOA to address specialized education services for children and youth

placed in out of state placements by CFSA. This includes students placed by CFSA into foster

care homes in Maryland where the student’s team made a best interest determination to enroll the

student in a Maryland LEA. Per the MOA, OSSE ensures a free appropriate public education

(FAPE) is provided to children/youth with disabilities who are CFSA wards and placed outside

of the District of Columbia by contracting with DCPS as the entity to provide oversight on behalf

of OSSE. OSSE additionally schedules meetings with DCPS and CFSA not less than once a year,

and more often as needed, to discuss the delivery of educational services and coordination of

activities consistent with this MOA. OSSE takes appropriate action, as needed, when issues arise

about the service delivery at a school outside the District of Columbia that DCPS has not

resolved. OSSE action may include engaging CFSA, as needed, to resolve the matter. OSSE is

responsible for paying authorized tuition service fees upon CFSA’s verification of ward status for

each billing period. Additionally, OSSE and CFSA entered into an MOA with Prince George’s

County Public Schools (PGCPS) to ensure DCPS has access to student records to complete

oversight activities.

The OSSE/DCPS/CFSA MOA has additional provisions for annual transcript review for students

placed out of state by CFSA when DCPS is the LEA. For students placed by CFSA in another

state who are returning to the district when DCPS is not the LEA, the new LEA of enrollment is

responsible for compliance OSSE’s Individualized Education Program (IEP) Implementation for

Transfer Students Policy. These obligations include ensuring that the LEA has student records

and conducts a transcript analysis in accordance with the District’s and their LEA’s graduation

requirements. Additionally, per the MOA, CFSA must notify DCPS and OSSE before a student

will be returning to the District, if assistance is needed in identifying an appropriate school

placement, or if they encounter any barriers to a student’s enrollment and need assistance in

resolving the issue.

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49. Question #49

(a) For fiscal years 2021 and 2022 (through January 31), how many non-

residency tips did OSSE:

(1) receive?; and

(2) investigate?

(b) How many non-residency cases were substantiated in fiscal year 2020?

Please breakdown the data by sector?

OSSE take to remediate them?

(d) What efforts did OSSE take to strengthen its non-residency program in fiscal

years 2020 and 2021? Include in your response what steps OSSE has taken

to ensure that each family receives adequate due process and notice.

(a) Non-residency tips for FY21-22 (to date).

Investigations of non-residency allegations can be initiated by any person submitting a tip

through the OSSE tip hotline, both online and via telephone, through partner agencies

investigating individuals for other fraud matters (e.g., Medicaid fraud), by sharing complaints

received from the public relating to student residency, and by other mediums such as the mail,

email, or in-person communications with OSSE’s Office of Enrollment & Residency. The overall

number of tips received by OSSE is greater than the number of cases investigated by OSSE. This

is primarily due to duplicate tips (e.g., a tip for the same family submitted multiple times) or tips

submitted without sufficient information for OSSE to investigate. Please note that OSSE tracks

cases on a school year (SY) rather than fiscal year (FY) basis and the table below reflects that

practice.

SY20-21 & SY 21-22 (as of 2/17/2022)

Non-Residency Tips Received

School Year

Non-Residency

Tips Received

SY20-21

7/1/2020 – 6/30/2021

SY21-22 to date

7/1/2021 – 2/17/2022

Upon receiving a tip, OSSE merges duplicate tips or sibling tips and then reviews for sufficiency

of information provided. For example, some tips come in without sufficient information to begin

an investigation (e.g., providing a first name but no last name). If a tip has sufficient information

to move forward, it will be assigned to an investigator for investigation.

In addition, investigation referrals can also come from the Enrollment Audit. Auditors flag

documents that appear altered or suspect and are further examined by investigators within

OSSE’s Office of Enrollment and Residency.

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The table below provides the number of cases OSSE is currently investigating or has investigated

to date. A single case involving related students can be counted as both a DC Public Schools case

and a Public Charter Schools case if the students are attending schools in both sectors. This

crossover is why a total case count is not always the sum of cases in both sectors.

SY 20-21 & SY 21-22 (as of 2/17/2022)

Non-Residency Cases Investigated

School Year

DC Public Schools

Cases

Public Charter

Schools Cases

SY20-21

7/1/2020 – 6/30/2021

56 47

SY21-22 to date

7/1/2020 – 2/17/2022

59 50

(b) Substantiated non-residency cases in FY21.

OSSE’s non-residency investigations typically begin with a submitted tip or finding from the

annual enrollment audit. Referrals from the annual enrollment audit and tips with sufficient

information to identify the student are turned into cases and assigned an investigator. These cases

are considered ‘open’ until a determination of resident has been made, or, in the case of a

potential non-resident, substantiated after all notifications and administrative proceedings have

concluded. For cases where a student is initially determined to be a non-resident, OSSE will

issue a Finding of Non-residency to the family. The family can either contest or accept the

finding. If the family accepts, the finding becomes final and substantiated, and the parties enter

into an agreement for tuition. OSSE will notify the LEA that the student is a non-resident and

ineligible to remain enrolled if the original enrollment was not in compliance. Continued

enrollment at the LEA may require re-application, payment of owed tuition, and completion of a

valid tuition agreement.

If the family contests the Finding of Non-residency, OSSE will file the request for an appeal at

the Office of Administrative Hearings (OAH) and proceed with a mediation and continue with a

hearing if the mediation is unsuccessful. The outcome at OAH will either be a concession from

the family substantiating the finding of non-residency, a reversal of OSSE’s initial finding of

non-residency and a closing of the case, or a substantiation of its finding of non-residency

through an OAH judgement.

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SY20-21

SY21-22 to date

DCPS

PCS

Total

DCPS

PCS

Total

Total Cases (Investigation

Initiated)

56 47 103 59 50 109

Open

OSSE in process

OAH

Closed

Residency verified

during investigation

42 33 75 35 13 18

Residency

determined through

Administrative

Review

Substantiated

(Final Agency

Decision)

Concede

Uncontested

OAH decision

Withdrawn

Duplicate

Open – OSSE in process. These cases are cases that OSSE is currently still investigating.

Open – OAH: These cases are where OSSE issued a Notice of Finding and the family appealed

the finding. When appealed, these cases are referred to OAH. These cases will continue through

the administrative process with the OAH for formal mediation and hearing.

Closed – Residency verified during investigation: These cases were investigated, and student

determined to be eligible to attend as a resident.

Closed – Residency determined through Administrative Review: These cases were initially

determined to be non-residents, but the determination was changed through the OAH mediation

and hearing process.

Substantiated – Concede: These cases are where OSSE issued a Notice of Finding of Non-

Residency and the family conceded they were non-residents.

Substantiated – Uncontested: These cases are where OSSE issued a Notice of Finding of Non-

Residency and the family failed to contest the finding within the provided timeframe. Because

they did not contest the finding in the notice, OSSE’s initial determination became the final

decision, and these families are non-residents. If the students were still enrolled, these students

were subsequently unenrolled from school. They were also issued tuition payment agreements

for the relevant school year(s).

Substantiated – OAH Decision: These cases are where OSSE issued a Notice of Finding and

the family appealed the finding. Neither OSSE nor the family came to an agreement during the

mediation process and the case was decided through a formal hearing.

Withdrawn: These cases involve students enrolled for very short periods of time and withdrew

before an investigation could be conducted.

Duplicate: These cases were submitted more than once in the same school year. Information is

consolidated and one case is moved forward while the other is closed.

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*A single case involving related students can be counted as both a DC Public Schools case and a

Public Charter Schools case if the students are attending schools in both sectors. This crossover

is why a total case count is not always the sum of cases in both sectors.

All findings of non-residency are referred to the Office of the Attorney General. The prosecution

of fraud, the pursuit of a False Claims Act case, or other civil remedies lies with the Office of the

Attorney General or the United States Attorney.

(d) Agency’s efforts to strengthen its residency fraud program in FY20 and FY21.

Strengthening the Non-Residency Program

OSSE is committed to ensuring District schools remain accessible first and foremost to

Washington, DC residents. This requires a robust system of compliance and enforcement to

ensure that public schools in the District, including DC Public Schools (DCPS) and public

charter schools, are available, first and foremost, to bona fide residents of the District.

For tuition collection, OSSE continues to mandate electronic agreements for all tuition-paying

non-resident students. This process allows for quicker processing of agreements and ensures that

all payments and agreements are made prior to the start of school. In FY19, OSSE established a

partnership with the Office of the Chief Financial Officer to ensure clear enforcement of

significantly delinquent payments through referral to their Central Collections Unit (OCFO-

CCU). To date, OSSE has referred $782,688.80 in outstanding debt for follow-up collection.

OSSE continued its public information campaign to assist District residents with understanding

the enrollment and residency process by developing a non-resident tuition guide for LEAs,

updating the DC residency verification form, and continuing an outreach campaign that notifies

the general public on how to report potential non-residents. OSSE continued to run digital ads

two times during the year – during the release of the common lottery results and the start of

school. These ads not only targeted to District residents, but also residents in surrounding

counties.

Lastly, in September 2021, OSSE hired a new Lead Investigator. The position had been vacant

since December 2019. The non-residency investigation team is now operating at full capacity.

The enrollment and residency process must balance ease for families and LEAs and support for

our most vulnerable families, with enforcing District laws and regulations that ensure residents

have access to a free, public education. OSSE remains committed to ensuring District schools

remain accessible first and foremost to Washington, DC residents. We will continue to take steps

to improve our practice, and look forward to working with schools, families, and the community

to further improve our residency efforts.

FY 2021 Performance Oversight Questions

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Ensuring Due Process

When OSSE conducts a residency investigation, if it is not clear from the initial review of

records that the student is a DC resident, and prior to issuing a determination of non-residency,

OSSE contacts the family to gather additional information. An OSSE investigator will set up a

time either over the phone or in-person to talk with the enrolling person about any questions

OSSE has regarding the persons residency claim. This also allows the family to help the

investigation understand complex and unique circumstances that some of our District resident’s

experience.

In some cases, the additional information and context provided by a family does not verify

District residency, and in those cases, OSSE will make a determination that the student is not a

resident of the District. When a determination of non-residency is made, a detailed notice letter is

sent to the parent, guardian, other primary caregiver or adult student by mail and email, if

known. The detailed notice letter helps families understand why OSSE’s investigation led to a

finding of non-residency and explains the next steps and timeline for the administrative review

process.

Specifically, the detailed notice letter includes the following information:

• The basis of the non-resident finding;

• An option to request an administrative review within 10 business days;

• An explanation that the student may remain enrolled until a final administrative decision

is made;

• An explanation that if a request for administrative review is not received within 10

business days, then the non-resident finding will be the final administrative decision; and

• An explanation of the tuition owed in the event of a final administrative decision of non-

residency and that the tuition is prorated on the time the student spent enrolled in a DC

public school as a non-resident.

If an administrative review is requested, OSSE will refer the request for review to the Office of

Administrative Hearings. The purpose of administrative review is to provide families with an

additional opportunity to tell their story and present evidence that proves they are a resident.

First, OAH will schedule a mediation session between the two parties. In mediation, a specially

trained neutral mediator meets with the parties (the family and OSSE) and assists them to state

their positions and to explore options to resolve the case without going to an actual evidentiary

hearing. The mediator helps the parties to reach a mutually acceptable settlement of the case. All

judges are qualified to mediate any case before the Office of Administrative Hearings.

If, during mediation, OSSE agrees that the documents and information presented in mediation

are sufficient to establish a student’s status as a District resident, OSSE will withdraw the finding

of non-residency and take no further action. If a family concedes that a student is not a resident,

the non-residency finding becomes final and the parties will enter into a settlement agreement for

tuition. If mediation is not successful, the matter will proceed to a full evidentiary hearing where

the Administrative Law Judge will issue a final decision, which will be the final administrative

FY 2021 Performance Oversight Questions

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decision of OSSE. The final decision that is provided by the judge will also include the statement

of appeal rights. As stated in the appeal rights, if a party wishes to contest the decision of the

judge, they have 30 calendar days from the date the decision was issued to file an appeal to the

DC Superior Court.

Collectively, these efforts have been sustained into FY21 and to present.

FY 2021 Performance Oversight Questions

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50. Question #50

(a) In table format, for each public high school in the District, provide the

number and percentage of students in the graduating class of 2019, 2020, and

2021 that dropped out.

(b) In table format, for each public high school in the District, provide the

number and percentage of students in the graduating class of 2019, 2020, and

2021 that enrolled in a post-secondary school.

Due to the volume of data requested and to provide the user with the ability to sort the data, the

answer is provided as an excel attachment. Further note, the data on postsecondary enrolled

students in Part B relies on data received from the National Student Clearinghouse. As of the

date of this submission, the data from the Clearinghouse are incomplete. We will publish the

information and update the file on our website as soon as we received the updated data.

ATTACHMENT: Q50 – Dropouts and Postsecondary Enrollment.xlsx

(a) See attachment above.

(b) See attachment above.

FY 2021 Performance Oversight Questions

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51. Question #51

(a) Describe all studies, research papers, and analyses OSSE conducted or

contracted for in fiscal years 2020 and 2021, including the status and purpose

of each.

(b) Please identify which of these reports were mandated by legislation. Note the

due date of each report and the actual date of publication.

non-governmental entities. Include scope of the project and the deliverable

date, if applicable.

(a) Studies, reports, etc. for FY20-21

See answer (b).

(b) List of reports mandated by legislation with due date and publication date.

The following reports were published in FY20. The statutory deadline of each report is listed as

applicable along with the published date.

• Students with Disabilities in the District of Columbia Landscape Analysis (No statutory

deadline; Published date: October 9, 2019)

• Youth Suicide Prevention and School Climate Amendment Act of 2016, 2019 Report

(Statutorily required: October 1, 2019; Published date: October 15, 2019)

• DC Teacher Workforce Report (No statutory deadline; Published date: October 9, 2019)

• National Assessment of Educational Progress: 2019 Results (No statutory deadline;

Published date: October 30, 2019)

• OSSE Report on the Uniform Per Student Funding Formula for Public Schools and

Public Charter Schools Act, (Statutory Deadline: January 30, 2019; Published Date:

December 20, 2019)

• 2018-19 School Year Attendance Report (Statutorily required: November 30, 2019;

Published date: December 2, 2019)

• 2019 STAR Framework Brief (No statutory requirement; Published date: December 18,

2019)

• 2019-20 Enrollment Audit Report and Data (Statutorily required: December 31, 2019;

Published date: January 31, 2020)

• Plan to Expand the Use of School Climate Surveys in District of Columbia Public and

Public Charter Middle and High Schools (Statutorily required: December 1, 2019;

Published date: February 7, 2020)

• State of Discipline: 2018-19 School Year (Statutorily required: December 15, 2020;

Published March 2020)

• Youth Risk Behavior Survey, 2019 Report (No statutory deadline; Published date: July 8,

2020)

• Fiscal Year 2019 Pre-K Report (Statutorily required: December 30, 2019; Published date:

September 3, 2020)

• Annual Non-Resident Student Review and Findings Report for the 2019-20 School Year

(Statutorily required: July 31, 2020; Published date: September 14, 2020)

FY 2021 Performance Oversight Questions

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The following reports have been published in FY21. The statutory deadline of each report is

listed as applicable along with the published date.

• Non-Resident Student Review and Findings Report for the 2020-21, School Year

(Statutorily required: July 31, 2020; Published date; November 15, 2021)

• 2019-20 School Year Attendance Report (Statutorily required: November 30, 2019;

Published Date: November 30, 2020)

• DC Environmental Literacy Plan (Statutorily required: beginning in 2020 and triennially

afterwards: Published Date: January 5, 2021)

• DC Free Summer Meals Program Report (Statutorily required: January 1, 2020;

Published date: February 9, 2021)

• Dual Language Landscape (Not statutorily required; Published Date: February 19, 2021)

• State of Discipline: 2019-20 School Year (Statutorily required: December 15, 2020;

Published date: February 2021)

• Audit and Verification of Student Enrollment for the 2020-21 School Year (Statutorily

required: December 31, 2020; Published date: January 29, 2021

• Youth Suicide Prevention and School Climate Survey Amendment Act of 2016, 2020

Report (Statutorily required: July 31, 2020; Published date: July 26, 2021)

entities.

OSSE is committed to facilitating access to and use of education data so education stakeholders

have high-quality information for decision making, as described in OSSE’s strategic plan.

External organizations and government agencies may request data from OSSE using its online

data request portal.

The Family Educational Rights and Privacy Act (FERPA) is a federal law about the privacy of,

and access to, student education records. FERPA allows OSSE to re-disclose student-level data to

third parties without parental consent under several exceptions. Most frequently, OSSE shares

FERPA data under the exceptions for:

• Audit/evaluation (including enforcement/compliance) (also commonly referred to as

“authorized representative”); and

• Research studies

The table below describes OSSE’s current research data agreements with governmental and non-

governmental entities. The table indicates where OSSE is sharing data under:

• FERPA’s audit/evaluation exception to parental consent

• FERPA’s research studies exception to parental consent

• Parental consent (other agreement)

• Non-FERPA agreement (not FERPA data)

FY 2021 Performance Oversight Questions

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For more information on OSSE and federal privacy laws, please see the OSSE website. All

submitted requests for data go through an internal review process to be considered for

fulfillment. OSSE’s data request policy may be found on the OSSE website.

Type of

Entity

Authority

for Data

Sharing

Organization

Date of

Expiration

Effective

Date

Purpose

Research

Organization

FERPA

(Research

Studies)

American

Institutes for

Research

1/31/2023

10/24/2018

Evaluate

AppleTree's

Every Child

Ready early

learning

curriculum

University

FERPA

(Audit /

Evaluation)

Arizona State

University and

American

University

8/31/2023

8/9/2018

Early learning

workforce

reporting

Research

Organization

FERPA

(Research

Studies)

Center for

Research on

Education

Outcomes

(CREDO)

4/30/2024

5/3/2019

Evaluate impact

of charter school

attendance on

academic

achievement

Research

Organization

Non-FERPA

agreement

(not FERPA

data)

Child Trends

3/26/2025

5/18/2021

Support

evaluation of

Project AWARE

DC agency

FERPA

(Audit /

Evaluation)

Criminal

Justice

Coordinating

Council

10/24/2025

10/25/2018

Analysis of the

root causes of,

model the impact

of, and evaluate

the educational

factors related to

juvenile justice

system

involvement

DC agency

Non-FERPA

agreement

(not FERPA

data)

DC Health

3/28/2025

3/31/2020

Support Maternal

and Child Health

Needs

Assessment

DC agency

Non-FERPA

agreement

(not FERPA

data)

DC Health

5/15/2023

6/29/2018

Youth Risk

Behavior Survey

study

DC agency

Non-FERPA

agreement

DC Health

1/31/2025

12/14/2020

Measure and

report on

FY 2021 Performance Oversight Questions

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136

Type of

Entity

Authority

for Data

Sharing

Organization

Date of

Expiration

Effective

Date

Purpose

(not FERPA

data)

improvements in

school readiness

achieved through

the Maternal

Infant Early

Childhood Home

Visiting

(MIECHV)

program and

Early Stages

Research

Organization

FERPA

(Audit /

Evaluation)

DC Policy

Center

9/30/2021

3/30/2020

Analyze trends of

applications in the

common lottery

program by

students at-risk of

academic failure

DC agency

FERPA

(Audit /

Evaluation)

Department of

Behavioral

Health

3/22/2024

3/22/2019

Rank schools by

mental health

services needs

DC agency

FERPA

(Audit /

Evaluation)

Department of

Employment

Services

10/1/2026

10/2/2021

Evaluation of and

compliance with

WIOA Title II

(adult education

and literacy)

DC agency

Non-FERPA

agreement

(not FERPA

data)

Department of

Human

Services

11/30/2025

3/5/2018

Analysis of

TANF family

participation in

subsidized child

care program

DC agency

FERPA

(Audit /

Evaluation)

Department of

Human

Services

8/2/2024

5/19/2020

Analysis of

attendance of

participants in

Youth Services

Division

programs

OSSE

contractor

FERPA

(Audit /

Evaluation)

Georgetown

University

10/30/2023

9/28/2020

Evaluate

Preschool

Development

Grant

OSSE

contractor

FERPA

(Audit /

Evaluation)

Lincoln

Square Group

9/30/2021

1/8/2021

Audit My School

DC lottery

application data

FY 2021 Performance Oversight Questions

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Type of

Entity

Authority

for Data

Sharing

Organization

Date of

Expiration

Effective

Date

Purpose

Research

Organization

Non-FERPA

agreement

(not FERPA

data)

Mathematica

Policy

Research, Inc.

1/31/2025

12/3/2019

DC School

Report Card

website user

study

Research

Organization

FERPA

(Research

Studies)

Merit

Research,

Policy and

Evaluation,

LLC

2/1/2022

4/30/2019

Examine the

longitudinal

outcomes of

preschool

graduates from

Briya Public

Charter School

Other

Non-FERPA

agreement

(not FERPA

data)

National

League of

Cities

3/1/2023

3/6/2018

Support NLC

Census + ad hoc

project

DC agency

FERPA

(Audit /

Evaluation)

Office of the

City

Administrator

8/29/2025

4/19/2017

Analysis to model

the impact of

implementing

three Mayoral

initiatives,

including

attendance

DC agency

FERPA

(Audit /

Evaluation)

Office of the

DC Auditor

1/15/2023

2/2/2018

Review

enrollment

projections

process

DC agency

Non-FERPA

agreement

(not FERPA

data)

Office of the

Deputy Mayor

for Education

6/30/2023

4/30/2019

Evaluate and

benchmark

performance of

grantees of the

Office of Out of

School Time

Grants and Youth

Outcomes (OST)

DC agency

FERPA

(Audit /

Evaluation)

Office of the

Deputy Mayor

for Education

and Office of

the Chief

Technology

Officer

9/30/2022

12/6/2017

School boundary

analysis

FY 2021 Performance Oversight Questions

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138

Type of

Entity

Authority

for Data

Sharing

Organization

Date of

Expiration

Effective

Date

Purpose

DC agency

FERPA

(Audit /

Evaluation)

Office of the

Inspector

General

9/30/2023

5/7/2019

Evaluate

enrollment

procedures,

residency

verification

requirements and

tuition agreement

and non-resident

tuition payment

process at Duke

Ellington School

of the Arts

DC agency

FERPA

(Audit /

Evaluation)

Office of

Victim

Services and

Justice Grants

1/31/2025

12/2/2019

Analyze

attendance

support for

grantees working

with participating

schools

Other

FERPA

(Audit /

Evaluation)

SAS Institute

9/30/2022

6/26/2017

Provide PARCC

scores to DCPS

value-added

vendor

OSSE

contractor

FERPA

(Audit /

Evaluation)

UCLA

9/30/2022

2/4/2016

Early

Development

Instrument

analysis and

reporting

University

FERPA

(Audit /

Evaluation)

University of

Maryland

Center for

Early

Childhood

Education and

Intervention

12/31/2025

5/16/2017

QIN

implementation

and impact

evaluation

University

FERPA

(Research

Studies)

University of

Virginia

1/31/2022

7/10/2014

Effects of DCPS

reforms and to

improve

IMPACT

Research

Organization

FERPA

(Research

Studies)

Urban

Institute

2/28/2023

5/21/2019

Evaluate the

effectiveness of

DC's PK program

FY 2021 Performance Oversight Questions

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Type of

Entity

Authority

for Data

Sharing

Organization

Date of

Expiration

Effective

Date

Purpose

Research

Organization

Non-FERPA

agreement

(not FERPA

data)

Urban

Institute

9/30/2024

4/27/2020

Evaluate Capital

Quality

implementation

Research

Organization

FERPA

(Audit /

evaluation)

Urban

Institute

9/30/2026

10/5/2021

Master Services

Agreement for

Education for

Research Practice

Partnership

Federal

agency

FERPA

(Audit /

Evaluation)

Department of

Education

(through Abt

Associates)

10/30/2026

2/16/2021

Evaluate the

Opportunity

Scholars Program

University

FERPA

(Research

Studies)

Yale School

of Medicine

and DHS

8/1/2027

10/4/2019

Evaluate the DC

MOMS

Partnership (DHS

2-gen program)

FY 2021 Performance Oversight Questions

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52. Every year OSSE releases “State of Discipline” for the previous school year,

pursuant to data collection and reporting requirements under the Student Fair

Access to School Amendment Act of 2018 (“SFASAA”). Please provide an update on

how these reports have been used to inform/revise OSSE discipline policies,

procedures, and practices, including OSSE guidance to LEAs and schools, and any

other supports OSSE provides to LEAs and schools to address positive school

climate and behavioral supports for students.

Through the annual report on the State of Discipline, OSSE fulfills local reporting requirements

and provides the public important information on school discipline. The report provides analysis

and insights into the statewide discipline data reported on the DC School Report Card. This data

includes in-school suspensions, out-of-school suspensions, expulsions, school-related arrests,

referrals to law enforcement, and incidences of violence, including bullying and harassment.

That data is also available by student group.

Over the past several years, OSSE has done meaningful analysis into school discipline through

these reports, and those findings have impacted our work. The 2019-20 discipline report

examined disproportionate exclusionary discipline rates among students with disabilities

specifically. The analysis found that among students with disabilities, students whose primary

disability is emotional disturbance are more likely to be suspended than other students with

disabilities. These findings motivated OSSE’s work focusing on special education and our

Roadmap to Accelerating Outcomes for Student with Disabilities, for example, establishing our

work on micro credentials to enhance classroom practices. Our efforts to improve classroom

practices for our educators is important to reducing a reliance on exclusionary discipline in our

classrooms.

Recent discipline reports have consistently shown that disruptive/reckless behavior and fighting

are the most frequent reasons for disciplinary actions. To support improved school climate and

culture, OSSE offers trainings, resources, and technical assistance in the following focus areas:

trauma-informed approaches, restorative justice, positive behavioral interventions and supports,

social emotional learning, and equity. Our trainings are for classroom teachers, student support

teams, and administrators who want to improve school climate. More information on OSSE’s

programming related to these topics can be found here.

The 2020-21 school year was different in many ways due to schools’ reliance on distance

learning; this required schools to rethink their discipline policies and practices. OSSE supported

LEAs with their discipline practices as they transitioned to remote instruction in response to

COVID-19. OSSE needed to understand the new context for the data it was collecting and

therefore required all LEAs to submit continuous education plans (CEPs) detailing operational

and instructional changes to promote student safety as well as to support students’ social-

emotional and mental health needs. In their CEPs, LEAs also outlined how they would monitor

student behavior during remote instruction and comply with local and federal laws pertaining to

exclusionary discipline.

COVID-19 challenged school communities’ understanding and use of traditional disciplinary

approaches, leading LEAs to adapt their plans for monitoring and responding to student behavior

FY 2021 Performance Oversight Questions

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in distance learning. Expectations of students changed to include behaviors unique to distance

learning. For example, the disruptive behavior colloquially referred to as ‘Zoom bombing’ which

typically involves a disruption that interrupts a remote lesson, became a concern. In addition to

new student behaviors that presented challenges during distance learning, many LEAs also

identified disciplinary actions that reflect a new era of discipline approaches. Many LEAs also

acknowledged the unique stressors on students during the global health crisis and indicated a

desire to ensure students have continuous access not only to education but also social-emotional

supports.

Upon review of LEA’s continuous education plans, we found that few LEAs planned to use

traditional approaches to disciplinary action, for example, a suspension and expulsion, during SY

2020-21. These approaches were reflected in the data; disciplinary incident records declined

significantly during this period. LEAs responded to disciplinary incidents in different ways,

including assigning students to asynchronous learning and adjusting students’ audio, video, or

chat privileges. Willful defiance and disruptive behavior were the primary reasons why students

received disciplinary actions in the 2020-21 school year, which reflected a shift from prior years,

where incidents of a physical nature were more prevalent. As schools rely on distance learning

situationally in the future, OSSE’s discipline collection efforts will reflect the changing nature of

disciplinary incidents and responses. Further, the Student Fair Access to School Act aims to

ensure that students are not excluded from education even when they have a disciplinary

challenge; it is important to ensure that this law applies in both in-person and distance learning

settings. OSSE will continue to be mindful of these changes as it continues its discipline

collection efforts.

OSSE continues to provide an expansive array of supports to address school discipline. Broadly,

topics include restorative justice, school culture and climate, social emotional learning, and

trauma informed supports. These supports are advertised to LEAs and schools through OSSE’s

monthly Teaching and Learning Bulletin. The supports provided are grounded in the data from

the discipline collection and the discipline report.

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53. Describe OSSE’s protocol to ensure that student data is protected and how this

impacts responses to Freedom of Information Act requests or research requests.

OSSE’s policies and procedures to protect student data

OSSE is committed to protecting student privacy and takes its responsibilities as the state

education agency under local and federal privacy laws seriously. At the same time, OSSE is

committed to facilitating access to and use of education data so that education stakeholders have

high-quality information for decision-making.

To meet both of these goals, OSSE has taken a robust approach to codifying policies and

procedures to ensure the protection of student information, and to build the agency’s capacity

around data privacy, security, and confidentiality.

Dedicating resources and supporting ongoing efforts

OSSE has a data governance and privacy team within the Division of Data, Assessment, and

Research that is charged with overseeing policies, procedures, and structures that govern and

protect student data. To meet this charge, the data governance and privacy team collaborates with

OSSE’s Office of General Counsel to develop policies and ensure compliance.

Additionally, data sharing agreements are critical legal vehicles needed to share student

information with third parties, while holding them accountable for keeping that information

private, secure, and confidential. OSSE ensures that all contracts and data sharing agreements

comply with the federal Family Educational Rights and Privacy Act (FERPA) and include

additional protections for sensitive data. OSSE has created an internal tracking system for data

sharing agreements and been featured nationally for this work in accordance with FERPA.

OSSE requires all third parties that receive personally identifiable information (PII) to complete

a data destruction form that describes how the data received from OSSE has been destroyed, and

third parties are required to certify that the destruction occurred after the data sharing agreement

has ended, in accordance with OSSE’s Data Destruction Policy.

As part of continuous improvement and in an effort to better balance privacy and public

transparency, OSSE adopted a Student Privacy and Data Suppression Policy in November 2020.

Under the policy, OSSE can report more data to the public transparently, while still rigorously

protecting student privacy. This is accomplished by setting the rules for suppression of affected

datasets based on the potential risk of identifying individual students. For bigger populations,

there is lower risk to individual privacy, so less suppression is needed. For smaller populations,

more data is suppressed to ensure individuals are protected. This population-based approach is

ultimately more transparent than having absolute suppression rules for all files, without

sacrificing student privacy. More specific information about the policy, including an example

illustrating it, is available on OSSE’s website.

In early 2022, OSSE published a complementary policy to inform the public about how OSSE

protects data about the educational workforce (faculty, teachers, staff, etc.).

FY 2021 Performance Oversight Questions

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Training staff on protecting student data

As cited in a recent report by the National Association of State Boards of Education, human error

is a factor in 95 percent of all data security incidents. To address this, OSSE has continued to

implement its data privacy training policy that includes two (2) primary components:

Data Privacy Training

• All new employees and on-site contractors at OSSE must complete data privacy training

within 30 days of their start date.

• All current employees and on-site contractors must complete data privacy training once

every fiscal year.

Non-Disclosure Agreement

• All new employees and on-site contractors at OSSE must sign a data non-disclosure

agreement upon starting work with the organization.

• OSSE’s human resources team ensures all current employees and on-site contractors have

a non-disclosure agreement on file.

In consultation with national experts, OSSE has developed a robust training curriculum on the

basics of student privacy that is used with all employees annually and has been shared with

LEAs and other states. Every year since 2018, OSSE has released an online data privacy training

module that includes real life examples of data incidents and requires all staff to complete a data

privacy quiz upon completion. This year’s new content is about best practices from the updated

Data Incident Response Plan and tips for protecting privacy while in a hybrid work posture

(some telework and some in-office work).

Regarding non-disclosure agreements (NDAs), all current employees and on-site contractors

signed and returned NDAs, affirming their commitment to protecting confidential information.

OSSE’s Human Resources Division is required to ensure all current employees and on-site

contractors have a non-disclosure agreement on file.

OSSE has a robust data destruction policy, which is enforced when data sharing agreements end.

Stakeholders that receive individual-level data under written data sharing agreements are

required to submit a certificate attesting that they have destroyed data OSSE provided. In

addition, OSSE’s data incident response plan provides guidance and best practices for staff to

report potential data incidents and how OSSE might investigate and propose mitigation and other

next steps. As a result of increasing global threats to data security and privacy (especially given

increased reliance on technology during the global pandemic), OSSE updated this protocol in

early 2022 to reflect these emerging cybersecurity threats impacting computer systems across the

world.

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OSSE’s policies and procedures to respond to data and FOIA requests

OSSE has protocols in place for sharing of data as permissible by law. The release of student

records/data is prohibited under D.C. Code § 2-534 (a)(2) and § 2-534 (a)(6). OSSE does not

fulfill requests for student data through FOIA. Student data is protected through FERPA and may

only be released if it meets one of the statutory release exemptions. OSSE believes in

transparency, in accordance with FOIA, but student records have heightened statutory standards

under FERPA and applicable local laws. This section outlines OSSE’s procedures for reviewing

and complying with requests for records including student records when permissible by the

relevant laws.

General data requests

The OSSE Data Request Portal serves as a centralized intake and tracking system for all

requesters. In general, regardless of the type of request or requester, data request fulfillments go

through a minimum of three (3) stages of quality assurance and security checks, including:

• Peer review in OSSE’s Division of Data, Assessment and Research (DAR), where

analysts review data pulled together by other analysts and ensure it meets the relevant

standards, requirements, and limitations;

• Review and approval from DAR’s Director of Data Governance and Privacy and

Assistant Superintendent, who check data for proper suppression and alignment with data

sharing agreement(s); and

• Final approval from the Superintendent.

Data requests for student records

Under FERPA, parents (and guardians) and adult students have the right to request their child’s

education records and their own, whether for themselves or for a third party (such as an

attorney). These requests are most often and appropriately directed to schools, so OSSE redirects

requesters to LEAs, as they are the original source of the information shared with OSSE.

If LEAs are unable to respond to the request, OSSE will periodically accept and fulfill student

records requests, as deemed legally appropriate and authorized under FERPA.

These requests are also entered and tracked in OSSE’s data request portal and handled by a

designated staff person in CIO. Prior to receiving data, requestors are required to verify their

identity in-person to ensure the person is entitled to this information. Records are also reviewed

by DAR’s Director of Data Governance and Privacy to ensure privacy and proper redaction, as

required.

Data requests for research and evaluation

OSSE staff ensures that data requests that include a student’s personally identifiable information

(or other confidential information) require signed data sharing agreements outlining legal

responsibilities for requesters and OSSE regarding data sharing, use, re-disclosure, protections,

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and destruction. Entities must agree to written data sharing agreements and demonstrate

compliance with these agreements. If they do not, an entity may be subject to compliance

monitoring and required corrective actions. Data sharing under FERPA is permissive, not

mandatory; FERPA provides discretion to the state education agency with regard to whether to

prohibit non-compliant entities from receiving data. The US Department of Education has

enforcement authority and may also unilaterally impose 5-year ban on data sharing with non-

compliant entities. See 20 U.S. Code § 1232g(b)(4)(B) and 34 CFR 99.67.

Freedom of Information Act (FOIA) requests

OSSE’s Office of the General Counsel ensures compliance with the District of Columbia

Freedom of Information Act (FOIA) (D.C. Code §§ 2-531-540) statute and has developed a

system for processing FOIA requests that increase transparency, communication, and timeliness

while safeguarding student data. This system encompasses robust coordination between the

agency FOIA officer and points of contact within OSSE divisions to identify and gather

responsive documents in a timely manner. The FOIA officer is responsible for review and

redaction of all responsive records in compliance with the D.C. FOIA statute to ensure protection

of student information. Each FOIA request is subject to a four-tier review process including:

initial review and redaction by the FOIA officer, review by the programmatic lead in the relevant

OSSE division, final legal sufficiency review by the General Counsel, and technical security

check by the Chief Information Officer. OSSE has adopted the FOIAXPress tool that allows for

centralized submission and tracking of all FOIA requests.

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54. Provide the findings from the testing integrity investigations for School Year 2018-

2019 and the status of the investigation reports for School Year 2019-2020.

Documentation on OSSE’s test security and integrity processes, requirements, and templates as

well as the test security investigations process can be found on the OSSE’s website. Following

the test integrity investigations of SY 17-18 and SY18-19, there were no substantiated findings

that resulted in official OSSE sanctions.

Due to the coronavirus pandemic, OSSE announced the cancellation of statewide summative

assessments for students in spring 2020 and 2021. This impacted the PARCC, DC Science,

Multi-State Alternate Assessments (MSAA), Dynamic Learning Maps (DLM), and all the

remaining ACCESS for ELLs 2.0 and Alternate ACCESS assessments. As a result, there were no

test integrity investigations.

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Childcare and Early Learning

55. Provide a detailed description of the childcare sector in the District for fiscal years

2020, 2021, and 2022 (through January 31). Include in that discussion:

(a) Data on the capacity, subsidy enrollment, and subsidy utilization of all infant,

toddler, and preschool age and school age licensed capacity child care

programs in the District) broken down by ward and program type (i.e.

center, home, or LEA).

(b) Number of infants and toddlers (0-3) residing in the District by ward.

(d) Amount paid to child development care providers who provided subsidized

care; and

(e) A list of the childcare facilities that were newly licensed during that fiscal

year.

ATTACHMENT: Q55 – Childcare.xlsx

Early Childhood Education in the District of Columbia is delivered through a mixed delivery

system that includes child development homes (105); child development centers (365) operated

by independent businesses, non-profits, and faith-based organizations; and pre-k and afterschool

programs operated by District of Columbia Public Schools and charter LEAs. This mixed

delivery system provides a range of options for families.

To assist families with the costs of care, the District of Columbia funds child care subsidies for

low-income and working families, which follow children to the care their families choose.

Roughly 55% of the District’s licensed child care facilities participate in the subsidy system.

Child care facilities that participate in Early Head Start, Head Start, or the District’s publicly

funded pre-k program also receive public funding through these programs, but the majority of

child care funding in the District comes from tuition payments made by parents.

The District’s 470 licensed child development facilities have licensed capacity to serve 26,958

children ages 6 weeks through 13 years old, although the number of children that providers are

able to serve is currently reduced as a result of COVID health and safety guidance. In FY19,

FY20, and FY21, the District worked to enhance access to, quality of, and affordability of child

care through a variety of strategies. In FY19, a historic investment in child care subsidies

allowed the District to increase payment rates for subsidy child care providers to reflect the cost

of quality, and from FY18 through FY20 the District invested $9M to create and sustain the

supply of quality infant and toddler child care slots through the Access to Quality grant program.

The public health emergency declared in March 2020 has had a substantial effect on the

District’s child care sector in FY20, FY21 and FY22 to date. In March 2020, 88% of child care

facilities—like most District businesses—closed in response to stay-at-home orders. As the

District entered the recovery phases in Summer 2020, child care providers began to reopen, and

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today over 90% of facilities have reopened. However, health and safety guidance limited child

care group sizes through May 2021. Although DC Health guidance has allowed child

development facilities to return to the group sizes and ratios established in child care licensing

regulations, many facilities continue to operate at reduced enrollment as a result of staffing

challenges, variation in family demand for child care, or for other pandemic-related factors. In

addition, child development facilities continue to experience decreased attendance because of

quarantine/isolation requirements for children and staff due to COVID symptoms, exposure, or

positive COVID tests. As a result, District child care facilities have experienced significant

revenue losses during the public health emergency, even as they face increased operating costs

for staff, cleaning, and materials and supplies.

The District has taken a variety of steps to support child care providers during the public health

emergency, including:

• Providing health and safety guidance, technical assistance, and personal protective

equipment (PPE) to support child care providers to operate safely during the public health

emergency.

• Funding $5 million in emergency relief grants for child care in FY20 through the D.C.

Child Care Relief Fund, which reached nearly all licensed providers.

• Providing $400,000 in Access to Quality Emergency grants to child care providers who

previously received funding through the Access to Quality grant program, to support

newly licensed or expanded providers to maintain the supply of infant and toddler care.

• Funding $10.7 million in emergency relief grants for child care in FY21 through the D.C.

Child Care Relief Fund II, which was funded with federal Coronavirus Relief and

Response Supplemental Appropriations Act funds, and reached 428 licensed facilities,

and $5.8 million in emergency relief grants through the D.C. Child Care Road to

Recovery Fund, which was funded with federal CARES Act and local funds and reached

213 licensed facilities.

• Paying child care subsidy providers based on enrollment from March through October

2020.

• Implementing a Public Health Emergency subsidy rate from December 2020 through

September 2021 which increased payments to subsidy providers in recognition of the

increased costs of delivering child care during the public health emergency.

• Expanding the Shared Service Business Alliance (SSBA) to enhance the financial well-

being of child development homes and small centers by making the efficiencies and

business supports that the SSBA provides available to any child development home or

Level II child development center that chooses to participate, at no cost to providers, and

providing access to deep cleaning services for child development facilities.

• Utilizing $6 million in federal CARES Act funding for child care to support the child care

sector during the public health emergency, including through:

o $1.4 million to provide emergency child care for essential workers during periods

when many child care providers were closed in FY20;

o $1.7 million to cover increased costs of continuing enrollment-based subsidy

payments to child care providers from April-September 2020; and

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o $2.8 million for the District Road to Recovery Fund, which will provide

additional emergency relief grants to child care providers with demonstrated need

who meet additional priorities.

As a result of these efforts, the licensed capacity of child care facilities has actually increased

from the start of the public health emergency through December 2021.

The Division of Early Learning continues working, in partnership with child care providers,

other District agencies, and other stakeholders, to support the child care sector through the public

health emergency and prepare to facilitate and accelerate the sector’s recovery in service of the

District’s economic recovery as the public health emergency resolves. In FY22, we anticipate

delivery of significant financial relief to child development facilities through the following grant

programs:

• $38.9 million in D.C. Child Care Stabilization Grants, funded through federal American

Rescue Plan funds, which will be available to nearly all licensed child development

facilities that are not local education agencies (LEAs).

• $3 million in D.C. Child Care Road to Recovery Fund II grants, funded through CRRSA

funds, to support the increased costs incurred by facilities serving medically fragile

children during the COVID pandemic and offset reduced revenues experienced by some

child care subsidy providers in FY21 as a result of reduced attendance due to COVID-19.

(a) Childcare programs

Due to the volume of data requested, the answer is provided as an attachment.

See Attachment: Q55 – Childcare.xlsx

(b) Number of infants and toddlers (0-3) residing in the District by ward.

OSSE does not collect data on the universe of infants and toddlers residing in the District. The

Office of Planning reports ward level demographics data from the American Community Survey

which is described in the table below:

2019 Census Population Estimate

Ward

Estimate of

Children Under 5

Ward 1

2,898

Ward 2

1,691

Ward 3

1,977

Ward 4

4,239

Ward 5

3,607

Ward 6

4,437

Ward 7

3,508

Ward 8

4,839

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Ward

Estimate of

Children Under 5

Total

27,196

Please note, 2019 is the most recent year for which this data is currently available.

Fiscal Year

Open

Facilities

Closed

Facilities

Total

Facilities

Percentage of

Closed Facilities

FY20

475

504

6.1%

FY21

477

509

3.5 %

FY22 YTD

500

509

1.8%

(d) Amount paid to child development care providers who provided subsidized care.

Year

Subsidy Amount

FY20

$118,382,904

FY21

$97,147,562.00

FY22 YTD

$18,277,422.00

(e) A list of the childcare facilities that were newly licensed during FY20-22 (to

date).

Fiscal Year

License

Obtained

Facility Name

FY20

2 New Heights Child Development Center

FY20

Bambini Play & Day Care Center LLC

FY20

Communikids Preschool LLC VI

FY20

Edna De Leon Lopez / Peaceful Play Bilingual CDX

FY20

FAA/DOT Child Development Center

FY20

First Choice Day Care

FY20

Floricelda M. Avila De Alvarez

FY20

Growing Minds Together

FY20

Isatou Jabang / Curious Explorers Home Day Care

FY20

Khadijah Thomas/Ngegha Beginner Child Care

FY20

Kidz Care Unlimited Child Development Center

FY20

Kimberly Clarke

FY20

KinderCare Champions @ Excel Academy

FY20

KittyFlo Learning Academy/Renessa L. Copeland

FY20

KU Kids Deanwood, LLC

FY20

Lachan Bush/Little Geniuses Leadership Academy

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Fiscal Year

License

Obtained

Facility Name

FY20

Mesac Child Development Center

FY20

Rising Stars Early Learning Center

FY20

Rocketship Legacy Prep

FY20

Rocketship Rise Academy

FY20

Sukarno Glory Childcare Development Center

FY20

UPO @ C. W. Harris Elementary School

FY20

Winifred Thomas

FY20

Woodbridge Day Care Center V

FY21

AlphaBEST Education @ KIPP DC Wheeler Campus

FY21

AlphaBEST Education @ Two Rivers 4th ST

FY21

AlphaBEST Education @ Two Rivers Charles Young

FY21

Bambini Play & Learn at NoMa, LLC

FY21

Bellas Artes Child Creativity Center

FY21

Bethel Christian Fellowship CDC Infant Center

FY21

Bright Start Early Care Preschool II

FY21

Bright Start NOMA LLC

FY21

Capital Kids DC

FY21

CentroNia @ Stevens Early Learning Center

FY21

Children Of the Future

FY21

Communikids Preschool LLC VII

FY21

Curious Explorers Center West Campus

FY21

DC Superior Court Child Care Center

FY21

Discovery Learning Academy

FY21

Eagle Academy Public Charter at Capitol River Front

FY21

Educare DC- IDEA

FY21

Emergent Preparatory Academy III

FY21

Emergent Preparatory Academy IV

FY21

Emergent Preparatory Academy V

FY21

Gatari Child Development Center III

FY21

Genesis One Kids, LLC

FY21

Glover Park KinderCare

FY21

House of Ruth's Kidspace Child and Family Development Center

FY21

Independent Church of God Child Development Center

FY21

Jenkins Hill Child Development Center III

FY21

Kindercare Education/ Champion @ Dorothy Height

FY21

Learning Leaf Childcare Center

FY21

Little Rockets

FY21

Love and Care Child Development Center

FY21

Mestawet Dejene/Playsafe Playhouse CDH

FY21

Narbear Child Development Home Daycare

FY21

Newlen Early Childhood School Readiness Center II

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Fiscal Year

License

Obtained

Facility Name

FY21

Peaceful Play Center

FY21

Petit Scholar North Campus II

FY21

REDHEAD Laugh Learn and Play Child Care

FY21

Rocketship Infinity Community Prep

FY21

Sebastian Molina Vail

FY21

Sequoia School Child Care and Early Learning Center

FY21

The Learning Curve CDC IV

FY21

The Learning Curve III

FY21

Winters Wonderland Early Child Care

FY21

YMCA @ Meridian Public School

FY21

YMCA at Diplotots Too

FY21

Zecketia Coleman/Little Emotions

FY22

Adiam Haddege / Zoe's Home Daycare

FY22

Friendship Public Charter School @ Ideal

FY22

Gatari Child Development Center II

FY22

Kenney Business Solutions, Inc.

FY22

KinderCare Learning @ Watergate 600

FY22

Phase Family Center DC, LLC

FY22

Primrose School At the Parks DC

FY22

Soles Montessori Child Development LLC

FY22

STORY TIME KIDS LLC

FY22

Sweet Home Daycare

FY22

The Britleys School, Inc

FY22

Titi's Happy Hearts/Deborah Berhane

FY22

Tyraee Carter / The Carter's Heaven Arms

FY22

UPO @ Malcolm X Elementary School

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56. Please describe how OSSE is supporting the early childcare education workforce in

meeting the enhanced educational requirements.

OSSE’s child development facility licensing regulations, 5A DCMR §§100-199 (effective Dec.

2, 2016) seek to improve the quality of the early care and education workforce by ensuring that

staff have the necessary qualifications and credentials to educate and care for young children. In

June 2018, OSSE extended the deadline for meeting the qualifications for various child

development facility positions. In Dec. 2020, in order to support child care providers who are

experiencing challenges recruiting and retaining adequate staff as a result of the public health

emergency, OSSE promulgated emergency and proposed rulemaking (posted on Dec. 11, 2020)

to extend the deadline for teaching assistants and home-based child care providers to obtain a

Child Development Associate (CDA) to Dec. 2023.

OSSE has determined that some staff in child development facilities will need more time to

reach the minimum education requirements deadline due to the unforeseen hurdles that were

caused directly (or in part) by the public health crisis due to the novel coronavirus pandemic (or

COVID-19). The table below reflects all the aforementioned deadline extensions for each

position and their required credential type.

Position

Minimum Education Credential Required

Compliance Date

Center Director

Bachelor’s degree (BA) in early childhood

education (including early childhood

development, early childhood education,

elementary education, or early special education)

or a bachelor’s degree in any subject area with at

least 15 semester credit hours in early childhood

education.

Dec. 2, 2022

Teacher

Associate degree (AA) in early childhood

education (or early childhood development, child

and family studies, or a closely related field) or

an associate degree (or higher) in any subject area

with at least 24 semester credit hours in early

childhood.

Dec. 2, 2023

Assistant Teacher

Child Development Associate (CDA) or an

associate degree (or higher) in any subject area

Dec. 2, 2023

Expanded Home

Caregiver

Associate degree in early childhood education (or

early childhood development, child and family

studies or a closely related field) or an associate

degree (or higher) in any subject area with at least

24 semester credit hours in early childhood.

Dec. 2, 2023

Home Caregiver and

Associate Home

Caregiver

Child Development Associate (CDA) Dec. 2, 2023

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OSSE has taken numerous steps to ensure that the early care and education workforce meets the

enhanced educational requirements. The list below summarizes some highlights of these efforts.

ECE Resources Webpage

Launched in July 2017, the ECE resources webpage provides position-specific information on

the new education requirements, as well as programs and resources available to help the

workforce meet the new requirements.

Early Childhood Education (ECE) Help Desk

In Fall 2017, OSSE launched the ECE Help Desk to provide individualized support and address

specific questions about the new education requirements. Child care professionals can contact

the help desk at [email protected] or (202) 478-5903 and will receive a response

immediately or within 24 hours.

College Fairs

OSSE’s Division of Early Learning, in partnership with OSSE’s Division of Postsecondary and

Career Education, facilitates the Adult College Completion Fairs: Early Childhood Educators

Edition. This initiative provides focused support to DC’s early childhood education workforce in

learning about programs and resources to help gain their respective education credentials. Due to

the public health emergency caused by COVID-19, this workforce initiative has been modified.

OSSE held a virtual college fair in FY2021 and will hold a virtual college fair in FY2022 as

well.

Quorum Online Learning

In May 2017, OSSE introduced an online training platform through Quorum. The platform

allows child development staff unlimited, 24/7 access to a catalogue of engaging and interactive

training courses, including those required for obtaining a Child Development Associate (CDA)

credential.

Continued Education Scholarships and Incentives Program

OSSE also supports the early learning workforce by providing funding for workers to obtain

higher education credentials. There are three avenues of support: (1) Child Development

Associate (CDA) grants; (2) associate and bachelor’s degree scholarships; and (3) First Step

program for high school students (see below for information). Additionally, for the first time in

FY2022, OSSE is funding a workforce incentive program to recognize educators already

meeting the minimum education requirements and to support educator retention.

Child Development Associate (CDA) Grants

OSSE funds two grantees, CentroNia and Southeast Children’s Fund, to provide scholarships and

supports through their CDA programs, which are offered in English, Spanish and Amharic. The

grantees also provide scholarship funding to cover the CDA application fee for those who obtain

the required instructional hours outside of the grantees’ programs, including via Quorum.

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Workforce Development Program

The Workforce Development Program is a new grant program that is supporting associate and

bachelor’s degree attainment, as well as a workforce incentive program for continuing education

for educators who are already meeting the minimum education requirements. This grant is new in

FY2022 and significantly increases the funding available for scholarships. The Teacher

Education and Compensation Helps (T.E.A.C.H.) D.C. program is in the process of sunsetting

and will formally end at the end of FY2022. Scholars participating in T.E.A.C.H. D.C. will

transition to the Workforce Development Program. The National Black Child Development

Institute (NBCDI) administers the T.E.A.C.H D.C. program. In FY2021, there were 139 unique

scholars (i.e., assistant teachers, teachers, directors or expanded home caregivers) in the

T.E.A.C.H. D.C. program working on either an associate or bachelor’s degree.

First Step

OSSE piloted the First Step CDA Career and Technical Education (CTE) program in FY17,

which provides high school students the opportunity to work towards earning their CDA

credential and high school diploma at the same time. In the 2020-21 school year, 144 students

were served in the First Step CDA Program across three DC Public Schools and one DC Public

Charter School high school site. In the 2021-22 school year, there are currently 158 students

participating. This includes students from the previous school year who are in their second year

of the program. In the 2021-22 school year, DCPS began funding and paying for their program

directly

Continuous Service Waiver

OSSE recognizes the value of experience in the field. Facilities can apply for waivers from

education/credential requirements for center directors, teachers and expanded home caregivers

who have demonstrated at least 10 years of continuous service in early childhood education.

Further information on the waiver application process is available on OSSE’s website.

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57. Describe the professional development opportunities OSSE provided/offered to

child development centers and early care staff in fiscal years 2020 and 2021. Include

in the description the formats in which the opportunities were offered (e.g., face-to-

face or online). Please describe to what extent this work has been impacted by the

COVID-19 pandemic.

OSSE continues to provide robust professional development and support for child development

centers and early child care staff. Trainings are delivered by OSSE’s Division of Early Learning

(DEL), contractors, inter-governmental partners, external partners and a cohort of OSSE-certified

trainers. In response to the COVID-19 pandemic, OSSE, our contractors, grantees, and

intergovernmental partners modified delivery of in-person trainings to synchronous online

trainings while continuing to make asynchronous online course offerings available. This shift has

allowed OSSE to reach more child development facilities and staff with helpful content to better

serve children in their care.

OSSE makes training available to the early childhood workforce through the Professional

Development Information System, (PDIS), OSSE’s workforce registry and professional

development tracking system, as well as OSSE-certified trainers offering trainings outside of

PDIS. Through these delivery mechanisms, OSSE provided approximately 847 face-to-face and

synchronous online training opportunities for approximately 22,048 participants in FY21. Note

that this number is not unique individuals, but the total number of participants. Compared to

FY20 numbers (794 trainings and 26,419 participants), there was a 7 percent increase in trainings

but a 17 percent decrease in participants in FY21.

OSSE also uses Quorum, an online professional development platform of asynchronous courses,

for the early childhood education workforce. As of January 12, 2022, a total of 534 facilities

were registered for Quorum, including 418 centers/schools/programs and 114 child development

homes/expanded homes. A total of 7,247 individual active users were registered in the online e-

learning system. Once each course is completed, educators earn a certificate. A total of 162,038

courses have been completed from May 2017 to Dec. 31, 2021.

OSSE leveraged professional development platforms to shift delivery of professional

development from in-person trainings to synchronous online trainings during the COVID-19

pandemic, with great success. The number of PDIS trainings held increased 26 percent from

FY19 to FY20 (from 242 to 304) and increased from 39 percent from FY20 to FY21 (from 304

to 424), facilitated in part by increased use of online delivery modalities. The total number of

participants increased 457 from FY19 to FY20 (from 2,861 to 15,937). Although the number of

participants decreased by 12 percent (from 15,937 to 13,945) from FY20 to 21, this was still a

387 percent increase over FY19. (Note that these numbers do not reflect unique individuals, but

the total number of participants.)

From FY19 to FY20, Quorum course completions also increased by 86 percent (29,859 to

55,492). From FY2020 to FY2021, course completions decreased by 46 percent (55,492 to

29,836), returning to levels comparable to FY19.

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One potential explanation for trends in PDIS participation and Quorum course completion over

the past three years is that the workforce had more time to pursue the easily accessible online

professional development opportunities while many child development facilities were closed in

2020, but as facilities reopened, the workforce had less time to attend trainings.

Experience during the pandemic, including the higher rate of PDIS participation sustained into

FY21, suggests that the PDIS and Quorum are effective in reaching more of the childcare

workforce to take advantage of these trainings due to online and more flexible delivery. As the

District moves to and through recovery from the COVID-19 pandemic, OSSE and our partners

are working to resume delivery of in-person professional development for the child care

workforce, while continuing to offer a robust array of synchronous and asynchronous online and

hybrid learning opportunities to meet the diverse needs of the District’s early educators.

The chart below outlines the continuing education topics required of all staff working in a

licensed child development facility, per 5-A DCMR Chapter 1. This table includes in-person and

synchronous online course offerings, as well as courses available through the online Quorum

professional development system.

Professional Development

Mandated by 5A DCMR

§ 139

OSSE Course Offerings Quorum Courses

Child abuse and neglect,

prevention, detection and

reporting

• Stewards of Children: Child

Sexual Abuse Prevention

• Training for Mandated

Reporters/Human Trafficking

Awareness and Mandated

Reporter Training

• Understanding Child

Abuse and Prevention

Emergency preparation and

response planning for

emergencies resulting

from a natural disaster or a

human-caused event

• Emergency Preparedness

• Emergency Response Training

and Plan Development during

the Coronavirus (COVID-19)

Pandemic

• Keeping Our Children

Safe: Planning Ahead

and Being Prepared

Prevention of sudden

infant death syndrome and

use of safe sleep practices,

as applicable

• Infant Safe Sleep Practices

• Safe Sleep and Sweet

Dreams for Infants

Prevention of shaken baby

syndrome and abusive

head trauma, as applicable

• Protecting Young Children

(formerly the Period of Purple

Crying)

• Understanding Child

Abuse and Prevention

First aid and CPR

• Adult/Pediatric First

Aid/CPR/AED

• Must be completed in-

person

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Professional Development

Mandated by 5A DCMR

§ 139

OSSE Course Offerings Quorum Courses

Developmentally

appropriate programming

for infants, toddlers,

preschool and/or school-

age children, as applicable

• “Ah Go! Ah Mey!”: African

Dancing and Drumming in the

Early Childhood Classroom

• All Over this World: Using

Music to Teach Global

Diversity

• Bring on the Drama: Promoting

Early Childhood Literacy with

Theater Techniques

• Building Literacy Skills through

Stories and Books/WETA Kids

Ready to Learn

• Capturing the Joy of Learning

to Read

• Capturing the Joy of Learning

to Write

• Chanting and Moving to Bring

Joy to Your Classroom Day

• Children's Books: Creating a

Musical Presentation Classroom

Assessment Scoring System

(CLASS) Series

• The Creative Curriculum for

Family Child Care Series

• The Creative Curriculum for

Infants, Toddlers and Twos

Series

• The Creative Curriculum for

Preschool Series

• Curriculum Training: Frog

Street Infants and Toddlers

• Curriculum Training: Frog

Street Pre-K

• Curriculum Training: Frog

Street Threes

• DC Early Learning Standards

101

• DC Early Learning Standards 2

• Developing Early Literacy

Skills through Play

• Developmental Milestones for

3-5 Year Olds

• Child Assessment: The

Essentials of

Individualizing

• Child Language

Development and

Signs of Delay

• Creating Positive

Connections

• Curriculum Unpacked

• The Developing Infant

and Toddler

• Developmental

Milestones

• Dual Language

Learners

• Enriching Play

• Exploring the

Piramide Approach

• Family Child Care

Indoor Environment

• Foundations for

Learning Every Day

• Foundations of

Curriculum

• From Food to Physical

Activity

• Growing Language for

Infants and Toddlers

• Inspiring Creativity

• Juggling Act:

Schedules, Routines

and Transitions

• Learning Environment

• Learning Every Day

Through the Senses

• Phonological

Awareness

• Piramide: Interactive

Storytelling

• Power of Play

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Professional Development

Mandated by 5A DCMR

§ 139

OSSE Course Offerings Quorum Courses

• Developmental Milestones for

Infants and Toddlers

• Developmentally Appropriate

Practice (DAP) for Infants and

Toddlers

• Developmentally Appropriate

Practice (DAP) for Preschool

Children

• Developmentally Appropriate

Practice (DAP) for Out-of-

School Time Programming

• Developmental Needs of

Children Ages 5 to 12 years

• Early Writing: From Scribbles

to Words

• Engaging Students in STEAM

in Afterschool Programs

• Exploring Air with Young

Children

• Exploring the Habits of Birds in

the Winter

• Exploring the Life Cycle of the

Butterfly and Baby Beetles

• Exploring the Natural World

and Developing Science Inquiry

with Young Children

• Family Child Care Environment

Rating Scale-Third Edition

(FCCERS-3) Series

• Food Manager's Training

• From Garden to Classroom:

Making Recipes with Kids

• Garden-Based Learning

• How to Administer the Ages

and Stages Questionnaires,

Third Edition (ASQ-3)

• Infant/Toddler Environment

Rating Scale-Third Edition

(ITERS-3) Series

• Learning Letters and Sounds:

The Alphabetic Principle

• Responsive

Caregiving for Infants

and Toddlers

• School-Age Care:

Learning by Design

• STEM in the

Preschool Classroom

• Teaching with

Intention

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Professional Development

Mandated by 5A DCMR

§ 139

OSSE Course Offerings Quorum Courses

• Music and Movement for

Developing Self-Regulation

• Nature Walks to Learn about

the Ecosystem

• Numeracy and Science Inquiry

Development in Infant and

Toddler Classrooms

• Numeracy and Science Inquiry

Development in Pre-K

Classrooms

• Pre-K CLASS Series

• Puppet Play: Using Puppets to

Strengthen Social-Emotional

Development

• Quality Interactions During

Nature Walks and Outdoor Play

• The Reading-Writing

Connection: Decoding and

Encoding

• Ready, Set, Write: Sensory

Exploration and Writing

Readiness through Art

• Responsive Caregiving for

Children Birth to 5

• Sense of Wonder: Protecting the

Planet

• The Seven Components of

Reading Instruction

• Supporting Children Birth to 5:

Exploring Brain Development

• Using Books to Support

Developmentally Appropriate

Interactions in Infant and

Toddler Classrooms

• Using Books to Support

Developmentally Appropriate

Interactions in Pre-K

Classrooms

• Wellness Wednesdays Series

Prevention and control of

infectious diseases,

including immunization

• How to Prevent and Control

Infectious Diseases

• Cut the Cooties:

Communicable

Disease Prevention

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161

Professional Development

Mandated by 5A DCMR

§ 139

OSSE Course Offerings Quorum Courses

Administration of

medication, consistent with

standards for parental or

guardian consent

• Administration of Medication

(AOM) Training (Center and

Home Child Development

Facilities)

• Cut the Cooties:

Communicable

Disease Prevention

Prevention of and response

to emergencies due to food

and allergic reactions

• Food Allergy Prevention and

Response in Early Care and

Preschool Settings

• Food Handler’s Certification

•

• From Food to Physical

Activity

Building and physical

premises safety, including

identification of and

protection from hazards

that can cause bodily injury

such as electrical

hazards, bodies of water

and vehicular traffic

• Building and Physical Premises

Safety

• Keeping Our Children

Safe: Planning Ahead

and Being Prepared

• Safe Spaces and

Places to Grow and

Learn

Poison prevention,

including the handling and

storage of hazardous

materials and the

appropriate disposal of bio

contaminants

• Children and Fires, Fire

Extinguisher Training and

Storage of Hazardous Materials

• Keeping Our Children

Safe: Planning Ahead

and Being Prepared

Developmentally

appropriate methods of

positive behavior

intervention and support

• Addressing Challenging

Behaviors

• Building a Solid Foundation:

Social-Emotional Development

in Young Children

• Classrooms as the Root of

Challenging Behaviors

• FLIP IT: A Strategy for

Challenging Behavior Series

• Interactions at the Heart of

Healing

• Promoting Healthy Social-

Emotional Development

through Nurturing and

Responsive Relationships

• Building Positive

Relationships

• Building Resilience

After Natural Disaster

• Challenging Behavior:

Reveal the Meaning

• Learning

Environment: How

Classroom

Arrangement Impacts

Behavior

• Responsive

Caregiving: Nurturing

Relationships with

Infants and Toddlers

• To Expel or Not to

Expel

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162

Professional Development

Mandated by 5A DCMR

§ 139

OSSE Course Offerings Quorum Courses

• Puppet Play: Using Puppets to

Strengthen Social-Emotional

Development

• Social-Emotional Development:

When, Who and Where to Refer

Inclusion of children with

special needs, including the

Americans with

Disabilities Act and the

Individuals with

Disabilities Education Act

• The Importance of Early

Intervention

• Overview of Autism Spectrum

Disorder

• Overview of Special Education

• The Use of Inclusive Practices

in Infant and Toddler

Programming

• The Use of Inclusive Practices

in Preschool Programming

• The Use of Inclusive Practices

in School-age Programming

• Autism 101

• Basics of Inclusion

• Child Assessment: The

Essentials of

Individualizing

• Child Language

Development and

Signs of Delay

• Developmental

Milestones

• The Nuts and Bolts of

Developmental

Screening

Communication and

collaboration with parents,

guardians and families

• The Importance of Family

Engagement: Engaging

Families for Student Success

• Promoting Nurturing

Relationships through Family

Engagement and Cultural

Inclusion

• Supporting Dual Language

Learners

• The Nuts and Bolts of

Developmental

Screening

• Building Strong

Relationships with

Families

• Creating Positive

Connections

• Engaging Families

with Social Media

• Family Engagement

• Honoring All Families

Community health and

social services resources

for children and families

• The Importance of Family

Engagement: Engaging

Families for Student Success

• Trauma and Resilience:

Building Strength in Children

• Building Strong

Relationships with

Families

• Creating Positive

Connections

• Family Engagement

• Honoring All Families

• Trauma Informed

Practice

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163

Professional Development

Mandated by 5A DCMR

§ 139

OSSE Course Offerings Quorum Courses

Planning developmentally

appropriate programs and

activities for children and

families

• The Creative Curriculum for

Preschool: Coaching Teachers

to Fidelity of Implementation

• Data Basics: Using Data to

Enhance Everyday Classroom

Practices

• Data Basics: Using Data to

Enhance Everyday Classroom

Practices (Advanced - A Deeper

Dive)

• How to Administer the Ages

and Stages Questionnaires:

Third Edition (ASQ-3)

• Teaching Strategies GOLD

Series

• Child Assessment: The

Essentials of

Individualizing

• Child Language

Development and

Signs of Delay

• Curriculum Unpacked

• Developmental

Milestones: Teacher,

Teacher, What Do You

See?

• Foundations for

Learning Every Day

• Growing Language for

Infants and Toddlers

• The Nuts and Bolts of

Development

Enhancing self-regulation

and self-esteem in children

• Banking Time: Investing in

Relationships

• Biting in Early Childhood

• Building a Solid Foundation:

Social- Emotional Development

in Young Children

• FLIP IT: A Strategy for

Challenging Behavior

• Pre-K CLASS: Overview of

Emotional Support, Classroom

Organization and Instructional

Support (Basic)

• Promoting Healthy Social-

Emotional Development

through Nurturing and

Responsive Relationships

Trauma and Resilience:

Building Strength in Children

• Building Positive

Relationships

• Building Resilience

After Natural

Disasters

• Learning Every Day

Through the Senses

• To Expel or not to

Expel

Basic or advanced business

practices

• All About Grants

• All About Taxes

• Beyond Financially Surviving

to Business Thriving

• Business Ethics/Etiquette with

Change Management

• Administrative

Leadership

• Essentials of

Leadership in Early

Childhood Education

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Professional Development

Mandated by 5A DCMR

§ 139

OSSE Course Offerings Quorum Courses

• Director's Corner: Grants for

Early Childhood Education

• Director's Corner: Marketing

Your Program for Child Care

Providers

• Director's Corner: Mindfulness

for Early Childhood

Administrators

• Director's Corner: Recruiting

and Retaining Staff for Child

Care Providers

• Effective Marketing Strategies

• Effective Strategies for Personal

Development and Growth

• Financial Planning for

Sustainability

• Human Resources and Payroll

Management

• Legal Structures

• Performance Management

Strategies to Support and

Monitor Staff

• Planning for Success and

Writing Effective Business

Plans

• Program Policies and

Operations: Effective Strategies

for Engaging Families

• Rebuilding Your Business

Finances: Cost-Model for the

New Normal

• Risk Management

Plan/Emergency Preparedness

Planning

• Tax Preparation and Planning

for Business

• Foundations of

Quality Teams

• Implementing Quality

Teams

• Program and

Classroom Assessment

• Teacher Leadership

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58. List all the professional development opportunities OSSE offered or provided to

child development facilities’ staff on social emotional skills, behavior, and children

with special needs in fiscal years 2021 and 2022 (through January 31). Include in a

description of each training or activity in the response. Please describe to what

extent this work has been impacted by the COVID-19 pandemic.

OSSE’s professional development system offers 30 face-to-face and synchronous online

trainings and 14 asynchronous online trainings that address issues surrounding social-emotional

development of young children and the behaviors, signs and symptoms that manifest in young

children experiencing developmental delays and disabilities. In addition, OSSE provides ongoing

opportunities to address the education of young children experiencing developmental delays and

diagnosed conditions.

In FY21, OSSE provided 77sessions on the training topics described below. As of December 31,

2021, OSSE has provided 16 sessions described below for FY22.

At the onset of the coronavirus (COVID-19) pandemic, OSSE leveraged professional

development platforms to shift professional development delivery from in-person trainings to

synchronous online trainings, with great success. During the pandemic, OSSE heard from the

early learning community that child care educators were experiencing more behavior challenges

as well as concerns with child and staff well-being. In response to this, OSSE increased the

frequency of trainings addressing challenging behaviors in order to help educators and child care

leaders better understand and manage behaviors exhibited by children. OSSE also increased

professional development opportunities, such as trainings on self-care, to help staff deal with

their personal stress and trauma due to the pandemic.

Social-Emotional Development Training Descriptions

(Face-to-Face and Synchronous Online Trainings)

• Addressing Challenging Behaviors

This workshop uses information and materials from the Center on the Social and

Emotional Foundations for Early Learning (CSEFEL) to help teachers and child care

professionals understand why children behave the way they do. It helps teachers and

other child care professionals develop universal strategies to address behavior, as well as

target intervention strategies.

• Arts-Based Virtual Teaching Strategies: Reinventing Early Childhood Teaching

Strategies in Virtual Educational Spaces

This two-part workshop is for early childhood teachers looking for strategies to work

with children in the virtual education space. We will share experiences and explore

different arts-based techniques that will engage children while they are learning online.

Building on these ideas, we will explore how the transition to virtual education has

refocused human interaction in the educational setting and how to continue to promote

social-emotional and cognitive learning.

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• Behavioral and Social-Emotional Considerations for School Re-entry during the

Coronavirus (COVID-19) Pandemic

This session will focus on behavior management as part of the CLASS domain

Classroom Organization. During the session, the trainer will discuss effective behavior

management strategies. Early care and education (ECE) professionals know children are

most likely to behave appropriately in a classroom setting that has rules and expectations.

The training will therefore provide an opportunity for participants to practice behavior

management strategies that focus on proactive intervention and positive redirection of

minor misbehaviors. During the session, participants will view high-quality behavior

management strategies in an ECE classroom with specific expectations for children’s

behavior and repeated reinforcement for meeting these expectations.

• Biting in Early Childhood

Biting is a common behavior seen in many young children. As children gain self-control

and learn problem-solving skills, they usually stop this unwanted behavior. While it can

be challenging, it is normal. This training will help participants understand why young

children may engage in biting behaviors, how to prevent biting and how to support

children through this stage.

• Building a Solid Foundation: Strategies for Promoting Social-Emotional

Development in Young Children

This course gleans content from the CSEFEL infant and toddler training modules.

Participants engage in hands-on activities that illustrate the importance of positive social-

emotional climates for children from birth through age three.

• Classrooms as the Root of Challenging Behaviors

Through this interactive presentation, participants will learn how to identify what

children are communicating through their behaviors. Participants will be able to apply

this knowledge of how to interpret children's behavior to understand what children may

be communicating about the classroom environment. Best practices and tips on ways to

adapt classroom environments and revise teaching practices to lessen challenging

behaviors will be shared.

• FLIP IT: A Strategy for Challenging Behavior – Module 1: Overview

During this training, participants learn the four supportive steps of FLIP-IT, developed by

Devereux. These steps are designed to help young children learn about their feelings, gain

self-control and reduce challenging behavior. The four steps are embodied in the FLIP-IT

mnemonic, which stands for F-Feelings, L-Limits, I-Inquires, P-Prompts.

• FLIP IT: A Strategy for Challenging Behavior – Module 2: Feelings

During this training, participants will learn more about the four supportive steps of FLIP-

IT, developed by the Devereux Center for Resilient Children. These steps are designed to

help young children learn about their feelings, gain self-control and reduce challenging

behavior. The four steps are embodied in the FLIP-IT mnemonic, which stands for F-

Feelings, L-Limits, I-Inquiries, P-Prompts. This session focuses on the first step: feelings.

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• FLIP IT: A Strategy for Challenging Behavior – Module 3: Limits

During this training, participants will learn more about the four supportive steps of FLIP-

IT, developed by the Devereux Center for Resilient Children. These steps are designed to

help young children learn about their feelings, gain self-control and reduce challenging

behavior. The four steps are embodied in the FLIP-IT mnemonic, which stands for F-

Feelings, L-Limits, I-Inquiries, P-Prompts. This session focuses on the second step:

limits.

• FLIP IT: A Strategy for Challenging Behavior – Module 4: Inquiry

During this training, participants will learn more about the four supportive steps of FLIP-

IT, developed by the Devereux Center for Resilient Children. These steps are designed to

help young children learn about their feelings, gain self-control and reduce challenging

behavior. The four steps are embodied in the FLIP-IT mnemonic, which stands for F-

Feelings, L-Limits, I-Inquiries, P-Prompts. This session focuses on the third step: inquiry.

• FLIP IT: A Strategy for Challenging Behavior – Module 5: Prompts

During this training, participants will learn more about the four supportive steps of FLIP-

IT, developed by the Devereux Center for Resilient Children. These steps are designed to

help young children learn about their feelings, gain self-control and reduce challenging

behavior. The four steps are embodied in the FLIP-IT mnemonic, which stands for F-

Feelings, L-Limits, I-Inquiries, P-Prompts. This session focuses on the fourth step:

prompts.

• Helping Students Cope with Grief and Loss in the Classroom

The coronavirus (COVID-19) pandemic has had a profound impact on students. Isolation,

fear, anxiety and layers of loss all impact how they perceive and interact with the world.

As students continue to navigate in-person learning, teachers and administrators need to

consider how to support emotional recovery in addition to academic recovery. This

workshop will help teaching staff understand the impact of grief across the

developmental span, obtain specific strategies to support grieving students in their

classrooms and learn tangible ways to transform their classrooms into grief supportive

spaces. Strategies learned in this session will help strengthen teacher-student relationships

as well as help students get back to learning.

• Managing Challenging Behaviors

During this training, participants will learn supportive strategies to help manage

challenging behaviors in the classroom. These strategies are designed to help young

children learn about their feelings, gain self-control and reduce challenging behaviors.

Participants will be able to apply this knowledge to help children identify their emotions

and learn new ways to communicate their feelings. Best practices and tips on what staff

can do to lessen challenging behaviors will be shared.

• Music and Movement for Developing Self-Regulation, Cooperation and

Collaboration in the Early Childhood Classroom

Many of our youngest learners do not come to preschool or kindergarten with social skills

already in place. Some children are not familiar with following group directions, others

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may not have experience sharing with other children and many have never been part of a

learning circle. During this webinar, participants will learn playful moving and chanting

strategies that invite children into the joys of group learning and discover

developmentally appropriate ways to help young children learn how to listen to a teacher,

follow directions, collaborate with their peers and gain motor control of their own bodies

and voices.

• Pre-K Classroom Assessment Scoring System (CLASS): Overview of Emotional

Support, Classroom Organization and Instructional Support

In this basic-level training, participants focus on the Pre-K CLASS domains of Emotional

Support, Classroom Organization and Instructional Support. The training demonstrates

how to create a positive classroom climate and an engaging and language-rich learning

environment.

• Promoting Healthy Social-Emotional Development through Nurturing and

Responsive Relationships

This course gleans content from the Center on the Social Emotional Foundations of Early

Learning (CSEFEL) infant/toddler and preschool training modules. Participants will

engage in hands-on activities that illustrate the importance of positive social-emotional

climates for children from birth through age five.

• Puppet Play: Using Puppets to Strengthen Social-Emotional Development

Puppets have been made and used for entertainment and education for thousands of years.

Children and adults alike enjoy their magic. Puppets are used as teaching tools for a wide

variety of subjects and can also be used to help individuals act out feelings and emotions.

They can be an effective tool to help children express the frustration, fear, anger,

confusion and loneliness brought on by the coronavirus (COVID-19) pandemic. This

two-session workshop will serve to expand participants’ creativity, provide new art

activities for classroom centers and help children strengthen social-emotional learning.

Participants will learn to make charming puppets from recycled or simple materials.

Multiple skills will be practiced including fine motor control, coloring, cutting, gluing,

tearing, braiding, twisting and threading.

• Social-Emotional Development: When, Who and Where to Refer

This training provides a review of typical social-emotional development. It will offer

strategies to support healthy social-emotional development and prevent or reduce

challenging behaviors. Participants will learn about warning signs of atypical social-

emotional development that will help them to determine when it is necessary to refer a

child for further evaluation. The training will also provide information on how and where

to make referrals for various social-emotional concerns.

• Stewards of Children: Child Sexual Abuse Prevention

This training teaches adults how to prevent, recognize and react responsibly to child

sexual abuse. The program is designed for individuals concerned about the safety of

children as well as organizations that serve youth. Training includes discussion about

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critical issues in sexual abuse prevention and the relevance of these issues in our

communities through a video sharing the voices of survivors and experts in the field.

• Trauma and Resilience: Building Strength in Children

In this session, participants learn how trauma can affect a child’s developing brain. We

discuss how to identify signs of trauma and how to foster resilience in children so that

they can develop into emotionally strong adults. We discuss how to access local early

childhood mental services.

• What to Do About Challenging Behaviors

Through this interactive presentation, participants will learn steps to identify why

children behave the way they do and how to identify what they are communicating

through their behaviors. Participants will be able to apply this knowledge of how to

interpret children's behavior to better understand what children may be communicating.

Best practices and tips on what they can do to lessen challenging behaviors will be

shared.

• Young HeARTS: Using the Arts to Promote Social-Emotional Learning in the Early

Childhood Classroom

Children need to feel safe, happy and engaged in order to learn. A child’s experience in

their early childhood classroom can set the tone for how they feel about school for the

rest of their lives and developing social-emotional skills in a child’s early years is crucial

for effective learning. In this two-part interactive workshop, renowned vocalist and Inner

City-Inner Child teaching artist, Imani Gonzalez, will demonstrate how well-loved

children’s books provide the springboard for arts-infused activities that support social-

emotional development while students are learning virtually or in the classroom.

Participants will learn how singing, dancing, creating and collaborating integrate into

early childhood classrooms to promote self-regulation, self-confidence, social empathy,

communication, perspective-taking and understanding. No singing or dancing expertise is

necessary. Come with an open mind, an open heart and a desire to have fun!

Social-Emotional Development Training Descriptions (Quorum)

• Building Positive Relationships

Participants will explore the impact of classroom climate on children's behavior and

learning. For instance, how do the subtle nuances of the teacher's behavior impact the

atmosphere in the classroom? You will review important ideas about the nature of

positive relationships, and you will study examples and strategies to promote positive

teacher-child and child-child relationships. Relationships are essential to children's

development and learning. A teacher's ability to create a positive atmosphere will inspire

positive relationships and support the education and healthy development of young

children.

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• Building Resilience after Natural Disasters

Hurricanes, tornadoes, wildfires, and other natural disasters can threaten the well-being of

adults and children. While some people easily bounce back from adversity brought on by

these types of traumatic events, others struggle to overcome the experience and its

aftereffects. Resilience - the ability to adapt or recover from a difficult event - can be

learned during childhood or later in adulthood. This course is divided into two parts. Part

I is about adults – the impact of stress on the body and mind, how resilience affects well-

being, and how to build resilience before and after natural disasters. Part II is about

children – supporting children after natural disasters, recognizing when a child might

need extra help recovering, and building resilience to improve their ability to “bounce

back” throughout life.

• Challenging Behavior: Reveal the Meaning

Children express their needs through words, facial expressions, body language, and

behavior. When communication is sent in the form of challenging behavior,

understanding the message can be difficult. Participants will explore the ways children

speak to us through behavior and will examine the role teachers play in the two-way

conversation. Participants will learn how to interpret children's behavior, how to

effectively teach social skills, how to develop an environment that supports cooperative

and meaningful learning, and how to build partnerships with families.

• Creating Positive Connections

The love and nurturing that a child receives in the first few years of life can have effects

on development that last a lifetime. As we learn more about children and how they

develop, we understand more clearly the role of early relationships. Warm, nurturing

relationships based on respect, understanding, and acceptance are essential for children’s

optimal development. In this course, explore caregiver behaviors that create four positive

connections: Teacher to child, child to child, child to environment, and teacher to family.

Through interactive learning activities, group discussion forums, videos, reflective

writing exercises, scenarios, and a field assignment, participants will learn to create an

environment where relationships flourish.

• Helping Children Navigate the World of COVID-19

Most children - even very young children - know, or at least sense, that something has

changed in the world - that something isn't quite right. Though they may not be able to

voice it, many of them are worried and afraid or at the very least, confused. They need

the adults in their lives to help them understand and navigate the world of COVID-19.

This 10 minute not-for-credit course provides tips and ideas to help adults guide children

through this stressful time.

• The Juggling Act: Schedules, Routines and Transitions

Connecting consistent, balanced schedules, routines, and transitions can enhance the

emotional and social competence skills of young children. Participants will explore how

to enhance these connections through an analysis of classroom challenges and will make

plans for necessary changes. Discover how to make the best use of routine times. Learn

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how to use language and literacy-enhancing activities to create smooth transitions

between activities.

• Responsive Caregiving: Nurturing Relationships with Infants and Toddlers

Responsive caregiving is the foundation of quality infant and toddler care. This course

begins with an overview of responsive caregiving, and then goes deeper into the aspects

of developing nurturing relationships with infants and toddlers. Participants will explore

Attachment Theory which is at the heart of responsive caregiving; examine the role of the

caregiver in understanding social and emotional development; and review a variety of

communication strategies that foster nurturing relationships.

• Responsive Feeding for Infants and Young Toddlers

Responsive Feeding for Infants and Young Toddlers prepares Early Care and Education

providers to implement responsive feeding practices in their program. Responsive

feeding is one component of responsive caregiving. It simply means that the caregiver

“reads” the infant’s or toddler’s hunger or fullness cues and responds consistently in an

emotionally supportive and developmentally appropriate manner. Responsive feeding

gives children the opportunity to notice, understand, and trust their bodies’ cues. This

helps to build the skills they need to self-regulate food intake and has been shown to

prevent obesity.

• School-Age Care: Learning by Design

This course provides information about the unique needs of school-age children and the

type of environment that engages the whole child and best fosters learning. Participants

will examine how to encourage exploration, uncover interests, and support peer

relationships. Strategies that extend learning from the school day as well as encourage

children to unwind, relax, be themselves, and socialize will be explored. Specific

activities that support literacy and math learning, and physical development are

presented.

• To Expel or Not to Expel

Children who are expelled or suspended from school are more likely to experience

academic failure and grade retention, hold negative views of schools and education, are at

greater risk of dropping out, and have increased rates of incarceration. To Expel or Not to

Expel covers the conditions and risk factors that lead to expulsion and suspension,

strategies to promote social-emotional development in children and personal well-being

in educators, ways to develop trusting partnership with families, and discipline practices

that reduce the risk of suspension and expulsion.

• Trauma Informed Practices

Approximately 66% of children report experiencing traumatic events before the age of

16. The effects of these experiences can be devastating, but with support, many children

can overcome their traumatic experiences. This course, Trauma Informed Practices, raises

awareness of the impact of childhood trauma on children’s learning and development and

provides strategies to support the healing, resilience, and well-being of traumatized

children and those who care for them.

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Inclusive Practices Training Descriptions

(Face-to-Face and Synchronous Online Trainings)

• Applying Best Practices to Teach Children with Disabilities

This training will provide an overview of best practices in teaching all children in the

early childhood classroom with a focus on how to apply best practices when including

children with disabilities in the classroom. Participants will learn about individualizing—

one of the key elements for effective practice—to support individual learning outcomes

and goals for children with disabilities. During this training, participants will examine

eight intentional curriculum modification strategies to implement in the classroom.

Participants will also learn about practices such as universal design for learning and

adaptations so that all early learners can access the information that is being taught in a

variety of learning environments in accordance with the District of Columbia Early

Learning Standards.

• Enhancing Inclusive Practices in Early Childhood Education

This training defined inclusive practices such as universal design for learning and

multiple intelligences to identify adaptations so all early learners can access the

information that is being taught in a variety of learning environments in accordance with

the District of Columbia Early Learning Standards.

• How to Administer the Ages and Stages Questionnaires, Third Edition (ASQ-3)

The ASQ-3 is a parent completed questionnaire designed to screen developmental

performance of children between one month and five and a half years. In this training,

participants will learn to administer and score the ASQ-3 developmental tool. Participants

will role-play how to relay important information to parents and what to do if they have

concerns.

• The Importance of Early Intervention: Learn About Early Stages

Early Stages is DC’s early intervention program for children age 3 through 5, run by DC

Public Schools. This workshop will present what early intervention is and why it is

important for children, their families and our society. Participants will learn about Early

Stages as well as how to refer a child for early intervention services. Early Stages

provides Individuals with Disabilities Education Act (IDEA) Part B, Section 619 services

for District children ages three through five.

• Inclusion in School-Age Programming

This training will provide an overview of the practice of inclusion of children with

special needs in school-age programming. During the training, participants will learn to

identify important laws and current best practices regarding inclusion in their programs.

Participants will become familiar with different types of special needs, begin to formulate

a vision for inclusion to support children of all abilities and their families and discuss the

benefits of inclusion for children and their families. Participants will have an opportunity

FY 2021 Performance Oversight Questions

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173

to voice concerns, share successes and discuss strategies for including all children in their

programs.

• An Overview of Autism Spectrum Disorder

In this session, participants will be introduced to autism spectrum disorder (ASD) and

neurodiversity. Participants will review the following: typical developmental milestones,

signs and symptoms of ASD (including sensory processing difficulties), resources

available to DC families and information for teachers on how to support children with

ASD in the classroom.

• Overview of Special Education

This workshop covers the basics of special education, including special education laws,

the process of eligibility and services delivery and the rights of the parent or guardian.

Inclusive Practices Training Descriptions (Quorum)

• Autism 101

Once considered a rare disorder, the most recent study on autism from the Centers for

Disease Control and Prevention (CDC) found that 1 in 59 children are living with it.

Likely, most of us know someone—a family member, a friend’s child, a neighbor, a

student—who has been diagnosed. Autism seems to be everywhere, and most of us are

left with lots of questions: What is this disorder? What causes it? Is there a cure? Is it

becoming more common? What are some strategies for working with a child in your

early childhood classroom who is on the autism spectrum? This course addresses these

questions and will help you become more knowledgeable about autism and the people it

impacts.

• Basics of Inclusion

According to the Division for Exceptional Children (DEC), “Inclusion is children of all

abilities learning, playing, and working together.” While this sounds great, teachers and

parents may wonder if inclusion is really the best choice for a child. Will the child with

disabilities struggle and the child without disabilities fall behind? This course introduces

learners to the value of inclusion, steps to creating an inclusive classroom, laws regarding

inclusion of children with disabilities, benefits to everyone involved, and the importance

of teamwork with families. Participants will create their own inclusion policy and will

practice pre-admissions conversations with parents.

• Learning Every Day Through the Senses

This course offers a brief overview of the principles, concepts, and foundations of

infant/toddler development. Participants will explore how they, as caregivers, can

enhance sensory development and provide modifications for infants, toddlers, and twos

who need additional supports. Potential issues of sensory integration issues are also

explored. Course content is based on Kaplan Early Learning Company's Learn Every

Day™ for infants, toddlers, and twos.

FY 2021 Performance Oversight Questions

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174

59. Please detail outcomes of the Pre-K Enhancement and Expansion Grant Program

for fiscal years 2021 and 2022 (through January 31). For each of these grants,

provide the following information:

(1) the award recipient;

(2) the amount awarded;

(3) the type and amount of funds used to support the program;

(4) the number of at-risk students served; and

(5) the criteria used to select the grant recipients.

In accordance with the requirements of the Pre-K Act and Chapter 35 (Pre-K Enhancement and

Expansion Funding) of Title 5 (Education), Subtitle A (Office of the State Superintendent of

Education) of the District of Columbia Municipal Regulations (DCMR), OSSE allocates funding

in an amount consistent with the Uniform per Student Funding Formula (UPSFF) rate, to eligible

community-based organizations (CBOs) to provide and maintain high-quality pre-K education

services. The regulations define general eligibility requirements that each pre-K program must

meet and maintain in order to receive funding allocation through the program including criteria

related to determination of eligibility for enrolled children, required class size, program length

and operating hours and participation in the Child and Adult Care Food Program (CACFP).

Moreover, the regulations outline the high-quality standards pre-K programs must meet and

maintain to receive funding, which include the following:

• Maintenance of defined adult-to-child ratios;

• Consistent use of a comprehensive curriculum that is aligned with DC’s early learning

standards;

• Accreditation by a national accrediting body approved by OSSE;

• Utilization of assessment tools that are aligned with the program’s chosen curriculum;

• Employment and retention of teachers and teacher assistants who meet or exceed

minimum educational requirements;

• Equitable wages for educators comparable to the public school system in DC;

• Professional development and coaching support for educators;

• Opportunities for families to participate in and support the program’s educational mission

as active partners in their child’s learning and development;

• Plans to ensure inclusion of children with disabilities, in accordance with federal-stated

goals;

• Safe, secure and developmentally appropriate space for use as classrooms;

• Daily active play for each pre-K age child;

• Maintenance of a process for ongoing program assessment and continuous quality

improvement;

• Provision of comprehensive health and support services for all children enrolled in the

program (e.g., developmental, vision and health screenings); and

• Compliance with program guidelines and reporting requirements.

In addition to the requirements guiding eligibility and program quality, the regulations also

broadened access to high-quality early learning programs by maximizing the utilization of

multiple funding sources. As such, Pre-K Enhancement and Expansion community-based

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

175

organization (CBOs) are required to use funding allocated to supplement, and not supplant,

existing federal and local funding sources, such as those available through subsidized child care

and the Head Start program.

FY22

In FY22, all applicants who applied and met the high-quality standards were designated as high-

quality pre-K programs. Specifically, OSSE designated two new CBOs as high-quality pre-K

programs and allocated funding consistent with the UPSFF for each student enrolled in a Pre-K

Enhancement and Expansion classroom. Additionally, in accordance with the Early Learning

Equity in Funding Amendment Act, (D.C. Law 22-9; D.C. Code § 38-271.06(b)(1)), OSSE will

also provide a supplemental allocation in the amount of $2471 for each child identified as at-risk

(homeless, foster, or TANF/SNAP) that is enrolled in a Pre-K Enhancement and Expansion

classroom. The list of FY22 award recipients is provided in the table below. Note that the below

represent FY22 projections. The final funding amounts will be adjusted after completion/close-

out of the PKEEP enrollment audit reconciliation for the 2021-22 school year.

Overview of FY22 Pre-K Enhancement and Expansion Grant Participants

Program Name

Total

Amount

Awarded

Funding

Amount from

Local Pre-K

Funds

Funding

Amount from

The CCDF

Subsidy Federal

Grant

Total # Of

At-Risk

Children

Associate for Renewals

in Education (ARE)

$353,042 $219,545 $133,497 13

Barbara Chambers

Children's Center

$2,530,174 $1,290,536 $1,239,638 45

Big Mama’s Children

Center

$374,078 $209,774 $164,304 14

Bright Beginnings

$255,252

Bright Start Childcare

and Preschool

$574,946 $441,449 $133,497 n<10

CentroNia

$2,197,897

$1,257,100

$940,797

Children’s Hut

$719,181

$390,573

$328,608

Christian Tabernacle

Child Development

Center

$379,182 $214,878 $164,304 16

CommuniKids

Preschool

$2,951,320 $2,920,513 $30,807 n<10

Dawn to Dusk Child

Development Center

$501,450 $367,953 $133,497 24

Easter Seals Child

Development Center

$356,374 $192,070 $164,304 n<10

FY 2021 Performance Oversight Questions

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176

Program Name

Total

Amount

Awarded

Funding

Amount from

Local Pre-K

Funds

Funding

Amount from

The CCDF

Subsidy Federal

Grant

Total # Of

At-Risk

Children

Educare of Washington

$972,644 $972,644 $0 60

Edward C. Mazique

Parent Child Center,

Inc.

$360,747 $183,656 $177,091 n<10

Estrellitas Montessori

School

$834,566 $803,759 $30,807 n<10

GAP Community Child

Development Center

$334,898 $180,863 $154,035 n<10

Happy Faces Early

Learning Academy

$1,142,469 $649,557 $492,912 40

Home Away From

Home Child

Development Center,

Inc.

$665,705 $408,980 $256,725 25

Ideal Child

Development Center

$533,714 $472,100 $61,614 n<10

Jubilee Jumpstart

$359,204

$215,438

$143,766

n<10

Kiddie Academy of

West End

$538,285 $445,864 $92,421 13

Kids Are People Too

$281,956

n<10

Kuumba Learning

Center, Inc.

$378,278 $213,974 $164,304 16

National Children’s

Center

$1,255,142 $679,596 $575,546 52

Paramount Child

Development Center

$626,013 $451,440 $174,573 23

Rosemount Center

$879,340

$612,346

$266,994

n<10

St. Phillips Child

Development Center

$378,887 $204,314 $174,573 n<10

Sunshine Early

Learning

$1,475,027 $951,308 $523,719 56

Spanish Education

Development (SED)

Center

$1,565,195 $836,096 $729,099 20

Total

$23,774,966

$16,323,534

$7,451,432

498

OSSE conducts the annual Pre-K Enhancement and Expansion Program High-Quality

Designation Application process, pursuant to the Pre-K Enhancement and Expansion

Amendment Act of 2008, (the “Act”), effective July 18, 2008 (D.C. Law 17-202; D.C. Code §

FY 2021 Performance Oversight Questions

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177

38-271.01 et seq.) and its’ implementing regulations (5-A DCMR Chapter 35). While each

applicant is required to meet the basic eligibility criteria, outlined in, 5-A DCMR§3500.

Chapter 35, CBOs applying for a PKEEP high-quality designation must outline strategies that

align with the District’s overarching goal of increasing the quality of pre-K education services

and expanding access to high-quality pre-K to target populations. Some of these strategies

include adopting business practices that promote a culture of continuous quality improvement,

expanding collaborations and supports for parents to ensure their active participation in the

CBO’s education programming, leveraging partnerships to address the needs of students and

families and others.

The PKEEP high-quality designation is awarded for a three-year period and thus the table below

provides the breakdown of CBOs that maintained their Pre-K High-Quality designation in FY20

(not required to complete a new full PKEEP application) and, CBOs that were re-designated as

high-quality pre-K programs in FY22 (CBOs that were previously designated high-quality but

their designation expired) OSSE did not award any new, pre-K high-quality designations in

FY22.

FY22 Status of Pre-K Enhancement and Expansion High-Quality Designations

Pre-K Enhancement and

Expansion CBOs that maintained

their High-Quality Designation for

FY22

Pre-K Enhancement and

Expansion CBOs that were

redesignated as High-

Quality for FY22

FY22 New Programs

that achieved the

Pre-K Enhancement

and Expansion High-

Quality Designation

Associates for Renewal in

Education, Inc.

Children’s Hut

Barbara Chambers Children's Center

Christian Tabernacle Child

Development Center

Big Mama’s Children Center

Rosemount Center

Bright Beginnings

Spanish Education

Development (SED) Center

Bright Start Childcare and Preschool

CentroNía

CommuniKids Preschool and

Children’s Language Center

Dawn to Dusk Child Development

Center

Easter Seals Child Development

Center

Educare of Washington DC

Edward C. Mazique Parent Child

Center, Inc.

Estrellitas Montessori School

FY 2021 Performance Oversight Questions

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178

Pre-K Enhancement and

Expansion CBOs that maintained

their High-Quality Designation for

FY22

Pre-K Enhancement and

Expansion CBOs that were

redesignated as High-

Quality for FY22

FY22 New Programs

that achieved the

Pre-K Enhancement

and Expansion High-

Quality Designation

GAP Community Child

Development Center

Happy Faces Early Learning

Academy

Home Away From Home Child

Development Center, Inc.

Ideal Child Development Center

Jubilee JumpStart

Kiddie Academy of West End

Kids Are People Too

Kuumba Learning Center, Inc.

National Children’s Center

Paramount Child Development

Center

St. Phillips Child Development

Center

Sunshine Early Learning

FY21

In FY21, all applicants who applied and met the high-quality standards were designated as high-

quality pre-K programs. Specifically, OSSE designated two new CBOs as high-quality pre-K

programs and allocated funding consistent with the UPSFF for each student enrolled in a Pre-K

Enhancement and Expansion classroom. Additionally, in accordance with the Early Learning

Equity in Funding Amendment Act, (D.C. Law 22-9; D.C. Code § 38-271.06(b)(1)), OSSE will

also provide a supplemental allocation in the amount of $2,552 for each child identified as at-risk

(homeless, foster, or TANF/SNAP) that is enrolled in a Pre-K Enhancement and Expansion

classroom. The list of FY21 award recipients is provided in the table below.

Overview of FY21 Pre-K Enhancement and Expansion Grant Participants

Program Name

Total

Amount

Awarded

Funding

Amount from

Local Pre-K

Funds

Funding

Amount from

The CCDF

Subsidy Federal

Grant

Total # Of

At-Risk

Children

Associate for Renewals

in Education (ARE)

$341,045 $197,279 $143,766 12

Barbara Chambers

Children's Center

$1,538,111 $1,538,111 $0 35

FY 2021 Performance Oversight Questions

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179

Program Name

Total

Amount

Awarded

Funding

Amount from

Local Pre-K

Funds

Funding

Amount from

The CCDF

Subsidy Federal

Grant

Total # Of

At-Risk

Children

Big Mama’s Children

Center

$234,324 $131,634 $102,690 9

Bright Beginnings

$243,341

Bright Start Childcare

and Preschool

$274,323 $222,978 $51,345 n<10

CentroNia

$1,963,204

$1,166,294

$796,910

Children’s Hut

$718,307

$389,669

$328,608

Christian Tabernacle

Child Development

Center

$213,288 $141,405 $71,883 n<10

CommuniKids

Preschool

$2,652,590 $2,608,317 $44,273 n<10

Dawn to Dusk Child

Development Center

$589,765 $363,847 $225,918 25

Easter Seals Child

Development Center

$226,204 $144,052 $82,152 n<10

Educare of Washington

$900,786 $668,354 $232,432 29

Edward C. Mazique

Parent Child Center,

Inc.

$342,988 $199,222 $143,766 n<10

Estrellitas Montessori

School

$442,059 421,521 20,538 n<10

GAP Community Child

Development Center

$293,621 $160,1241 $133,497 n<10

Happy Faces Early

Learning Academy

$716,009 $418,208 $297,801 23

Home Away From

Home Child

Development Center,

Inc.

$176,226 $104,343 $71,883 n<10

Ideal Child

Development Center

$235,426 $225,157 $10,269 n<10

Jubilee Jumpstart

$343,738

$210,241

$133,497

n<10

Kiddie Academy of DC

West End

$228,521 $228,521 $0 n<10

Kids Are People Too

$302,529

$169,711

$132,818

Kuumba Learning

Center, Inc.

$224,101 $141,949 $82,152 16

National Children’s

Center

$1,132,062 $656,129 $475,933 33

FY 2021 Performance Oversight Questions

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180

Program Name

Total

Amount

Awarded

Funding

Amount from

Local Pre-K

Funds

Funding

Amount from

The CCDF

Subsidy Federal

Grant

Total # Of

At-Risk

Children

Paramount Child

Development Center

$534,926 $360,353 $174,573 17

Rosemount Center

$840,276

$645,165

$195,111

n<10

Spanish Education

Development (SED)

Center

$1,124,279 $651,905 $472,374 19

Sunshine Early

Learning

$654,566 $438,917 $215,649 24

St. Philips Child

Development Center

$349,294 $215,797 $133,497 11

Total

$17,835,909

$13,062,544

$4,773,335

345

The PKEEP high-quality designation is awarded for a three-year period and thus the table below

provides the breakdown of CBOs that maintained their Pre-K High-Quality designation in FY21

(not required to complete a new full PKEEP application), CBOs that were re-designated as high-

quality pre-K programs in FY21 (CBOs that were previously designated high-quality but their

designation expired) and CBOs that achieved a new pre-K high-quality designation in FY21

(first time applicants).

FY21 Status of Pre-K Enhancement and Expansion High-Quality Designations

Pre-K Enhancement and

Expansion CBOs that maintained

their High-Quality Designation for

FY21

Pre-K Enhancement and

Expansion CBOs that were

redesignated as High-

Quality for FY21

FY21 New Programs

that achieved the

Pre-K Enhancement

and Expansion High-

Quality Designation

Associates for Renewal in

Education, Inc.

CommuniKids Preschool and

Children's Language Center

Estrellitas Montessori

School

Barbara Chambers Children's Center

Educare of Washington DC

Kiddie Academy of

DC West End

Big Mama's Children Center

Edward C. Mazique Parent

Child Center, Inc.

Bright Beginnings

GAP Community Child

Development Center

Bright Start Childcare and Preschool

Home Away From Home

Child Dev. Center, Inc.

CentroNía

Nation's Capital Child and

Family Development

Children's Hut

Paramount Child Dev. Center

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

181

Pre-K Enhancement and

Expansion CBOs that maintained

their High-Quality Designation for

FY21

Pre-K Enhancement and

Expansion CBOs that were

redesignated as High-

Quality for FY21

FY21 New Programs

that achieved the

Pre-K Enhancement

and Expansion High-

Quality Designation

Christian Tabernacle Child

Development Center

Dawn to Dusk Child Development

Center

Easter Seals Child Development

Center

Happy Faces Early Learning

Academy

Ideal Child Development Center

Jubilee JumpStart

Kids Are People Too

Kuumba Learning Center, Inc.

National Children's Center

Rosemount Center

Spanish Education Development

(SED) Center

St. Philips Child Development

Center

Sunshine Early Learning

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

182

60. Provide a narrative update of OSSE’s oversight of the Early Head Start program in

the District. Include the number of children enrolled in the District’s early head

start program through January 31, 2022 and the location of each individual

program in the District.

The federal U.S. Department of Health and Human Services, Administration for Children and

Families (ACF), Office of Head Start (OHS) provides grants directly to local public and private

non-profit and for-profit agencies to provide Head Start and Early Head Start services in the

District. OSSE is one of the District’s recipients of these grants. OSSE leveraged its grants to

develop the Quality Improvement Network (QIN), which is discussed below.

OSSE does not provide direct oversight to Head Start programs in the District. OSSE’s role in

Head Start programs include the following:

(1) Leading the District’s Head Start State Collaboration Office (HSSCO);

(2) Administering the Early Head Start-Child Care Partnership (EHS-CCP) Grants that are

part of the QIN; and

(3) Coordinating with Local Education Agencies.

Head Start State Collaboration Office (HSSCO)

OSSE receives the Head Start State Collaboration grant from the U.S. Department of Health and

Human Services, Administration for Children and Families (ACF), Office of Head Start (OHS)

and leads the Head Start State Collaboration Office (HSSCO), which works to enhance state

coordination and partnerships to meet the unique needs and challenges of low-income children

and families in the District. The HSSCO supports ongoing collaboration on crucial issues, such

as family and community engagement, continuity of care for children, comprehensive services

and supports, and ongoing professional development for early learning professionals.

Additionally, the HSSCO works in collaboration with the District’s State Early Childhood

Development Coordinating Council (SECDCC) to address gaps in early care and education

service delivery, improve the overall quality of delivery services to low-income children and

their families, and improve coordination of services and information exchange between various

programs within the early care and education system.

Administering the Early Head Start-Child Care Partnership Grants

In 2015, OSSE was awarded the Early Head Start-Child Care Partnership (EHS-CCP) grant and

used the funds to develop a neighborhood-based Quality Improvement Network (QIN) to build

capacity, increase access, and enhance the quality of care for infants and toddlers. The QIN is

comprised of two hubs - United Planning Organization (UPO) and Easterseals DC MD VA. All

services provided through this initiative are full-day and full-year. All facilities that participate in

the QIN are required to meet the Head Start Program Performance Standards (HSPPS). In

addition, OSSE received a federal expansion grant to support an additional 166 EHS-eligible

children in March 2019. Accordingly, OSSE is maximizing the impact of the QIN by leveraging

local, and federal funding to increase the number of children from birth to three years old

receiving an EHS quality experience.

FY 2021 Performance Oversight Questions

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183

Coordinating with Local Education Agencies:

The Every Student Succeeds Act (ESSA) emphasizes coordination and quality of Head Start

programs. Local educational agencies (LEAs) receiving Title I funds must develop a written

Memorandum of Agreement (MOA) with Head Start programs, and other early learning

programs if feasible, on records, parent communication, staff training, student needs, transition,

and services (ESSA Sec. 1119). OSSE had an ESSA Working Group to coordinate and

collaborate with the DC Head Start Association (DCHSA) and interested LEAs. The goal of the

working group was to draft a model citywide MOA that outlines how LEAs will work with Head

Start and other early childhood programs. LEAs applying for Title I funds and serving pre-K or

kindergarten signed an MOA with HSAs as part of their Elementary and Secondary Education

Act (ESEA) annual application to OSSE for federal funds. The working group provided a model,

citywide MOA to ease the challenges of coordinating with the Head Start providers. LEAs had

the option to sign the citywide MOA or sign individual MOAs with all District Head Start

agencies sending students to their LEA. The final citywide MOA and supporting documents are

posted here. The District of Columbia has expanded and aligned efforts of both Early Head Start

and Head Start programs to better meet the needs of children from infancy through preschool

age. Through this continuum of support, the District is focused on providing more young

children access to high-quality early learning opportunities needed to succeed in school and

beyond.

The table below provides the number of Head Start and Early Head Start programs and the

location of each individual program.

Grantee Name Center Name

Early Head

Start

Head Start

Bright Beginnings Inc.

168

CentroNia, Inc.

CentroNia Upshur

DCPS

Savoy Elementary School

DCPS

Hendley Elementary School

DCPS

Stanton Elementary School

DCPS

Kimball Elementary School

DCPS

King Elementary School

DCPS

C.W. Harris Elementary School

Easterseals

Educare DC

National Children's Center

Educare DC

Educare DC at IDEA

Educare DC

St. Timothy's Episcopal CDC

Educare DC

First Rock Baptist Church CDC

Educare DC

Dawn to Dusk

Educare DC

Kiddies Kollege

Educare DC

St. Phillips

Educare DC

Emergent Preparatory Academy

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

184

Grantee Name Center Name

Early Head

Start

Head Start

Edward C. Mazique

Parent Child Center,

Inc.

Edward C. Mazique Parent Child

Center, Inc. at the Ruth E. Rucker

Bld (Main Center)

80 32

Edward C. Mazique

Parent Child Center,

Inc.

Reeves Center 22

Edward C. Mazique

Parent Child Center,

Inc.

Developing Families Center 32 16

Edward C. Mazique

Parent Child Center,

Inc.

Tyler House 22

Martha's Table, Inc.

Martha's Table Hillsdale Early

Learning Center

76 54

OSSE--Quality

Improvement Network

House of Ruth Kidspace Child and

Family Development Center

OSSE--Quality

Improvement Network

Kids Are People Too #5 48

OSSE--Quality

Improvement Network

National Children's Center 70

OSSE--Quality

Improvement Network

Kids Are Us Learning Center 24

OSSE--Quality

Improvement Network

Christian Tabernacle Church of

God Day Care Center (Site 1)

OSSE--Quality

Improvement Network

Big Mama's Children Center 12

OSSE--Quality

Improvement Network

Community Educational Research

Group

OSSE--Quality

Improvement Network

Jubilee Jump Start 18

OSSE--Quality

Improvement Network

Kennedy Child Development

Center

OSSE--Quality

Improvement Network

Love and Care Child Development

Center Inc.

OSSE--Quality

Improvement Network

Loving Care Day Nursery INC#2 37

OSSE--Quality

Improvement Network

Board of Child Care 12

OSSE--Quality

Improvement Network

Bell Teen Parent & Child

Development Center

OSSE--Quality

Improvement Network

Sunshine Early Learning Center 39

Rosemount Center,

Inc.

Rosemount Center 116 24

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

185

Grantee Name Center Name

Early Head

Start

Head Start

United Planning

Organization

ECDC #8 Azeeze Bates Center 24

United Planning

Organization

ECDC #22, Frederick Douglass 22

United Planning

Organization

ECDC #23 Luke C. Moore 8

United Planning

Organization

ECDC #24 Dunbar Senior High

School

United Planning

Organization

ECDC #25 Ballou Senior High

School

United Planning

Organization

Slot Purchase Agreement -

Spanish Educ. Devel. Ctr. (SED)

United Planning

Organization

United Planning Organization -

home visitors

United Planning

Organization

UPO @ C. W. Harris Elementary

School

United Planning

Organization

Woodson High School 8

United Planning

Organization

UPO @ Anacostia High School 16

United Planning

Organization

UPO at Paradise 16

United Planning

Organization

UPO @ Atlantic Gardens 16

United Planning

Organization

Christian Tabernacle 24

United Planning

Organization

UPO @ Roosevelt High School 16

United Planning

Organization

Edgewood Center 8

United Planning

Organization

UPO @ Marie Reed Elementary

School

United Planning

Organization

UPO @ Ketcham Elementary

School

United Planning

Organization

Slot Purchase Agreement -

Healthy Babies

United Planning

Organization

Slot Purchase - Community

Education Research Group

United Planning

Organization

Slot Purchase - House of Ruth 32

United Planning

Organization

Anacostia High School 8

United Planning

Organization

Azeeze Bates 8

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

186

Grantee Name Center Name

Early Head

Start

Head Start

United Planning

Organization

Eagle Academy 48

United Planning

Organization

Edgewood 24

United Planning

Organization

Frederick Douglas 18

United Planning

Organization

Ketcham Elementary School 8

United Planning

Organization

Malcolm X 14

United Planning

Organization

Coolidge 16

TOTAL

1974

481

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

187

61. Please provide the following details, in table format, about the Strong Start DC

Early Intervention Program (DC EIP) for fiscal years 2020 and 2021:

(a) Number and percent of referrals, broken out by source (e.g., parent, primary

care physician, other medical provider, teacher, child development center,

Medicaid MCO, home provider);

(b) Number of repeat referrals of the same child by broken out by referral

source and ward;

ward and eligibility determination (e.g., 50% or more delay in 1

developmental domain, 25%-49% delay in 2 developmental domains, 25%-

49% delay in 1 developmental domain etc.);

(d) Number and percent of children evaluated from overall pool of children

referred, broken out by ward;

(e) Number and percent of children who were not fully evaluated, broken out by

ward and the reason they were not evaluated;

(f) Number of evaluations by source of payment (Medicaid, MCO, or EIP),

discipline of the evaluator(s) involved, and provider/contractor;

(g) Number and percent of children receiving an eligibility determination and

Individualized Family Service Plan within 45 days of referral, broken out by

ward;

(h) Number and percent of children receiving services within 30 days of

receiving the Individualized Family Service Plan, broken out by ward;

(i) The number of children who received the following services:

(1) occupational therapy;

(2) physical therapy;

(3) specialized instruction;

(4) assistive technology;

(5) psychological services;

(6) vision;

(7) transportation;

(8) respite; and

(9) family counseling/training/home visitation); and

(j) Number of children receiving services, broken out by funding source (e.g.,

Medicaid MCO, Medicaid fee for service, no insurance) and ward.

(a) Number and percent of referrals, broken out by source.

The table below shows the number of referrals broken down by source. Note that some children

are referred by more than one source.

Referral Source

Number

(FY20)

Percent

(FY20)

Number

(FY21)

Percent

(FY21)

CFSA

1.50%

2.64%

Child Development

Centers

149 7.90% 126 5.45%

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

188

Referral Source

Number

(FY20)

Percent

(FY20)

Number

(FY21)

Percent

(FY21)

Clinics

522

27.60%

677

29.27%

Community-Based

Organizations

186 9.80% 42 1.82%

Hospitals

219

11.60%

297

12.84%

Medicaid Manage Care

Organizations (MCO)

7 0.40% 12 0.52%

Other

1.70%

1.38%

Other Government

Agencies

19 1% 18 0.78%

Parent/Family

394

20.80%

522

22.57%

Physician's Offices

332

17.60%

526

22.74%

Totals

1890

100%

2313

100%

(b) Number of repeat referrals of the same child by broken out by referral source and

ward.

For FY21, 173 out of 2189 unduplicated referrals received were referred more than once by

multiple sources.

Ward

Total # of repeat

referrals (FY20)

Total # of repeat

referrals (FY21)

Out of District

Grand Total

128

173

In FY21, 51 of the 173 referrals were referred more than once by a single referral source.

Referral Source

Total # of repeat

referrals (FY20)

Total # of repeat

referrals (FY21)

CFSA

n<10

Child Development Centers

n<10

Clinics

Community-Based Organizations

n<10

Hospitals

n<10

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

189

Referral Source

Total # of repeat

referrals (FY20)

Total # of repeat

referrals (FY21)

MCO

n<10

Other

n<10

Other Government Agencies

n<100

n<10

Parent/Family

n<10

Physician's Offices

n<10

Grand Total

Children Found Eligible by Ward and Eligibility Category, FY20

Eligibility Category 1 2 3 4 5 6 7 8

Out of

District

Grand

Total

25% Delay In At

Least 2 Areas

76 15 39 86 69 67 75 111 538

25% Delay in One

Area

24 8 12 21 33 41 23 31 193

50% Delay In At

Least 1 Area

2 4 9 13 19 13 11 25 96

Informed Clinical

Opinion

8 2 3 7 11 11 13 11 66

Qualifying Med/Gen

Condition

28 11 8 29 35 38 22 24 1 196

FY20 Grand Total

138

156

167

170

144

202

1089

Children Found Eligible by Ward and Eligibility Category, FY21

Eligibility Category 1 2 3 4 5 6 7 8

Out of

District

Grand

Total

25% Delay In At

Least 2 Areas

75 13 31 81 76 58 69 80 3 486

25% Delay in One

Area

41 13 27 50 47 64 32 51 1 326

50% Delay In At

Least 1 Area

21 10 10 47 32 27 38 54 1 240

Informed Clinical

Opinion

2 6 4 6 2 20

Qualifying Med/Gen

Condition

24 12 21 42 36 42 14 27 218

FY21 Grand Total

163

226

195

197

153

214

1290

(d) Number and percent of children evaluated from overall pool of children referred,

broken out by ward.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

190

The total number of referrals is the unduplicated count of children that were referred to Strong

Start. The number of children referred is greater than the number evaluated for various reasons,

including but not limited to, attempts to contact family unsuccessful, child unavailable and

family deciding not to proceed with evaluation upon referral.

FY20 Number and Percent of Children Evaluated from Referred

Ward

Number

Referred

Number

Evaluated

216

148

69%

79%

86%

241

174

72%

269

178

66%

261

202

77%

271

153

56%

388

218

56%

Out of Dist.

22%

Total

1804

1199

66%

FY21 Number and Percent of Children Evaluated from Referred

Ward

Number

Referred

Number

Evaluated

252

189

75%

74%

121

102

84%

344

271

79%

314

228

73%

322

257

80%

306

164

54%

427

238

56%

Out of Dist.

27%

Total

2189

1513

69%

(e) Number and percent of children who were not fully evaluated, broken out by ward

and the reason they were not evaluated.

The table below shows the percent of children who were not fully evaluated along with the

reason for not being evaluated by ward for FY20.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

191

Reason not evaluated

Ward

Out of

Dist.

Total

Attempts to Contact

Unsuccessful

32 6 6 38 54 25 74 106 1 342

Child Unavailable -

Hospitalized

2 1 3

Child Unavailable -

Not in State

4 2 1 1 8

Guardian Withdrawal

204

Inappropriate Referral

Moved Out of State

Other

Still open

# not evaluated

127

157

605

% not evaluated

31%

23%

15%

28%

34%

23%

45%

42%

75%

34%

The table below shows the percent of children who were not fully evaluated along with the

reason for not being evaluated by ward for FY21.

Reason not evaluated

Ward

Out of

Dist.

Total

Attempts to Contact

Unsuccessful

28 6 6 38 54 25 74 106 1 313

Child Unavailable -

Hospitalized

1 1

Child Unavailable -

Not in State

2 1 2 2 1 1 1 2 12

Guardian Withdrawal

271

Inappropriate Referral

Moved Out of State

Other

Still open

# not evaluated

142

189

676

% not evaluated

25%

26%

16%

21%

20%

46%

44%

73%

31%

Attempts to contact unsuccessful - Service coordinators are required to make three attempts to

establish contact with a family via phone at different days and times. After the third attempt, the

service coordinator mails a letter to the family indicating that Strong Start needs to hear from

them within seven calendar days to keep the case open.

Still open – A case is marked as “still open” when a service coordinator has established contact

with a family, and they are still in the process of evaluating and/or conducting an IFSP. It can

include cases that are still within the 45-day timeline or cases past the timeline due to family

delay, evaluation delay or program delay.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

192

(f) Number of evaluations by source of payment.

DC EIP and MCO are the only source of payment options allowed by the program, below is the

breakdown.

FY20 Evaluations by Payment

Source of Payment &

Evaluation Agency

# of

Evaluations

DCEIP

606

Coastal Healthcare

143

Kids In Motion

Milestone Therapeutic

Services

National Therapy Center

Playwell

Strong Start

403

MCO

543

Coastal Healthcare

130

Kids In Motion

339

Little Feet and Hands

Milestone Therapeutic

Services

National Therapy Center

Playwell

Grand Total

1149

FY21 Evaluations by Payment

Source of Payment &

Evaluation Agency

# of

Evaluations

DCEIP

708

Coastal Healthcare

103

Kids In Motion

Milestone Therapeutic

Services

National Therapy Center

Playwell

Strong Start

322

MCO

622

Coastal Healthcare

125

Kids In Motion

179

Milestone Therapeutic

Services

106

National Therapy Center

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

193

Source of Payment &

Evaluation Agency

# of

Evaluations

Playwell

143

Grand Total

1,330

Below is the breakdown by discipline of the evaluator(s).

Evaluation Agency / Discipline

of Evaluator

# of Evaluations

(DCEIP Payer)

# of Evaluations

(MCO Payer)

Coastal Healthcare

103

125

Occupational Therapist

Physical Therapist

Speech-Language Pathologist

103

125

Kids in Motion

179

Occupational Therapist

Physical Therapist

136

Speech-Language Pathologist

176

Milestone Therapeutic Services

106

Occupational Therapist

Physical Therapist

Speech-Language Pathologist

101

National Therapy Center

Occupational Therapist

Physical Therapist

Speech-Language Pathologist

OSSE / Strong Start OSSE

322

Development Therapist

Occupational Therapist

159

Physical Therapist

163

Speech-Language Pathologist

225

Playwell LLC

143

Occupational Therapist

Physical Therapist

Speech-Language Pathologist

143

Grand Total

708

622

Please note that most evaluations are conducted by two members from of different disciplines

except when only an Assessment, Evaluation and Programming System (AEPS) is requested.

(g) Number and percent of children receiving an eligibility determination and

Individualized Family Service Plan within 45 days of referral, broken out by

ward.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

194

OSSE reports annually to the U.S. Department of Education on the number and percent of

children receiving an eligibility determination and Individualized Family Service Plan within 45

days of referral in its Annual Performance Report (APR). This is Indicator 7 in the APR which is

submitted in February of each year and published on the OSSE website upon finalization in

April. The most recent approved data is from the 4th Quarter of FFY2019 (July 1, 2019, to June

30, 2020). FFY2020’s data (July 1, 2020, to June 30, 2021) is under review with the USED. This

reflects the most recent data finalized. OSSE does not provide USED with ward level data;

however, the information is provided below.

Year

Number of eligible

infants and toddlers

with IFSPs for whom

an initial evaluation

and assessment and an

initial IFSP meeting

was conducted within

Part C’s 45-day

timeline

Number of

documented delays

attributable to

exceptional family

circumstances*

Number of e

ligible

infants and

toddlers evaluated

and assessed for

whom an initial

IFSP meeting was

required to be

conducted

Percent of

Children

Federal Fiscal Year

(FFY) 2018 (April

2019 - June 2019 -

4th Qtr.)

295 58 360 98.06%

Federal Fiscal Year

(FFY) 2019 (April

2020 - June 2020 -

4th Qtr.)

92 90 191 95.29%

* As per USED guidelines, the number of documented delays attributable to exceptional family

circumstances is added to the "Number of eligible infants and toddlers with IFSPs for whom an

initial evaluation and assessment and an initial IFSP meeting was conducted within Part C's 45-

day timeline" field to calculate the numerator for this indicator.

Ward

Number of

Timely Children

(FFY2018)

% Timely

(FFY2018)

Number of

Timely Children

(FFY2019)

% Timely

(FFY2019)

1 37 100.00% 21 100.00%

2 17 100.00% 7 70%

3 18 100.00% 16 100.00%

4 53 100.00% 38 100.00%

5 61 95.31% 28 93.33%

6 49 96.08% 17 94.44%

7 52 98.11% 26 96.30%

8 60 98.36% 27 93.10%

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

195

Ward

Number of

Timely Children

(FFY2018)

% Timely

(FFY2018)

Number of

Timely Children

(FFY2019)

% Timely

(FFY2019)

Out of District 6 100.00% 2 100.00%

Total 353 98.06% 182 95.29%

(h) Number and percent of children receiving services within 30 days of receiving the

Individualized Family Service Plan, broken out by ward.

OSSE reports annually to the U.S. Department of Education on the number and percent of

children receiving an eligibility determination and Individualized Family Service Plan within 45

days of referral in its Annual Performance Report (APR). Indicator 1 in the APR also includes

data on the number and percent of children receiving services within 30 days of a child’s

Individualized Family Service Plan. The most recent approved data is from the 4th Quarter of

FFY2019. FFY2020’s data is under review with the USED. This reflects the most recent data

finalized. OSSE does not provide USED with ward level data; however, the information is

provided below.

Year

Number of infants and

toddlers with IFSPs

who receive the early

intervention services

on their IFSPs in a

timely manner

Number of

documented delays

attributable to

exceptional family

circumstances*

Total number of

infants and

toddlers with

IFSPs

Percent of

Children

Federal Fiscal Year

(FFY) 2018 (April

2019 - June 2019 -

4th Qtr.)

284 46 351 94.02%

Federal Fiscal Year

(FFY) 2019 (April

2020 - June 2020 -

4th Qtr.)

173 31 222 91.89%

* As per USED guidelines, the number of documented delays attributable to exceptional family

circumstances is added to the "Number of infants and toddlers with IFSPs who receive their

early intervention services on their IFSPs in a timely manner" field above to calculate the

numerator for this indicator.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

196

Ward

Number of

Timely Children

(FFY2018)

% Timely

(FFY2018)

Number of

Timely Children

(FFY2019)

% Timely

(FFY2019)

1 34 97.14% 21 95.45%

2 15 88.24% 8 100.00%

3 16 100.00% 16 88.89%

4 51 96.23% 35 92.11%

5 53 94.64% 31 93.94%

6 44 89.80% 22 91.67%

7 52 94.55% 33 86.84%

8 56 91.80% 35 92.11%

Out of District 9 100.00% 3 100.00%

Total 330 94.02% 204 91.89%

(i) The number of children who received certain services.

Service*

Number of children

receiving service

(FY21)

Number of children

receiving service

(FY20)

Speech/Language Pathology (SLP)

1574

1612

Physical Therapy (PT)

559

638

Occupational Therapy (OT)

391

439

Developmental Therapy (DT)

227

267

DT – Applied Behavior Analysis (ABA)

116

Vision Services

Hearing Services

*A child may receive more than one service.

(j) Number of children receiving services, broken out by funding source (e.g.

Medicaid MCO, Medicaid fee for service, no insurance) and ward.

Payor Source/Insurance

# of Children

(FY20)

Percentages

(FY20)

# of Children

(FY21)

Percentages

(FY21)

DC EIP

902

42%

988

45.6%

Medicaid MCO

1155

53.8%

1093

50.5%

Fee for Service Medicaid

4.2%

3.94%

Total

2147

100%

2166

100%

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

197

Please note, the data provided in OSSE’s responses to the question above may not always be

consistent with data points provided by OSSE in federal or other reporting requirements due to

specific business rules for particular requirements.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

198

62. What progress has early intervention made in implementing the Natural Learning

Environment Practices (NLEP) and what changes has OSSE seen as a result?

The District of Columbia Early Intervention Program (DC EIP), Strong Start, supports and

complies with the federal law and regulations that require early intervention services to be

family-centered, community-based, and provided in the natural environment, to the maximum

extent appropriate. Research shows that children learn best when they are participating in these

naturally occurring learning opportunities that are a part of everyday routines and activities

within the real life of the child and family. Evidence-based natural learning environment

practices (NLEP) start with looking at the activities infants and toddlers participate in during

their everyday life at home and in the community; these everyday activities provide learning

opportunities which, in turn, can lead to increased participation and skill development for the

child. Natural learning environment practices also focus on child interests to increase

participation, as well as parent responsiveness to the child through the use of strategies that

support child learning and development. Consistent with the NLEP approach, Strong Start’s

work does not just provide services to children but supports parents and other adults in a child’s

daily life to build adults’ capacity to promote children’s development and learning in the natural

learning environment.

Since 2017, Strong Start has made tremendous progress in implementing the NLEP framework,

and in FY21, Strong Start completed implementation of the final components of the NLEP

framework with the selection and assignment of a primary service provider (PSP), introduction

of formal teaming meetings and joint visits. These components are described in more detail

below.

Using a primary service provider approach

As part of the NLEP framework, the PSP model is used to support families of infants and

toddlers in reaching the goals in their Individualized Family Service Plan (IFSP). Using this

approach, a team of professionals works together to support children, families and caregivers.

One member of the team, serving as the PSP, functions as the primary liaison between the family

and other team members. Using a coaching interaction style, the PSP receives consultation from

the other team members and interacts with and coaches other team members, the family and

caregivers. The PSP approach provides families the opportunity to build an ongoing reciprocal

relationship with a provider that will support them as they help their child meet developmental

milestones.

Over the course of FY21, Strong Start fully implemented the PSP and teaming approach through

the following steps: Between December of 2020 and February of 2021, Strong Start conducted a

series of townhalls (English and Spanish) in which families in the program were invited to learn

and ask questions about the PSP and teaming approach. A Frequently Asked Questions (FAQ)

document was developed for current families explaining the change, the impact on the current

services and what to expect. A one pager for new families was also created explaining the

approach and how a PSP is selected.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

199

Between January and April of 2021, all vendor agencies conducted their own book study groups

with all their early interventionists to ensure the foundational knowledge of coaching, PSP and

teaming approach among all service providers. Over 120 early interventionists in the system

participated in the trainings.

In September of 2021, Strong Start officially introduced the use of the PSP and teaming approach

to service delivery in early intervention in the District.

PSP selection results in families being paired with an early interventionist using an

individualized process that takes into account their unique family needs. When selecting the

appropriate PSP, many factors must be considered, such as expertise, skill, availability and

family preference. During the selection process, the Strong Start service coordinator engages the

team with knowledge obtained in the family interview with the team and child outcomes to come

to a determination as to who is the best provider to support that family.

As a result of the implementation of the PSP:

• A team of individuals from multiple disciplines is assigned to each family in the program.

• One team member serves as the primary liaison between the family and other team

members.

• The PSP receives coaching and support to build on their expertise from other team

members through ongoing interactions.

Teaming Meetings

Teaming meetings are a way for a child’s primary service provider to get support from members

on the four core disciplines: speech-language pathology, occupational therapy, physical therapy

and developmental therapy. This support is offered in the form of coaching, where the team asks

reflective questions in order for the primary service providers to come to their own conclusions

and create new ideas based on what they have done, what they have tried, and what they may

want to try in upcoming sessions to further support the family. In April of 2021, vendor agencies

began to hold mandatory monthly teaming meetings. Strong Start vendor agencies are required to

hold teaming meetings at least once per month, prepare an agenda and invite the service

coordinators and managed care organization (MCOs) case managers, and document a summary

of the meeting on each child’s record in the Strong Start Child and Family Data System

(SSCFDS).

As a result of formal teaming meetings:

• PSPs have increased their knowledge and expertise and are better able to coach parents to

support their children.

• Interventionists are understanding now that every team member is responsible for every

child and family in their team and not just those families for whom they serve as the PSP.

• Service coordinators and MCO case managers are invited to the teaming meetings. This

has resulted in increased collaboration and ability to ensure that the necessary supports

are provided right away rather than waiting for periodic formal IFSP reviews.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

200

Joint Visits

In July of 2021, joint visits were introduced as the next component of the NLEP initiative. Joint

visits are an additional means of support for the PSP or the child’s care provider offered by a

member of the child’s team or secondary service provider (SSP). After the child has had a

teaming meeting, the team may decide that more direct support is needed for the PSP in the form

of a joint visit. During this visit, the SSP lends support to the PSP by building their capacity in

areas that would help the child and the family.

As a result of the implementation of joint visits PSPs are supporting families more efficiently by

addressing their concerns in other areas of development right away, helping families to meet

their IFSP outcomes, and PSPs are more empowered to work across disciplines. Parents are able

to understand how their child’s team works, to work more closely with other members of their

child’s team, and to have direct access to disciplines of team members other than the designated

PSP.

Professional Development

The Strong Start Reflection Group is an initiative created in 2019, where providers in the DC

early intervention community can come together monthly to discuss issues related to using a

coaching interaction style, family-related challenges, and challenges related to delivery of early

intervention services in child development centers. The group also presents an opportunity to

reflect on what providers have been doing to support families in early intervention and to engage

in peer coaching opportunities with current providers in the DC early intervention system.

In FY2021, Strong Start reflection groups engaged providers on a monthly basis in the following

provider suggested topics: implicit bias, building relationships through empathy, coaching case

studies, how to have a family centered evaluation, writing outcomes, choosing the PSP, support

for returning to in-person visits and balancing hybrid schedules. Reflection groups had an

average of 13 providers over 11 sessions held this year.

100% of the respondents to the Reflection Group Survey rated the Strong Start initiative as

Effective or Highly Effective in enhancing their knowledge of effective teaming and NLEP

implementation. Additionally, 90% of respondents rated the groups as Effective or Highly

Effective in providing opportunities for them to address case-specific barriers to implementing

the coaching interaction style and teaming approach to service delivery.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

201

63. Describe what OSSE has done in fiscal year 2021 to increase the number of infants

and toddlers receiving Early Intervention services, as mandated by Part C of the

Individuals with Disabilities Education Act (IDEA). In your responses, please

explain the following:

(a) What OSSE is doing or planning to do to address the gaps in evaluation

completion and participation for children in Wards 5, 7, and 8 and for

children on Medicaid.

(b) If OSSE has experienced a decline in referrals or in number of children sent

to providers for evaluation, please quantify, provide analysis of reasons, and

describe what is OSSE doing to reverse that trend.

health emergency that have been undertake by OSSE to ensure continued

outreach to parents of infants and toddlers, healthcare providers, and

educators to ensure timely referrals as mandated under Part C of IDEA.

(d) Please describe any other ways in which this work has been impacted by the

COVID-19 pandemic.

(a) How OSSE is/planning to address evaluation completion gaps in Ward 5, 7, and 8

children.

Strong Start continues working through a variety of strategies to increase evaluation completion

rates for children in Wards 5, 7 and 8. Strong Start’s long effort to have a physical location in

Wards 7 or 8 came to fruition and a new location in Ward 7 was delivered in Dec. 2020. Due to

the pandemic, we have not yet been able to invite the community into the new facilities for new

in-person engagement activities. Strong Start is hopeful that in FY22 we will be able to host

different activities in the office including but not limited to initial family interviews, eligibility

evaluations, parent workshops and playgroups. These activities will allow the program to engage

actively and effectively with the community in Wards 7 and 8 to increase the rate that evaluations

are completed in these Wards.

In FY22 Strong Start will resume efforts with Children’s National Medical Center (CNMC) at

Anacostia and the Child and Family Services Administration (CFSA) Health Horizons

Assessment Center to conduct onsite evaluations for families right at the time that they visit the

center. The pilot plan includes having an evaluation team on a site schedule perform eligibility

evaluations while the family is available and ready to move with the referral. Providing

evaluations at these sites should increase the percentage of referrals from these sources who

complete the full evaluation process.

Strong Start’s implementation of the primary service provider and teaming approach has

significantly increased collaboration among all team members. Case managers from the

Medicaid Managed Care Organizations (MCOs) and Strong Start service coordinators are

working more closely to follow up with referred families that have an MCO assigned and that

have issues with unsuccessful engagement attempts to participate in the program.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

202

(b) Decline in evaluation referrals.

OSSE has not experienced a decline in referrals or number of children sent to providers. The

number of unduplicated referrals from FY20 to FY21 increased by 21% (from 1804 in FY20 to

2189 in FY21) and the number of children sent to providers for evaluation increased by 16%

(from 1149 in FY20 to 1330 in FY21).

The public health emergency due to COVID-19 required OSSE to transition to telehealth to

provide Strong Start services in Spring 2020. However, OSSE has continued to conduct

outreach, accept referrals and conduct evaluations for Strong Start throughout the COVID-19

pandemic, including both in-person and virtual approaches in FY21.

To support timely outreach and referrals during the pandemic, Strong Start emphasized the Ages

and Stages Questionnaire (ASQ) and provided additional support to child development facilities

to use the ASQ online. This online system is used to complete all developmental screenings

required by IDEA Part C and allows screening to be completed by Strong Start’s child find unit,

child development facility staff, health providers or the child’s own family. Strong Start

continued the option for in-person screenings for child find purposes as long as health and safety

guidelines were followed; however, most families supported the easy and convenient access that

the ASQ online system provided.

Part C partnered with DC Health and the Division of Early Learning (DEL) Quality

Improvement Network (QIN) centers on piloting the use of the ASQ Online database for

universal screening of children in participating QIN centers/DC Health programs. The technical

assistance provided by Part C on developmental screening was highly attended.

As one of the main primary referral agencies for Part C, CFSA maintains a strong screening-

referral relationship and that did not change in FY21. At the beginning of the year, screening

requests sent to Part C from CFSA were lower than normal. However, as the year progressed

and families started to know more about our virtual screening options the screening requests

increased. We also saw an increase in overall family communication availability.

Part C continued with the standing agreement with DC Public Libraries (DCPL), to include

multiple virtual professional development opportunities for DCPL staff and families focused on

infant-toddler development and screening. In-person playgroups were paused due to COVID-19,

but DCPL was able incorporate live Part C trainings/workshops into their online Facebook

platform for universal access to families. In partnership with DCPL, OSSE plans to resume in-

person playgroups in FY22 when public health conditions enable us to do so safely.

Lastly, Part C introduced a new online referral system in Sept. 2021, which made it easier for

families and community stakeholders to make referrals to Strong Start. Referral sources now can

submit a referral online and receive a confirmation email that the referral has been submitted.

Information about how to access this new link was included in all Strong Start outreach, training,

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engagement, and communication efforts/events and integrated into broader OSSE and Division

of Early Learning Communications.

(d) Other COVID-19 impacts.

The public health emergency due to COVID-19 required OSSE to transition to telehealth to

provide Strong Start services in Spring 2020. On November 1, 2020, Strong Start moved to stage

1 of the reopening plan allowing in-person eligibility evaluations when an evaluation cannot be

conducted virtually due to the family’s lack of resources to participate in a virtual visit. On June

14, 2021, Strong Start moved to stage 2 of the reopening plan allowing families to request in-

person visits, continue with visits via telehealth or a hybrid for service delivery. On July 12,

2021, Strong Start moved to stage 3 of the reopening plan. In addition to face-to-face visits for

service delivery as delineated in stage 2, families may request in-person service coordination for

initial intake and Individualized Family Service Plan (IFSP) meetings or continue to conduct

meetings virtually.

During FY21, COVID-19 has not had an impact on Strong Start’s ability to perform evaluations.

During FY21, Strong Start has been able to provide services to an average of 85 percent of the

children with an IFSP.

Since Strong Start moved to stage 2 of the reopening plan more families are receiving services

in-person. Below is the percentage of services delivered in-person and via telehealth.

Method

Jun-21

Jul-21

Aug-21

Sep-21

Oct-21

Nov-21

Dec-21

In-person

14%

30%

38%

50%

57%

62%

56%

Telehealth

86%

70%

62%

50%

43%

38%

44%

In-person outreach opportunities across the District have been limited during the public health

emergency, as fewer organizations are hosting the type of large group gatherings that have

created opportunities for outreach in the past, and families are less comfortable attending in-

person events. The pandemic has also affected opportunities for engagement and outreach

through DC Public Libraries and DC Child Development Centers due to public health and safety

procedures in these locations. As an alternative, OSSE focused energy on virtual professional

development and parent workshops, which were made available through both OSSE’s

Professional Development Information System (PDIS) for child development facilities as well as

DCPL’s Facebook platform for families. Although trainings offered through PDIS continued to

attract significant participation, we recognize that online outreach modalities have some

weaknesses and are looking forward to being able to resume more in-person engagement in

FY22 as the public health situation improves.

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64. For children transitioning from Part C Early Intervention/Strong Start to Part B

special education services, how has OSSE ensured that children are receiving all

special education and related services by the child’s third birthday?

(a) Specifically, how has OSSE begun collecting accurate, reliable, and timely

data to indicate when all services have begun, not just related services, and

the reasons for any delays?

(b) Please describe to what extent this work has been impacted by the COVID-19

pandemic and the transition to distance learning.

(a) OSSE’s data collection.

The District is required by the U.S. District Court in DL v. DC, to record and track when children

receive the initial provision of specialized instruction and related services by the child's third

birthday for all children transitioning from IDEA Part C Early Intervention Services to IDEA

Part B special education. Beginning in the 2019-20 school year, OSSE requires all LEAs serving

three through five-year-olds to document the initial provision of specialized instruction for all

transitioning students in the OSSE Special Education Data System (SEDS). LEAs meet the

requirement to document the initial provision of related services through existing related services

tracking and documentation of service delivery in SEDS.

LEAs are required to document the initial provision of specialized instruction and related

services in student records in SEDS within five business days of the provision of services, in

accordance with the OSSE LEA Data Management Policy. OSSE provides LEAs training on the

requirement for timely provision and documentation of these services at the beginning of each

school year. LEAs provide information on the reason for any delay in initial service provision by

completing a "Provision of Specialized Instruction Form" in the student's SEDS record,

including information on attempted but undelivered services.

(b) COVID-19 impacts.

The public health emergency presented significant challenges to the delivery of services to all

students with disabilities, including students ages three through-five-years old who transitioned

into IDEA Part B services. During virtual and hybrid learning, LEAs made the initial provision

of specialized instruction and related services available to students through synchronous and

asynchronous learning opportunities and virtual related services delivery to the greatest extent

possible. OSSE review of student-level data reveals that LEAs experienced difficulty reaching

early learners through virtual learning. For this reason, LEAs prioritized the return of students

ages three through five-years-old to in-person learning in Summer 2021 and the start of the

2021-22 school. Prioritizing the return of this student population provided LEAs an opportunity

to address delayed initial provision of services through accelerated learning strategies and in-

person delivery of make-up related services. The District's LEAs continue to modify practice to

ensure that students experiencing quarantine or school closure receive timely initial provision of

services.

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65. Question #65

(a) Provide the following information regarding children who exited Part C

services in fiscal year 2021:

(1) number and percent of children who are meeting age-expectations in

areas of previous delay at exit;

(2) number and percent of children eligible for Part B services who

have an Individualized Education Plan (IEP) by age three;

(3) number and percent of children eligible for Part B who have a

placement to implement their IEP by age three;

(4) number and percent of children eligible for Part B who have all

their IEP special education and related services commence by age

three;

(5) percent of the time that Part B and LEA staff attend transition

conferences;

(6) number of children exited, broken down by type of placement or

services, after age three; and

(7) percent of children in Part C who are ultimately deemed eligible for

Part B (even if Part B eligibility is decided after age three.

(b) Please describe how COVID-19 and distance learning has impacted

transitioning students from Part C to Part B special education services.

(a) Regarding Part C services:

(1) Number and percent of children who are meeting age-expectations in

areas of previous delay at exit.

These performance metrics are based on federal fiscal years. The data presented below is from

FFY19 which spans the period from July 1, 2019, to June 30, 2020. FFY20 spans the period

from July 1, 2020, to June 30, 2021 and encompasses much of FY21. FFY20 metrics have just

been sent to the US Department of Education for their approval.

Federal Fiscal Year 2019 (FFY19) data from the IDEA Annual Performance Reports

Outcomes

Number of

children

Percentage Target Status

Outcome A – Positive social-

emotional skills (including social

relationships)

465 70.56% 72%

Did not

Meet

Target

Outcome B – Acquisition and

use of knowledge and skills

(including early

language/communication)

368 55.84% 57%

Did not

Meet

Target

Outcome C – Use of appropriate

behaviors to meet their needs

512 77.69% 75%

Met

Target

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Federal Fiscal Year 2020 (FFY20) data from the IDEA Annual Performance Reports

Outcomes

Number of

children

Percentage Target Status

Outcome A – Positive social-

emotional skills (including social

relationships)

499 73.82% 70.56%

Met

Target

Outcome B – Acquisition and

use of knowledge and skills

(including early

language/communication)

397 58.73% 54%

Met

Target

Outcome C – Use of appropriate

behaviors to meet their needs

545 80.62% 76%

Met

Target

(2) Number and percent of children eligible for Part B services who have an

Individualized Education Plan (IEP) by age three.

Reporting

Year

Students with

timely IEP

Students

transitioning from

Part C to Part B

Percentage of

students with

timely IEP

FFY2019

113

116

97.4%

FFY2020

68.8%

Number of students with an IEP finalized by their third birthday.

Number of students who were in the reporting universe for IEPs.

(3) A number and percent of children eligible for Part B who have a

placement to implement their IEP by age three.

Reporting

Year

Students with

timely

placement

Students

transitioning from

Part C to Part B

Percentage of

students with

timely placement

FFY2019

115

116

99.1%

FFY2020

91.4%

Number of students who had a location of services provided by their third birthday.

Number of students who were in the reporting universe for IEPs.

Percentage of students who had a location of services provided by their third birthday.

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(4) Number and percent of children eligible for Part B who have all their

IEP special education and related services commence by age three.

Reporting

Year

Students with

timely

implementation

of services

Students

transitioning from

Part C to Part B

Percentage of

students with

timely

implementation of

services

FFY2019

100

116

86.2%

FFY2020

50.5%

Number of students whose related services were attempted within 14 days of their third birthday

or date of first school enrollment; also includes students who did not have related services

prescribed.

Number of students who were in the reporting universe for IEPs.

(5) Percent of the time that Part B and LEA staff attend transition

conferences.

In FY21 588 meeting invitations were sent, and 550 transition conference meetings were actually

held and 549 meetings were attended by LEA, for a 99.81% percent attendance rate.

(6) Number of children exited, broken down by type of placement or

services, after age three.

Reporting

Year

DCPS

Charter

Extended IFSP

Total Students

who received

services after

transitioning

from Part C

FFY2019

100

215

331

FFY2020

170

262

Number of students who were on Extended IFSPS as of their third birthday.

Total number of students who transitioned from Part C to Part B or who continued to received

Part C services.

Students who exited Part C and were not part of the cohort of students who transitioned from

Part C to Part B are not included in the table above. Preschool and pre-K program attendance are

not mandatory in DC. Therefore, if a parent exits early intervention services and does not move

forward with school enrollment before age 5, OSSE will not have data related to that child's

services in the interim unless parents provide it.

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(7) Percent of children in Part C who are ultimately deemed eligible for Part

B (even if Part B eligibility is decided after age three)

Reporting

Year

Students

deemed eligible

for Part B

Students served by

Part C and

referred to Part B

Percentage of

students deemed

eligible for Part B

FFY2019

489

817

59.9%

FFY2020

454

642

70.7%

*Includes all students who were referred from Part C to Part B and had a Part B eligibility as of

July 6, 2018 (FFY2017) or July 22, 2019 (FFY2018).

Number of students who were referred from Part C to Part B and were deemed eligible for Part

B services.

Number of students who were referred from Part C to Part B.

Percentage of students who were referred from Part C to Part B and were deemed eligible for

Part B services

(b) Please describe how COVID-19 and distance learning has impacted transitioning

students from Part C to Part B special education services.

The public health emergency required OSSE to transition to telehealth to provide Strong Start

services in Spring 2020. Over the course of FY21, Strong Start resumed delivery of in-person

services in three stages, as described in our response to Question 63. In November 2020, OSSE

began in-person eligibility evaluations when an evaluation cannot be conducted virtually due to

the family’s lack of resources to participate in a virtual visit, and in July OSSE resumed in-

person service delivery, while maintaining an option for families to continue visits via telehealth

or hybrid service delivery

During FY21, Strong Start continued to conduct evaluation assessments for eligibility and

transition to Part B. Strong Start has not had any impact in the ability to perform evaluations due

to COVID-19.

During FY21, Strong Start continued to work closely with DCPS Early Stages to ensure that

their evaluation teams have the most updated information for them to be able to determine Part B

eligibility. Strong Start continues to hold timely transition conference meetings before the child

turns 2 years 9 months as demonstrated in the most recent Annual Performance Report Federal

Fiscal Year FFY2019 submitted to USED (see previous note on FFY timing; FFY19 is the most

recent year for which data is available), and by providing access to Part C records including the

sharing of intervention log notes. Strong Start has not seen any challenges in allowing families to

access the extended IFSP option after their child has been determine eligible for Part B and

before the child turns 3.

Even though services continued to be provided for children over 3 years, the unavailability of

safe in-person assessments has delayed the Part B service eligibility process. Now that DCPS

Early Stages has started to offer limited in-person evaluations and Part C has resumed, Early

Stages’ use of the BDI-2U, a standardized assessment tool, will support the District to decrease

FY 2021 Performance Oversight Questions

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the backlog for Part B eligibility determination. OSSE continues to monitor DCPS’ activities to

scale-up in-person assessment activities to address this backlog of delayed evaluations, and

OSSE confirmed as of the date of this submission that all families have been offered the

opportunity to complete assessment activities. OSSE continues to provide DCPS with supports

necessary to continue addressing delayed initial evaluation activities.

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66. Describe OSSE’s Child Find process including efforts to identify students in need of

special education services in early grades and in private school settings.

IDEA requires states and LEAs to conduct Child Find activities through a set of policies,

procedures, and public awareness activities designed to locate, identify, and evaluate children

who may require special education and related services. OSSE has published child find policies

and guidance designed to support LEAs in establishing child find procedures and completing

public awareness activities. LEAs are required to have in effect a policy that describes the LEA’s

efforts related to Child Find. OSSE makes available a model policy on its website to LEAs.

OSSE additionally provides LEAs annual training on child find requirements to ensure field

readiness, including special focus on child find activities to identify students in early grades.

OSSE continues to maintain an FTE dedicated to addressing child find activities for students

three through five-years-old. OSSE conducts annual child find monitoring to review LEA child

find for students ages three through five-years-old. These activities include review of current and

historical student data with the LEA to identify gaps in procedure and practice. OSSE provides

LEAs technical assistance to correct student-level concerns and identify system improvements to

improve identification rates across their LEA. OSSE engages LEAs in corrective action plans

(CAPs) and review of LEA compliance with those CAPs to ensure improved child find process

and rates over time.

OSSE continues to provide technical assistance to DCPS in the administration of the District’s

child find activities for students in private and parochial schools within the District.

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67. Provide an update on the work of the Early Childhood Development Coordinating

Council in fiscal years 2021 and 2022 (through January 31). Include the following

information in your response:

(1) a list of all members of the Council, including the organization they

represent and how long they have served on the Council;

(2) a list of the date and time of all meetings; and

(3) a narrative description of any action items taken or

recommendations made by the Council.

The table below provides a listing of the members of the Early Childhood Development

Coordinating Council.

First Name Last Name Affiliation

Appointment

Date

Stacey

Collins

PNC Bank

5/9/2014

Sean Compagnucci

Early Stages, District of Columbia

Public Schools (DCPS)

5/9/2014

Carrie

Thornhill

DC Early Learning Collaborative

5/9/2014

Cynthia

Davis

Kings and Queens Childcare

4/24/2015

Jack McCarthy

AppleTree Institute for Education

Innovation and AppleTree Early

Learning Public Charter School

4/24/2015

LaQuandra

Nesbitt

DC Health

6/3/2015

Laura Zeilinger

Department of Human Services

(DHS)

6/3/2015

Brenda Harris

Kids Comprehensive Services,

LLC / DC Child Care Connections

5/17/2017

Linda Moore

Elsie Whitlow Stokes Community

Freedom Public Charter School

6/2/2017

Johnathaan

Pannell

Connecting Communities, Inc

12/4/2018

Cheryl

Ohlson

DCPS

2/21/2019

Cara

Biddle

Children's National Hospital

11/25/2019

Marica

Cox Mitchell

Bainum Family Foundation

11/25/2019

Kim

Ford

Martha's Table

11/25/2019

Andrea

Thomas

United Planning Organization

11/25/2019

Nicole

Cole

Public Charter School Board

11/26/2019

Sara

Mead

OSSE

8/3/2020

Michelle

Price

OSSE

10/12/2020

Ruqiyyah

Anbar-Shaheen

DC Action

Feb 2021

Christina

Grant

OSSE

6/21/2021

Amaya

Garcia

Parent representative

9/13/2021

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The table below provides a listing of the dates and times of all meetings in FY21 and to date in

FY22.

Date

Time

Jan. 28, 2021

3-4:30 p.m.

March 25, 2021

3-4:30 p.m.

July 22, 2021

3-4:30 p.m.

Oct. 28, 2021

3-4:30 p.m.

Jan. 26, 2022

3-4:30 p.m.

The SECDCC ensures statewide coordination and collaboration of early childhood development

activities. In FY21 and FY22 to date, SECDCC discussion topics have included:

• District’s Comprehensive State Literacy Program grant and development of the state

literacy plan

• Update on federal emergency relief funds

• Child Care and Development Fund—overview of the State Plan development process and

feedback

• Update on federal funding and financial assistance for child care sector in COVID

• Planning for summer and upcoming school year

• Child Care and Development Fund—seeking feedback and input on State Plan

development

• Update on American Rescue Plan funding and financial assistance for child care sector in

COVID

• DC Cost Estimation Model presentation and discussion

• Update on Strong Start in-person services

• Study of Nontraditional Hour Child Care

• Progress and updates on relief grant funds and fiscal year 2022 (FY22) budget

• Vaccine mandate

• Early Childhood Educator Equitable Compensation task force update

• Urban Institute: Early childhood educators workforce supports

• District of Columbia programs supporting early childhood educators

• Considered the District's Comprehensive Literacy State Development (CLSD) grant and

its connections to early literacy.

• Reviewed an update on Federal Emergency Relief Funds.

• Examined and provided feedback on the Child Care and Development Fund (CCDF)

State Plan development process.

For all SECDCC meeting agendas and presentations, please refer to the OSSE’s website here.

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Teaching and Learning

68. Describe OSSE’s efforts to monitor and provide support to LEAs with regard to the

student achievement for English Language Learners in fiscal years 2020 and 2021.

Please also describe OSSE’s efforts to monitor and provide support to LEAs

regarding language access responsibilities under the DC Language Access Act and

Title VI of the Civil Rights Act.

OSSE provides guidance to school leaders and teachers around maintaining a language

instruction educational program for English learners that is rooted in federal and local

regulations. OSSE does this through Title III, Part A monitoring, policy guidance, professional

development, technical assistance, and program supports.

The DC Language Access Act obligates the DC government to provide equal access and

participation in public services, programs, and activities for residents of the District of Columbia

who cannot (or have limited capacity to) speak, read, or write English. Monitoring of the DC

Language Act is conducted by the Office of Human Rights and only pertains to DC government

entities.

Title III, Part A Monitoring

In early spring 2020, OSSE conducted on-site monitoring of selected LEAs receiving federal

funding in FY20 for English Learners under Title III, Part A grants, including a program and

fiscal review. With the onset of the pandemic, OSSE pivoted to a similar virtual monitoring

process and continued this virtual monitoring process in the spring and summer 2021 for selected

LEAs who received Title III, Part A funding in FY21. Monitoring was conducted through

OSSE’s risk-based monitoring framework to help reduce burden on LEAs and to focus OSSE’s

onsite monitoring efforts on the highest-risk grantees across all federal grants. Under the

Coordinated Risk-Based Monitoring framework, OSSE evaluated LEAs’ compliance with fiscal

and programmatic requirements under Title III, and LEAs were given one of three designations:

low-risk, medium-risk, or high-risk. High-risk grantees received an onsite monitoring review.

Each LEA participated in an on-site monitoring review of indicators and alignment of required

activities required by Title III, Part A. After each visit, participating LEAs received findings of

non-compliance in each applicable area and targeted technical assistance to develop a corrective

action plan and improve the English Learner program.

Supporting English Learners: Policy, Program, and Instructional Supports

During FY21, OSSE’s Division of Teaching and Learning provided responsive supports for

English learner (EL) students’ achievement in these key areas: (1) maintaining up-to-date EL

policy and guidance, (2) providing timely policy and guidance on serving ELs during the public

health emergency, (3) engaging stakeholders in policy and guidance input, (4) publishing the

dual language roadmap, (5) building LEAs’ capacity to use data to improve EL programs, and (6)

providing virtual EL and dual language professional development. During the ongoing global

public health emergency (PHE), OSSE’s EL supports continued to respond to the needs of EL

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students, teachers, schools, and LEAs and develop timely and relevant policy, guidance, and

training.

Maintained Up-to-Date EL Policy and Program Guidance

• OSSE made minor updates to the OSSE EL policies and procedures document, which is

the main policy and guidance document OSSE maintains to guide LEAs in serving ELs.

The updates included clarification on EL age and eligibility, updated resources and

guidance on EL identification, and smaller edits, such as adding citations and making

stylistic edits.

• To address misunderstandings about the age a student may be eligible for EL services, the

EL policies and procedures document now states that OSSE uses the student’s age on

Sept. 30 of the given school year as the age for qualifying for EL services for the school

year.

• In line with information from the state’s English language proficiency assessment

developer, WIDA, the EL policies and procedures document informs readers of resources

related to accommodations for EL screening, the newly released WIDA screener for

kindergarten, and the retiring of the K-WAPT kindergarten screener.

Provided Timely Policy and Guidance on Serving ELs During the PHE

• In anticipation of the need for continued distance learning in limited scenarios, and given

the lack of remote EL identification assessments for grades K-12, OSSE released an

update to its provisional EL identification procedure, English Learner Identification in the

2021-22 School Year, to ensure that EL identification could occur and needed EL service

could begin during the ongoing PHE for students who have a COVID-19 Medical

Consent & Certification for Distance Learning. OSSE included ELs specifically in its

2021-22 Guiding Principles for Continuous Education, which set a target for success for

LEAs during the return to in-person learning.

• OSSE developed LEA English Learner Program Improvement Strategies for the 2021-22

School Year, a guide organizing twelve strategies around OSSE’s four foundational

principles for serving ELs that provides concrete program-level strategies for LEAs to

take, and tools, examples, and resources to support them in implementing these key

strategies.

Engaged Stakeholders in Policy and Guidance Input

OSSE convened five meetings of the State Title III Advisory Committee to provide input on key

policy and guidance considerations, including state-level supports for ELs during distance

learning, the English learner and dual language chapters of the District’s new Comprehensive

Literacy Plan, and the dual language roadmap..

Published a dual language roadmap

• During the 2020-21 school year the dual language roadmap report was presented to the

State Title III Advisory Committee, OSSE’s English Learner Working Group, staff within

OSSE’s Division of Teaching and Learning, and the DC Public Charter School Board’s

English Learner Professional Learning Community to receive feedback and explore

opportunities to strengthen the implementation of dual language programs in the District.

The dual language roadmap report served as a baseline to identify data gaps regarding

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dual language students’ outcomes and staff providing educational services in two

languages. The associated technical assistance and professional development focused on

four key areas:

o DC Educators Credentialing for Foreign Prepared Educators

o Dual Language Programing

o Research-based Practices to Develop Biliteracy Skills

o Improving Communication and Engagement Between School and Multilingual

Families

Built LEAs’ Capacity to Use Data to Improve EL Programs and Services

• OSSE released English Learners in DC (2019-20 and 2020-21 School Year Data) based

on the state-level and LEA-level analysis of ELs’ academic and English language growth.

The data presented represents the available data for the 2019-20 and 2020-21 school

years to help LEAs analyze programs for supporting the success of their ELs.

• OSSE provided technical assistance to those LEAs demonstrating a need for support in

their responses to the Continuous Educations Plans they submitted in preparation for both

the 2020-21 and 2021-22 school years. OSSE supported these LEAs in strengthening

their ability to identify potential ELs, implement their EL programs with fidelity across

learning environments, and communicate with families in a language they understand, to

the extent practicable, in compliance with Title I and the Language Access Act. To build

upon the agency’s prior training initiatives to increase LEAs’ data literacy and usage of

EL-data to improve their programming for EL students, OSSE released a new web

training designed to inform users of the Early Access to English Learner (EL) Data Qlik

application to understand how to use its new features to enhance EL program planning

and supports in the 2021-22 school year. The training aimed to inform potential users of

the app’s enhancement, the Initial EL Screening sheet, and to identify how data from the

enhancement can be used to self-monitor compliance with state and federal regulations to

timely screen eligible students for EL program eligibility.

• OSSE provided interested LEAs with licenses for WIDA’s MODEL benchmark

assessment of English language proficiency (ELP) in order to measure progress in ELs’

English language development in the absence of data from the WIDA ACCESS for ELs

annual ELP assessment due to the inability to administer the assessment during

mandatory school closures.

Provided Virtual EL and Dual Language Professional Development

EL-focused professional development in FY21 and FY22 to date consisted of (1) virtual training

workshops, (2) Start of School virtual trainings designed for educators and school leaders to

address specific strategies for supporting EL student achievement, and (3) the 2021 Multilingual

Learner Conference (two-day virtual convening). For the second consecutive year, EL supports

were expanded to include new professional development geared specifically to dual language

teachers and school leaders. OSSE offered a robust menu of virtual professional learning

opportunities, including several multi-session workshop series and cohort series.

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48 EL-focused professional development sessions spanning 14 course topics:

1. To support English Learners in the Four Domains of Language, school-based professional

development sessions offered to two LEAs that applied to participate:

a. Six sessions for staff at Meridian Public Charter School with four additional

coaching sessions.

b. Seven sessions for staff at Latin American Bilingual Montessori Public Charter

School with three additional coaching sessions.

2. Sheltered Instruction Observation Protocol eight-part series

3. Distance Learning Engagement Strategies

4. Partnering With Multilingual Families to Support Distance Learning

5. Formative Assessment two-part series

6. Grading English Learners

7. The Principles of Evaluating Your LEA’s English Learner Program four-part series with

four coaching sessions for each of the six participating LEAs

8. Culturally Responsive Teaching For English Learners

9. Advocacy for English Learners

10. WIDA’s eight Self-Paced eWorkshops

11. Engaging English Learners in Instruction During The 2021-22 School Year two-part

series

12. WIDA English Language Development Standards, 2020 Edition: Approaching The

Standards Together four-part series

13. For Teachers: Mission WIDA Standards Ready

14. For Administrators and School Leaders: Implementation of the WIDA English Language

Development Standards

Dual language-focused offerings

OSSE conducted 43 virtual training sessions for distance learning planning and instruction,

including workshop series and virtual professional learning trainings, including these topics:

• DC Educator Credentialing for Foreign Prepared Educators

o Proceso de certificación para educadores en DC (2 sessions)

• Dual Language Programming

o The Biliteracy Framework (5 sessions)

 The Four Domains for Biliteracy: Oracy

 The Fours Domains for Biliteracy: Reading

 The Four Domains for Biliteracy: Writing

 The Four Domains for Biliteracy: Metalanguage

• Research-Based Practices to Develop Biliteracy Skills

o Planning for Biliteracy (3 sessions)

 Dual Language Curriculum Development and Learning Environment

 Reflection and Action for Biliteracy Lessons and Units

 Planning Instruction for Emergent Bilinguals

o Units of Learning for Biliteracy (11 sessions)

 Teaching Strategies to Develop Cross-Language Connections

 The "Dictado", An Instructional Approach to Develop Language Arts

Skills

 Yearlong Curricular Unit Maps for Biliteracy (8 sessions)

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 Considerations When Educating Bilingual Learners with Identified

Learning Disabilities

o Planning and Delivering Instruction in Spanish (9 sessions)

 La instrucción de ciencia y matemáticas bilingüe (3 sessions)

 Fundamentos de una instrucción auténtica en español (4 sessions)

 Nutriendo la equidad mediante la instrucción bilingüe (2 sessions)

o Literacy-based English Language Development (4 sessions)

o Guided Language Acquisition and Development (GLAD) Strategies (5 sessions)

 Leadership Training: Designing a Pathway to Success (2 sessions)

 Foundations Training for Classroom Teachers (3 sessions)

• Improving Communication and Engagement Between Schools and Multilingual Families

o Building Strong Relationships Between Multilingual Families and Educators (4

sessions)

In conjunction with the 2021 Start of School Campaign, OSSE hosted seven webinar workshops

for all LEAs to ensure each LEA had a team of skilled staff who could not only leverage EL

student-level data from multiple systems to meet state and federally required responsibilities, but

also be prepared for the rapidly changing nature of education caused by the COVID-19 crisis.

OSSE’s offerings to ready LEAs to effectively serve ELs on the first day of the 2021-22 school

year included:

• English Learners and the Continuous Education Guiding Principles and LEA Plans

• English Learner Identification and Data

• LEA Implementation of the WIDA English Language Development Standards

• Going Deeper with LEA Implementation of the WIDA English Language Development

Standards three-part series

• New LEA EL Coordinator Orientation

Building on the success of its first-ever LEA EL Coordinator Meeting in January 2020, OSSE

hosted two additional meetings in FY21 for LEA EL Coordinators which focused on policy and

practice topics that are key to supporting ELs effectively. The November 2020 meeting focused

LEAs’ current implementation and goals around OSSE’s prior publication, Eleven Actionable

Strategies for LEAs to Support English Learners’ Success During the 2020-21 School Year. The

September 2021 meeting focused on OSSE’s recently released guide LEA English Learner

Program Improvement Strategies for the 2021-22 School Year and sharing best practices,

successes, challenge and potential solutions among peers. Additional LEA EL Coordinator

meetings were held in summer 2021 as part of the 2021 Start of School training series.

In May 2021, OSSE convened the District’s educators for its second Multilingual Learner

Conference, entitled Strengthening Teaching Practices for Multilingual Learners Together. The

two-day virtual event highlighted the innovative and creative techniques educators have used to

meet the academic and social emotional needs of English learners, and all students, during the

2020-21 school year. Seven breakout sessions, facilitated by DC educators with content targeted

specifically for DC educators, reached 290 attendees.

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Support to LEAs for Language Access Responsibilities

The Elementary and Secondary Education Act (ESEA) Title I, Part A and Title III, Part A grants

require communications from schools regarding parent engagement activities and student

academic progress be provided in a format that is understandable by Limited English Proficiency

(LEP) parents. To meet this requirement, LEAs provide communications in a language that is

accessible to parents of English learners. When OSSE monitors LEAs that receive Title I, Part A

and/or Title III, Part A grants, LEA staff are required to provide evidence relating to parent

communication activities that demonstrate that they have fulfilled this requirement (e.g.

providing translated notices and interpretation services for families).

OSSE provides guidance to LEAs on their obligation to communicate information to Limited

English Proficient (LEP) families in a language they can understand. This guidance, provided

through printed resources and professional development sessions, is framed around one of

OSSE’s Foundational Principles for EL Policy and Programs, “Partner with families, educators,

system leaders, and communities to nurture EL students’ linguistic, academic, social, and

emotional development.”

Printed Resources

OSSE added the resource, Guide to Developing a Language Access Plan, to the EL Policy and

Programs webpage. Additionally, Chapter 10: from the US Department of Education’s English

Learner Toolkit, was added to the EL Instructional Resources webpage. Family Tools: Effective

School-Home Communication is available in the top six languages as a resource to improve the

communication between schools and multilingual communities.

Professional Development

Professional development opportunities during SY20-21 and SY21-22 on language access

responsibilities included the following:

• Serving English Learners: What New LEAs Need To Know

• New LEA Onboarding School Year 2021-22: English Learners and Students

Experiencing Homelessness

• LEA EL Coordinator Discussion: Effective Systems for Providing Language Access to

All Families

• DC Public Schools Pre-Service Week: Strategies for ELs Improvements SY 21-22

• LEA English Learner Coordinator Meeting

• English Learners and the Continuous Education Guiding Principles and LEA Plans

• English Learner (EL) Identification and Data

• New LEA English Learner Coordinator Orientation

Additionally, the DC Language Access Act obligates the DC government to provide equal access

and participation in public services, programs, and activities for residents of the District of

Columbia who cannot (or have limited capacity to) speak, read, or write English. Monitoring of

the DC Language Act is conducted by the Office of Human Rights and only pertains to DC

government entities.

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69. Provide a description of the early literacy grant programs administered by OSSE in

fiscal years 2021 and 2022 (through January 31). For each fiscal year and each

grant, include in your description:

(1) the total amount of grant funds OSSE budgeted;

(2) the total amount of grant funds that OSSE awarded;

(3) the name each grant recipient and the amount the entity received;

and

(4) the outcomes observed by these organizations as a result of the

grant.

In FY20, OSSE awarded the Early Literacy grant as a two-year competitive grant to two (2)

organizations: The Literacy Lab and Reading Partners. Each organization worked with DC

Public Schools and/or public charter schools to implement interventions to increase reading

outcomes for students in pre-Kindergarten through third grade across the District. In FY20, grant

recipients received $2,200,000. Additional funding was provided to both subgrantees in FY21,

for the second year of the two-year grant, totaling $2,600,000, which was an increased amount

from the first year award of $2,200,000. In FY22 OSSE ran the grant competition again, and this

time awarded $2,600,000 as a two-year competitive grant to three (3) organizations: The Literacy

Lab, Reading Partners, and American University. Individual awards per organization are listed

below.

The Literacy Lab

Amount awarded: $1,445,000.00 in FY20; $1,690,000 in FY21; and $1,300,000 in FY22

Overview

The Literacy Lab served 615 students in 15 schools during the 2020-21 school year. The program

tutors were prepared through literacy training and consisted of full-time Americorps tutors and

the Leading Men fellowship. This grant allowed The Literacy Lab to provide direct, evidence-

based literacy interventions daily to 615 students in early literacy skills.

Literacy Lab shared the following outcome data with OSSE:

FY21 Outcomes

In the early months of the COVID-19 in-person school closures at the end of the 2019-20 school

year, Literacy Lab pivoted to a virtual learning posture to provide services. They created tutoring

videos with the same practices from their in-person tutoring. They also provided virtual tutoring.

During the 2020-21 school year, The Literacy Lab placed 40 tutors and 16 fellows in 15 schools.

Literacy Lab proposed serving 645 and served 615 students. Leading Men Fellows focus on

comprehension through a daily repeated read aloud intervention with their pre-K students. The

impact of this intervention can be seen in growth in their students’ reading comprehension from

fall to winter, based on scores from the Preschool Early Literacy Indicators assessment. By the

end of the school year, 30% of pre-K students were on or near target and 38% of grade K-3

students were exceeding target growth. The Literacy Lab shared students typically attended 73%

of sessions historically but during this time period, the average attendance was 51% of sessions

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attended. The Literacy Lab reports being fully prepared to engage in virtual classrooms and

virtual tutoring sessions, but experienced lower student enrollment and attendance.

Updates for FY22

The Literacy Lab plans to serve 690 students through the Early Literacy Grant at 14 DCPS

schools and 4 public charter schools. There are currently 502 students enrolled in the program.

The Literacy Lab is providing in-person, virtual, and hybrid trainings for tutors throughout the

school year. The Literacy Lab reports that 60% of K-3 students being served are exceeding the

target growth rate for their grade level.

Reading Partners

Amount awarded: $755,000 in FY20; $910,000 in FY21; and $850,000 in FY22

Overview

During the 2020-21 school year, Reading Partners’ overarching goal has been to close the

opportunity gap for literacy achievement among low-income youth at a system-wide level by

producing measurable improvements in reading skills of students.

Reading Partners shared the following outcomes data with OSSE:

FY21 Outcomes

In the 2020-2021 school year, Reading Partners launched Reading Partners Beyond, a suite of

services that includes online literacy tutoring and family literacy resources for home and out-of-

school learning in nontraditional environments. Beginning in April 2021, this platform enabled

Reading Partners to implement their literacy tutoring program virtually with one-on-one sessions

(tutor-student pairs) via 45-minute Zoom lessons that students attended twice a week. From

October – June, Reading Partners engaged 19 schools to serve 470 students across DC. This was

below their target goal of 650 students reportedly due to the impacts of COVID-19 and under-

enrollment within DCPS schools. 1,317 students and/or families participated in the Reading

partners Beyond programs with literacy material resources, learning packets, and other resources.

Students received at total of 10,970 virtual tutoring sessions across the 19 schools. Reading

Partners reports that despite historical disruptions and a change to remote learning, 79% of K-2

students master grade-appropriate foundational literacy skills, and 67% of students overall met or

exceed their individualized literacy growth goals.

Updates for FY22

Reading Partners plans to serve 700 students in 16 DCPS schools and 4 charters. Tutoring will be

provided completely in-person for some students while other students will have a hybrid learning

experience. Students receiving virtual tutoring from school sites will be supported by 35

AmeriCorps members stationed at schools.

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American University

Amount awarded: $450,000 in FY22

Overview

American University applied and was awarded for the first time the Early Literacy Grant in

FY22. Through this grant tutoring program, American University is focusing on overcoming

three barriers identified in the OSSE landscape analysis and common in schools everywhere,

namely general education teacher commitment and training, special education staff capacity, and

access to instructional resources.

Updates for FY22

In FY22 American University aims to serve 80 students with 40 sessions each with

undergraduate and graduate teaching students as tutors. American University has partnered with

one DCPS school and one public charter school for this grant.

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70. The Dyslexia and Other Reading Disabilities Screening and Prevention Pilot

Program Act of 2019, effective March 16, 2021, requires OSSE to:

(1) provide kindergarten, first grade, and second grade educators with

professional development on recognizing reading difficulties,

screening for reading difficulties, and implementing instruction that

meet the needs of students with reading difficulties;

(2) provide reading difficulty awareness training to all educators in the

District of Columbia;

(3) compile a list of recommended screening instruments and protocols

that a local education agency (LEA) or school may use to identify

students who are at risk of reading difficulties; and

(4) provide guidance on specialized, multi-tiered remediation and

intervention instruction which is aligned to a science-based reading

program.

Please provide an update to each requirement and if not completed, a deadline when

each requirement will be completed.

OSSE is currently in the process of hiring an individual with expertise in reading and reading

difficulties. The dyslexia specialist will provide trainings and oversight for the implementation of

the dyslexia law.

For the upcoming 2022-2023 school year, OSSE will provide professional learning sessions

focused on understanding, recognizing, and implementing instruction on reading difficulties. The

professional development sessions will begin in June of 2022 and run throughout the school year.

Trainings will be hosted on our learning management system for educators to have continuous

access to professional learning sessions focused on reading difficulties.

Starting in April of 2022, OSSE will begin developing awareness trainings focused on reading

difficulties for all LEA educators. Starting in May of 2022, OSSE will begin delivering

awareness trainings on reading difficulties for all LEA educators. The awareness training will be

hosted on our learning management system for educators to have continuous access.

Starting May of 2022, OSSE will provide a list of recommended screening instruments and

guidance. These recommendations and guidance will be developed into a professional learning

session for educators to interact and ask questions to support their learning. The resources will be

hosted on the OSSE website.

Starting in August of 2022, OSSE will provide guidance on specialized remediation and

intervention instruction to support students with reading difficulties

Starting in 2023, OSSE will begin monitoring compliance with LEAs, to ensure educators are

accessing awareness trainings and other requirements of the legislation. Currently, OSSE is

working on configuring current data systems to process the collection of LEA data.

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71. The Teacher Preparation Emergency Amendment Act of 2021 requires OSSE to

establish, in collaboration with UDC, District university grantees, and the District’s

LEAs, a dual pathway “Grow Your Own” Teacher Preparation Support Program

for the purpose of educating, training, and providing financial support to public

high school dual enrollment students, public high school graduates, and

paraprofessionals to become licensed teachers at DCPS schools or certified teachers

at District public charter schools. Please provide an update to this program.

OSSE's work to implement the “Grow Your Own” program grant is well underway. Currently,

OSSE is in the final stages of hiring a specialist to lead this important work. OSSE is also

preparing to imminently launch the competitive grant opportunity established by the Teacher

Preparation Emergency Amendment Act of 2021. Specifically, OSSE will:

• Release a Request for Applications (RFA) on Friday, February 11, 2022

• Host a Pre-Application Webinar on Wednesday, February 16, 2022

• Enable interested Educator Preparation Providers (EPPs) to submit a Notice of Intent to

Apply on Friday, February 18, 2022

• Require Applications to be submitted by Monday, March 28, 2022

This timeline will enable OSSE to award grants by Friday, April 29, 2022, in alignment with the

legislative requirements that grants be awarded not later than April 30, 2022.

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72. Has OSSE identified the number of students who were at Youth YSC and the DC

Jail during the pandemic?

(a) Has OSSE met with DCPS about providing compensatory services to these

students? If not, when will those conversations begin?

(b) Has OSSE begun outreach to students who were at YSC and DC Jail to

schedule meetings regarding compensatory education?

special education to students at YSC and the DC Jail? How is OSSE

reporting this information to the public?

(a) OSSEs progress with meeting with DCPS about compensatory services

OSSE maintains enrollment and attendance data for all students enrolled in District LEAs,

including students who attend DYRS-Youth Service Center (YSC) and the Maya Angelou PCS

Academy at the DC Jail (formerly the DOC- DCPS Inspiring Youth Program (IYP)). Note that

educational services were provided by DCPS through the end of FY21. OSSE continues to

provide DCPS technical assistance to support the identification and the engagement of families

in determining compensatory education, as appropriate, to students with disabilities who

attended these programs during the public emergency while DCPS remained the education

service provider at the facility. Under the IDEA, it is the obligation of the LEA responsible for

providing FAPE to also provide compensatory education when there has been a denial of FAPE.

(b) OSSE’s outreach to students at YSC and DC Jail

Pursuant to SEA obligations under IDEA, OSSE monitors the delivery of special education at

juvenile and adult correctional facilities through on-site monitoring of all facilities on an annual

basis and desktop review of student files for compliance with IDEA requirements on at least an

annual basis. The LEA, or public agency with educational responsibility, is required to correct

any findings of noncompliance with the requirements of IDEA. OSSE provides ongoing

technical assistance and supports to the public agency and LEA throughout the year to improve

system-wide implementation of IDEA. Under IDEA, it is the responsibility of the IEP Teams to

make individualized decisions about each child’s present levels of academic achievement

and functional performance and determine whether, and to what extent, compensatory

services may be necessary to mitigate the impact of the COVID-19 pandemic on the

child’s receipt of appropriate services.

OSSE has provided guidance on the obligation of LEAs to determine appropriate compensatory

education, including to students who were, or who are currently at, YSC and DC Jail. In FY21,

OSSE modified monitoring activities to address the inability to enter these facilities and schools

across the District due to COVID-19. In lieu of on-site monitoring activities, OSSE conducted

virtual visits to each facility and completed desktop file reviews consistent with annual

monitoring activities in previous years. In FY22, OSSE is conducting in-person on site visits at

all facilities and will continue desktop student file review activities. As of September 2021,

OSSE completes a monthly review of the delivery of special education and related services at the

DOC – Maya Angelou PCS Academy at the DC Jail.

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OSSE provides information to the public on IDEA monitoring, including the monitoring of

correctional facilities, on its website. OSSE publicly posts guidance and training to LEAs, and

the tool used to review LEA or public agency compliance with IDEA requirements. OSSE

reviews student-level data, including the LEA’s compliance with IEP process and service

delivery requirements. LEAs receive the outcomes of this monitoring, including requirements to

correct student and systemic-level failures to meet IDEA requirements.

IDEA requires OSSE to publicly report LEA performance against targets established in the DC

State Performance Plan (SPP) no later than 120 days after the State's submission of its Annual

Performance Report (APR). The report linked here reflects OSSE review of federal fiscal year

(FFY) FFY2019 (DC’s FY20) data. FFY2020 (DC’s FY21) data will be publicly available in Fall

2022. The SPP is a six-year plan that describes the state’s efforts to implement the requirements

of IDEA and improve results for children with IEPs. It articulates how the District of Columbia

will improve its performance on prescribed Indicators. The state must report, in its Annual

Performance Report (APR), on its progress toward meeting the measurable and rigorous targets

detailed in its SPP.

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73. Question #73

(a) How much funding, separate from the Uniform Per Student Funding

Formula, did OSSE provide to each LEA to support homeless students in

fiscal years 2021 and 2022 (through January 31)?

(b) How was the enhanced funding for OSSE’s homeless children and youth

program used in fiscal year 2021?

school liaisons in fiscal years 2021 and 2022 (through January 31).

(d) Describe the role OSSE plays, if any, in providing transportation to and from

school for homeless students.

(e) Describe any additional training or supports provided to LEA homeless

students liaisons due to the public health emergency.

(a) Funding, separate from the Uniform Per Student Funding Formula, that OSSE

provided to each LEA to support homeless students in fiscal years 2021 and 2022.

In FY21, OSSE awarded nine LEAs McKinney-Vento (MKV) grants that will provide

$259,125.44 per year for two years. OSSE also provided these LEAs with enhanced funding

through additional grants funded through the American Rescue Plan’s Homeless Children and

Youth I (ARP-HCY I) funding. ARP-HCY I may be used by grantees through the end of FY24.

For FY21 and FY22 combined, $993,171.79 of funding has been provided to support homeless

students in addition to the Uniform Per Student Funding Formula.

LEA

MKV Base Year

Awards

(Year 1 – FY21)

MKV

Continuation

Awards

(Year 2 – FY22)

Continuation

Awards

(ARP-HCY I)

Total MKV &

ARP-HCY I

Awards

Appletree PCS

$15,791.50

$8,946.36

$40,529.36

Cedar Tree PCS

$2,500.00

$12,874.03

$17,874.03

DC Prep PCS

$45,000.00

$28,693.82

$118,693.82

DC Public Schools

$70,000.00

$379,456.68

$519,456.68

Friendship PCS

$69,833.94

$29,784.84

$169,452.72

Howard University

PCS

$10,000.00 $10,000.00 $1,091.02 $21,091.02

Maya Angelou PCS

$15,500.00

$6,655.22

$37,655.22

Monument Academy

PCS

$18,500.00 $18,500.00 $3,273.06 $40,709.47

YouthBuild PCS

$12,000.00

$3,709.47

$27,709.47

Sub-totals

$259,125.44

$474,484.50

$993,171.79

GRAND TOTALS

$15,791.50

$8,946.36

$40,529.36

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(b) How OSSE used FY21 enhanced funding for homeless children and youth in

fiscal year 2021.

The following table provides an overview of each McKinney-Vento (MKV) and American

Rescue Plan’s Homeless Children and Youth I (ARP-HCY I) recipient’s intended use for the

enhanced funding:

LEA

McKinney-Vento Grantee

Uses of Funds

ARP Homeless I Grantee Uses of

Funds

Appletree PCS

School supplies, uniforms,

seasonal clothing, and

transportation for parents to

accompany children too young

to travel to school alone

Purchase Store cards for food and

hygiene supplies to reengage

students in learning; wraparound

services to provide warm clothing

and other resources.

Cedar Tree PCS

Instructional and school

supplies, uniforms, and

seasonal clothing/ outerwear

Staffing-hire tutors to recover

student loss and cover a portion of

the homeless liaison's salary to

focus on reengaging and connecting

students to resources.

DC Prep PCS

Instructional/school supplies,

uniforms, and weather-

appropriate clothing across six

campuses

Wraparound services to reengage,

connect, recover student loss of time

in instruction; school supplies via

store cards to reengage students by

supporting their efforts to get to

school improving consistency of

attendance and build back positive

habits after being out of school for a

long period of time; and short-term,

temporary housing as needed and

connect families to resources.

DC Public Schools

Campaign to increase

identification/ enrollment,

professional development for

all DCPS schools, enrichment,

tutoring and mentoring

programs, educational

materials, school supplies,

uniforms and/or emergency

clothing, and toiletries

Hire coordinators to support efforts

to reengage students to

identify/enroll students-each will

have cohort of DCPS schools;

establish contracts with CBOs to

address learning loss (e.g., provide

mentorship and tutoring supports for

displaced students, as well as help to

identify historically underserved

populations); partner with Next

Chapter Comms to assess

communication gaps and develop

new outreach strategies,

identification and awareness

campaigns, and develop materials;

establish purchase orders with

FY 2021 Performance Oversight Questions

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LEA

McKinney-Vento Grantee

Uses of Funds

ARP Homeless I Grantee Uses of

Funds

vendors to provide eye exams,

eyeglasses, uniforms, shoes, coats,

and emergency/personal care items

connecting families to resources;

and purchase educational materials

to support instruction and recover

learning loss.

Friendship PCS

Supplies (e.g., data plans

independent of Wi-Fi to ensure

students at multiple campuses

have ongoing access to their

devices and the internet for

completing schoolwork),

outerwear, uniforms, school

supplies, toiletries and Metro

passes for parents to

accompany children too young

to travel to school alone.

Purchase store cards or purchase

supplies/items to reengage students

by removing barriers to attend and

fully engage in school (e.g.,

supplies/items needed include

weather outerwear, school supplies,

and toiletries). Cards/supplies will

be distributed to over 364 students

across eight campuses.

Howard University

PCS

Instruction (e.g., tutoring and

quarterly workshops), school

supplies, uniforms, and winter

clothing

Salaries (portion of homeless

liaison's salary) to identify student

needs, devise a plan to reengage

students, and connect them to

resources to mitigate learning loss

and improve the wellbeing of

students.

Maya Angelou PCS

Salaries (portion of homeless

liaison's salary), staff

professional development to

increase awareness,

instructional supplies, seasonal

outerwear, toiletries, emergency

transportation, and off-campus

educational opportunities in DC

and regionally (e.g., college and

career prep/access fees for

ACT, SAT workshops)

Professional services to build

capacity to reengage students,

provide wraparound services, short-

term housing support, emergency

transportation support, and connect

students to resources; purchase cell

phones to reengage students;

purchase store cards to distribute to

students for clothing, personal care

and other basic household and

personal items to remove barriers;

and connect students to resources to

obtain student IDs and other

supports to remove barriers as part

of their college prep activities.

Monument

Academy PCS

Salaries (portion of homeless

liaison's salary), transportation

services and uniforms

Transportation for students to and

from Engagement Week Camps and

other programming that occur over

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LEA

McKinney-Vento Grantee

Uses of Funds

ARP Homeless I Grantee Uses of

Funds

school breaks while students are not

boarding.

YouthBuild PCS

Salaries (portion of homeless

liaison's salary)

Salaries to hire a Student Success

Counselor to provide counseling

and support services to reengage

students and address learning loss

and trauma as a result of COVID.

MKV 101: Orientation for New LEA & School-based Homeless Liaisons

Presenter: OSSE’s Homeless Education Program

This required training for new and returning homeless liaisons provided attendees with an

understanding of the federal mandates of the McKinney-Vento Homeless Assistance Act (MKV)

and the Every Student Succeeds Act (ESSA); identified critical resources for students and

families experiencing homelessness; and offered essential tools for serving in the role of

homeless liaison.

Supporting Students Experiencing Homelessness During Distance Learning

During this webinar session, attendees received information on program services from subject

matter experts on the following topics:

• Youth Drop-in Center and Homeless Youth Count - Tamara Mooney, DHS

• Kids Ride Free Program - Joann Bassett-Lowe, District Dept. of Transportation

• Bridge to Success - Rashida Holman-Jones, SEED DC PCS

• Distance Learning Best Practices - Patricia Julianelle, SchoolHouse Connection

• District Family Shelters - Jenna Cevasco, DHS

Youth Shelters, Services and Programs

During this webinar session, attendees received information about youth housing options from

program staff representing the following District program providers:

• Covenant House of Greater Washington

• Sasha Bruce Youthwork

• Latin America Youth Center

Four Key Dimensions of Self-Care

Presenter: Dr. Yolandra Hancock

Attendees received information on how to maintain their well-being across four key dimensions:

emotional, physical, psychological, and spiritual health.

Presenter: Catholic Charities Programs and Resources

LEA and school-based homeless liaisons received information on how to connect families

experiencing homelessness with program staff for social services, trainings and resources

through the Catholic Charities organization.

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Trafficking Victims Assistance Program (Homeless Awareness Month)

Presenter: Catholic Charities

The Trafficking Victims Assistance Program (TVAP) provides comprehensive and strength-based

services for children and adult survivors of human trafficking so they can heal, get the justice

they deserve and have safe and empowered lives. The TVAP team educated attendees on the

trends of trafficking among foreign residents, gender manipulation and labor services that exist

in the community.

Understanding Domestic Violence among Families in Unstable Housing (Homeless

Awareness Month)

Presenters: DC SAFE and My Sister's Place

• DC SAFE is the only 24/7 crisis intervention agency for domestic violence in the District

of Columbia. Their mission is to ensure the safety and self-determination of domestic

violence survivors through emergency services, court advocacy, and system reform.

• My Sister’s Place provides clinical counseling, case management, and comprehensive

services to empower survivors to recover and thrive. The staff also provide training, case

consultation, and advocacy to engage communities to prevent violence and abuse. Their

goal is to end domestic violence and empower everyone to build healthy lives and

relationships.

Supporting Communities Through Food and Emergency Preparedness (Homeless

Awareness Month)

Presenters: DC Central Kitchen and American Red Cross

Attendees were informed on the community impact DC Central Kitchen has among families in

homeless shelters and charter and public schools in the District. DC Central Kitchen provides

volunteer opportunities, job training, and educational engagement around healthy eating.

Attendees were informed about preparedness programs offered by the Red Cross, how families

receive supports due to loss of housing, and how to connect with local community partners in an

emergency.

English Learner and Special Education Rights and Resources (Homeless Awareness

Month)

Presenter: Advocates for Justice and Education (AJE)

• LEA and school-based homeless liaisons received information and resources to empower

families, youth, and the community to be effective advocates to ensure that children and

youth, particularly those who have special needs, receive access to appropriate education

and health services.

• Rights for the English Learner – AJE provided an overview of federal and state laws and

regulations governing the rights of individuals with limited English proficiency. AJE also

informed attendees about what EL parents should expect and request from schools, and

how to contact the appropriate resources to receive information for educational guidance

or concerns.

• Child Find Referral – Attendees received a program overview of how Child Find is

designed to help families, caregivers, and parents navigate the special education system.

FY 2021 Performance Oversight Questions

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231

ReadyDC Emergency Preparedness

Presenters: D.C. Homeland Security and Emergency Management Agency

Attendees received information about ReadyDC’s emergency preparedness campaign launched

by the Executive Office of the Mayor. ReadyDC ensures the District is prepared to meet a variety

of hazards including manmade and natural disasters. HSEMA reiterated their commitment to

help residents and business owners become more prepared and more resilient during emergency

situations.

Youth Health and Wellness Presentation

Presenter: OSSE’s Health and Wellness

Attendees were engaged in examining emotional, mental and physical wellness among students

navigating the school year.

National Association for the Education of Homeless Children and Youth (NAEHCY): Youth

Advocacy & Scholarship Program

Presenter: NAEHCY Scholar Committee Co-Chair

Attendees received information about NAEHCY’s Youth Scholarship Program for youth

experiencing homelessness and how to assist youth and parents to make sound financial

decisions preparing for their transition from high school to college. Additionally, details about

their 2021 NAEHCY Conference were shared with attendees.

College and Career Readiness, FAFSA and DC TAG

Presenter: OSSE’s Post-Secondary and Career Education

High school and adult education liaisons received information about the 2021-22 Free

Application for Federal Student Aid (FAFSA) application, preparing students for DC Tuition

Assistance Grant (DC TAG) application and transitioning from high school.

Ayuda Community Partner

Presenter: Ana Plaza

Attendees received information about the program and services available for low-income

immigrant families residing in the District.

End of the 2020-21 School Year MKV Procedures

Presenter: OSSE’s Homeless Education Program

LEA and school-based homeless liaisons received information to prepare for the end of the

school year close out procedures, summer learning transition and preparation for the 2021-22

school year.

Supporting MKV Students Impacted by the COVID-19 Pandemic

Presenter: SchoolHouse Connection

LEA and school-based homeless liaison attendees gained insight on federal mandates regarding

students experiencing homelessness and how to utilize various tools and resources to address the

educational, social and emotional impact of the COVID-19 pandemic on students and families

experiencing homelessness.

FY 2021 Performance Oversight Questions

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Strategies for Interacting and Communicating with Students Experiencing Homelessness

Presenter: Dramatic Solutions, Inc.

LEA and school-based homeless liaison attendees learned engaging techniques to encourage

their students and families experiencing homelessness and create safe and welcoming spaces

through psychoeducational and communication strategies to enhance student holistic engagement

and achievement.

Domestic Violence Awareness

Presenter: Network for Victim Recovery DC

Attendees were informed about free legal clinics and services for victims of sexual assault,

stalking, and dating violence from program advocates and attorneys.

Presenter: Bread for the City (Homeless Awareness Month)

Attendees received information from Bread for the City’s Legal Clinic representatives to assist

tenants with subsidized housing cases. Presenters shared details regarding how to help survivors

of domestic violence in Civil Protection Orders, family law cases (like custody and divorce),

immigration cases (like VAWA self-petitions, U visas, and SIJS), and non-custodial parents in

child support cases.

Presenters: Project Give Back & We Feed Our People (Homeless Awareness Month)

Attendees received information about these two community-based organizations and their

programs and efforts to support families experiencing homelessness during the holiday season.

Presenters: DC Doors & Friendship Place (Homeless Awareness Month)

These two community organizations shared details on how to connect residents experiencing, or

at risk of, homelessness with stable housing opportunities. Attendees received information how

to access critical resources such as food, medical care, and case management from community

providers in the District.

(Homeless Awareness Month)

Presenters: Hope and a Home & DHS Short-Term Family Housing

Attendees were informed how to refer families to District transitional housing programs for

residents lacking a fixed, permanent, and adequate nighttime residence. Attendees received

information from shelter providers regarding how they provide case management to families in

transition with housing in partnership with community partners.

MKV Advocacy and Partnerships

Presenter: DC Action for Children

Homeless liaisons were informed about how to utilize homeless student data and identify local

partnerships to access services to advocate on behalf of students and families experiencing

homelessness who attend District charter and public schools.

Supporting Families Transitioning from Unstable Housing into Permanent Housing

Presenter: A Wider Circle

FY 2021 Performance Oversight Questions

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LEA and school-based homeless liaisons received an overview of A Wider Circle’s services,

programs, and partnerships in support of families transitioning from experiencing homelessness

into permanent housing.

(d) Transportation to and from school for homeless students.

OSSE is responsible for providing transportation policy guidance to LEAs. OSSE reviews and

issues a determination should a transportation dispute arise between an LEA and a student or

parent experiencing homelessness. Under McKinney-Vento, LEAs are required to provide

transportation assistance (i.e., fare media for bus/train) to parents of children experiencing

homelessness who are too young to ride unaccompanied, until the end of the school year, even if

a student becomes permanently housed.

For students who have a disability and are eligible for transportation services, in addition to

experiencing homelessness, the LEA submits a Transportation Request Form (TRF) for

transportation services to be provided by OSSE. OSSE’s Division of Student Transportation

(OSSE DOT) works with the LEA to ensure all address and other student specific information is

correct. In such cases, all specific student information is coordinated through the LEA and

provided to OSSE DOT through the student’s TRF.

Although OSSE historically does not provide direct transportation services to students

experiencing homelessness, HEP partnered with OSSE DOT and the Department of Human

Services (DHS) to provide bus service June 28 –Aug. 13, 2021, to approximately 50 children.

These children, ages 6-13, experiencing homelessness resided in four DHS Short-term Family

Housing sites. This ARP-Homeless funded initiative was designed to address learning loss

resulting from the COVID-19 health emergency, and participating students were transported

to/from two five-week Freedom School Summer Camp sites. OSSE allocated $35,109.14 from

its FY21 ARP-Homeless I grant for these services which helped to remove barriers that might

have hindered the students from attending and fully participating in these summer enrichment

opportunities.

(e) Additional trainings/supports to LEA homeless student liaisons during pandemic.

Throughout FY21 and FY22, OSSE’s Homeless Education Program invited LEA and school-

based homeless liaisons to attend various professional development webinars focusing on the

impact of COVID-19 on students and families experiencing homelessness, mindfulness

practices, trauma-informed care, racial equity and other best practices to support the needs of

students experiencing homelessness during the public health emergency. The two most recent

webinars, offered in Sept. 2021, were Supporting MKV Students Impacted by the COVID-19

Pandemic and Strategies for Interacting and Communicating with Students Experiencing

Homelessness.

OSSE also shared additional training opportunities offered by national organizations dedicated to

providing resources, services and best practices in supporting students and families experiencing

FY 2021 Performance Oversight Questions

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234

homelessness. Homeless liaisons received information about annual conferences focusing on

supporting various homeless populations which were hosted by the following organizations:

• National Network for Youth

• SchoolHouse Connection

• National Alliance to End Homelessness

• National Association for the Education of Homeless Children and Youth

Each conference featured subject matter experts sharing their research and data on current

challenges and successes for this special population, discussion panels and/or interviews with

individuals with lived experience, and networking opportunities for attendees to share their

knowledge of trends observed in their respective communities and states.

FY 2021 Performance Oversight Questions

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235

74. Question #74

(a) In table format, please supply the number of licensees/certified

professionals/registered professionals, broken down by status, that OSSE

received and approved in fiscal years 2017, 2018, 2019, 2020, 2021, and 2022

(through January 31).

(b) List and describe all the alternative certification/licensure programs that are

currently available in the District in fiscal years 2021 and 2022 (through

January 31). How many individuals were licensed through those programs

during each fiscal year?

(a) Licensee/Certified Professionals Table

The following table shows the total number of educator license applications received and

licenses issued by the agency during FY17-222 (to date).

Fiscal Year

License Applications

Received

New and Renewal

Licenses Issued

FY17

3,510

2,755

FY18

4,235

3,004

FY19

4,187

3,737

FY20

2,756

2,448

FY21

4,995

3,437

FY22 to date*

950

906

*as of Jan. 31, 2022

(b) Alternative Certification Programs

The federal definition of alternative certification program, to which OSSE adheres, is any

licensure program in which a teacher candidate serves as a teacher of record in a DC school

while also completing coursework, field experience, and clinical practice requirements toward

completion of the program. Thus, in DC, an alternative certification program can be based within

(a) an institution of higher education, such as The George Washington University; (b) a non-

profit organization, such as Teach for America; or (c) an LEA, such as KIPP DC. The following

table identifies all state-accredited alternative certification providers in the District of Columbia

and shows the number of teacher candidates who were granted an educator credential.

Licenses Issued by OSSE to Students Enrolled in DC Alternative Certification Providers

Alternative Certification

Provider

Program Type

OSSE

Licenses

Issued

(FY21)

OSSE

Licenses

Issued (

FY22

to date)

Capital Teaching Residency –

KIPP DC

Alt route, non-IHE-based 0 0

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

236

Alternative Certification

Provider

Program Type

OSSE

Licenses

Issued

(FY21)

OSSE

Licenses

Issued (

FY22

to date)

Georgetown University Alt route, IHE-based 0 0

iTEACHDC IHE-based 1 0

Relay Graduate School of

Education

Alt route, IHE-based 5 2

The George Washington

University

Alt route, IHE-based* 0 0

Teach for America Alt route, non-IHE-based 17 4

Moreland University Alt route, IHE-based 3 0

Urban Teachers Alt route, non-IHE-based 108 38

* The George Washington University also operates traditional educator preparation provider

programs.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

237

75. Through Scholarships for Opportunity and Results (SOAR) Act funding, OSSE

provides support to public charter schools to assist in their academic, operational,

and programmatic improvements specific to their school needs. Please outline how

the funding was awarded in fiscal years 2021 and 2022 (through January 31). For

each grant, please include the:

(1) LEA;

(2) amount; and

(3) description of what the funds were to be used for.

In line with the federal SOAR Act’s requirements, OSSE’s administration of SOAR Act funding

is designed to increase student achievement and academic growth of DC public charter school

students by supporting the improvement and expansion of high-quality public charter schools.

Each year, after engaging in a public consultation process with charter schools and charter

schools’ support organizations’ stakeholders, OSSE’s Office of Public Charter School Financing

and Support (OPCSFS) submits an application to the US Department of Education describing

how it will administer the funds.

OSSE received its fiscal year 2021 (FY21) award of $17.5 million in August 2020 and its fiscal

year 2022 (FY22) award of $17.5 million in July 2021. Most SOAR funds are allocated as grants

to charter schools and third-party charter support organizations.

The table below shows SOAR awards that were distributed to DC subgrantees for FY21 and

FY22.

FY21 & FY22 SOAR Funding Awarded

FY21

FY22

Grants to Charter Schools

Academic Quality/Facilities* (Formula)**

$12,538,202

$8,345,989

Early Childhood (Formula)

$501,798

$694,011

CARES-ESSER Equivalent (Formula)

$2,032,430

N/A

ESSER II Equivalent (Formula)

$3,967,860

N/A

ESSER III Equivalent (Formula)

N/A

$5,701,602

Grants to Charter Support Organizations

Teacher Pipeline Grants (Competitive) N/A

$1,500,000

(Budgeted, not

yet awarded)

Third Party Grants (Competitive) $2,000,000

$2,000,000

(Budgeted, not

yet awarded)

Other

State Administrative Costs

$710,000

MySchool DC

$250,000

TOTAL

$22,000,290

$19,201,602

*Facilities funding was awarded in FY21 only

FY 2021 Performance Oversight Questions

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238

**Amounts awarded are higher than amounts budgeted due to rollover of returned, unspent and

awarded funds from prior years.

In FY21 and FY22 OSSE administered four types of SOAR grants. More information on eligible

applicants, funding purpose and award amounts are provided below.

Academic Quality Grants to Charter LEAs

This formula-based grant funding was available to all charter LEAs who were open and serving

students during the 2019-20 school year. All eligible LEAs submitting applications by the

deadline were funded. Funds must be used for projects designed to have a direct impact on

student achievement, either school-wide or for specific subgroups of students. All projects must

be research-based and tailored to meet the specific to the needs of each LEA and supported by

data.

For FY21 only, facilities competitive grant funding was repurposed to provide formula funding

to LEAs to support physical and digital facilities to support continuous learning. This funding

accompanied the Academic Quality grants and included a minimum award of $150,000 with the

remainder of available funds distributed on a per-pupil basis using the 2019-20 school year

audited enrollment data. Additional funding was available from prior year funds lapsed by LEAs.

FY21 SOAR Academic Quality/Facilities Awardees

Allocation

Academy of Hope Adult PCS

$195,628.39

Achievement Preparatory Academy PCS

$216,973.27

AppleTree Early Learning PCS

$200,317.80

BASIS PCS

$208,079.57

Breakthrough Montessori PCS

$174,526.06

Bridges PCS

$189,887.91

Briya PCS

$216,083.90

Capital City PCS

$237,267.08

Carlos Rosario International PCS

$328,063.66

Cedar Tree Academy PCS

$185,602.76

Center City PCS

$276,075.95

Cesar Chavez PCS

$192,556.02

Community College Preparatory Academy PCS

$206,785.94

Creative Minds International PCS

$198,862.46

DC Bilingual PCS

$193,041.13

DC International PCS

$259,177.92

DC Preparatory PCS

$321,918.93

DC Scholars PCS

$201,207.16

Digital Pioneers Academy PCS

$176,062.24

E. L. Haynes PCS

$248,909.74

Eagle Academy PCS

$223,926.52

Early Childhood Academy PCS

$179,377.17

Elsie Whitlow Stokes PCS

$199,994.38

FY 2021 Performance Oversight Questions

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239

FY21 SOAR Academic Quality/Facilities Awardees

Allocation

Friendship PCS

$498,580.17

Harmony PCS

$165,874.92

Hope Community PCS

$214,386.01

Howard University Middle School for Math & Science PCS

$180,104.84

IDEA PCS

$180,994.21

Ingenuity Preparatory PCS

$208,079.57

Inspired Teaching Demonstration PCS

$196,275.21

Kingsman Academy PCS

$176,143.10

KIPP DC PCS

$708,390.65

Latin American Montessori Bilingual PCS

$194,819.87

LAYC Career Academy PCS

$167,653.66

Lee Montessori PCS

$181,721.87

Mary McLeod Bethune PCS

$190,696.43

Maya Angelou PCS

$186,572.98

Meridian PCS

$207,675.31

Monument Academy PCS

$165,228.10

Mundo Verde Bilingual PCS

$227,079.75

Paul PCS

$217,134.97

Perry Street Preparatory PCS

$189,321.94

Richard Wright PCS

$180,913.36

Rocketship Academy PCS

$261,926.88

SEED PCS

$176,223.96

Sela PCS

$175,334.58

Shining Stars Montessori Academy PCS

$180,185.69

Statesman College Prep Academy for Boys PCS

$166,845.14

The Children's Guild PCS

$183,743.17

The Family Place PCS

$167,006.84

The Next Step/El Proximo Paso PCS

$192,475.17

Thurgood Marshall Academy PCS

$188,109.18

Two Rivers PCS

$231,284.04

Washington Global PCS

$175,415.44

Washington Latin PCS

$214,709.42

Washington Leadership Academy PCS

$188,432.58

Washington Yu Ying PCS

$202,662.50

Youthbuild PCS

$165,874.92

TOTAL:

$12,538,202.39

FY22 SOAR Academic Quality Awardees

Allocation

Academy of Hope Adult PCS

$91,870.22

Achievement Preparatory Academy PCS

$80,005.09

AppleTree Early Learning PCS

$106,131.19

BASIS PCS

$125,754.30

Breakthrough Montessori PCS

$81,145.97

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

240

FY22 SOAR Academic Quality Awardees

Allocation

Bridges PCS

$95,977.38

Briya PCS

$134,995.41

Capital City PCS

$166,141.38

Capital Village PCS

$55,932.57

Carlos Rosario International PCS

$257,069.35

Cedar Tree Academy PCS

$98,829.58

Center City PCS

$215,655.48

Cesar Chavez PCS

$94,494.24

Community College Preparatory Academy PCS

$118,452.68

Creative Minds International PCS

$112,520.11

DC Bilingual PCS

$104,533.97

DC International PCS

$215,655.48

DC Preparatory PCS

$297,342.34

DC Scholars PCS

$119,365.38

Digital Pioneers Academy PCS

$88,789.85

E. L. Haynes PCS

$186,791.27

Eagle Academy PCS

$130,545.98

Early Childhood Academy PCS

$82,743.20

Elsie Whitlow Stokes PCS

$116,741.36

Friendship PCS

$570,810.78

Girls Global Academy PCS

$57,415.71

Goodwill Excel Center PCS

$91,299.78

Harmony PCS

$63,006.01

Hope Community PCS

$115,144.13

Howard University Middle School for Math & Science PCS

$83,085.46

IDEA PCS

$88,333.50

I Dream Academcy PCS

$56,388.92

Ingenuity Preparatory PCS

$136,820.81

Inspired Teaching Demonstration PCS

$109,097.48

Kingsman Academy PCS

$79,776.91

KIPP DC PCS

$848,614.56

Latin American Montessori Bilingual PCS

$109,211.57

LAYC Career Academy PCS

$60,610.16

Lee Montessori PCS

$93,923.80

Mary McLeod Bethune PCS

$92,782.92

Maya Angelou PCS

$92,554.75

Meridian PCS

$119,023.12

Monument Academy PCS

$60,838.34

Mundo Verde Bilingual PCS

$158,953.84

Paul PCS

$132,827.74

Perry Street Preparatory PCS

$101,339.51

Richard Wright PCS

$84,112.25

Rocketship Academy PCS

$223,983.89

Roots PSC

$63,648.27

FY 2021 Performance Oversight Questions

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241

FY22 SOAR Academic Quality Awardees

Allocation

SEED PCS

$76,240.19

Sela PCS

$79,776.91

Shining Stars Montessori Academy PCS

$82,857.28

Social Justice PCS

$55,590.30

Sojourner Truth Montessori PCS

$60,496.08

St. Coletta PCS

$77,723.33

Statesman College Prep Academy for Boys PCS

$71,106.24

The Children's Guild PCS

$83,427.72

The Family Place PCS

$66,656.82

The Next Step/El Proximo Paso PCS

$78,978.30

Thurgood Marshall Academy PCS

$92,668.84

Two Rivers PCS

$162,376.48

Washington Global PCS

$76,354.28

Washington Latin PCS

$133,740.44

Washington Leadership Academy PCS

$97,004.17

Washington Yu Ying PCS

$116,170.92

Youthbuild PCS

$64,032.80

TOTAL:

$8,345,989.09

Early Childhood Education Grants to Charter LEAs

OSSE made grants on a formula basis to support eligible charter schools that serve a high

population of 3- and 4-year-old students. OSSE allocated the funding using the same formula

used to determine allocations by the Elementary and Secondary Education Act Title I, Part A.

Funds support plans designed to assist with implementation of supplementary activities that

support school readiness, including development of literacy and mathematics skills, with

emphasis on supports to increase student achievement. Plans must be research-based specific to

the needs of each school. To reduce burden on LEAs, the application for this funding was

combined with the application for Academic Quality funding.

FY21 SOAR Early Childhood Awardees

Allocation

AppleTree Early Learning PCS

$312,078.77

Briya PCS

$31,318.48

Cedar Tree Academy PCS

$134,255.58

I Dream Academy PCS

$13,308.32

Sela PCS

$10,836.46

TOTAL:

$501,797.61

FY22 SOAR Early Childhood Awardees

Allocation

AppleTree Early Learning PCS

$267,361.95

Briya PCS

$39,379.80

Cedar Tree Academy PCS

$263,376.13

FY 2021 Performance Oversight Questions

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242

FY22 SOAR Early Childhood Awardees

Allocation

Global Citizens PCS

$76,218.96

I Dream Academy PCS

$47,674.08

TOTAL:

$694,010.92

Grants to Support Non-Profit Charter Support Organizations

OSSE competitively awarded grants to non-profit charter support organizations for two types of

projects that are designed to impact charter school student outcomes:

• “Direct assistance” projects must be research-based and be designed to improve student

outcomes across multiple LEAs through direct service to students or direct professional

development and support for teachers and instructional leaders.

• “Indirect assistance” projects include those that are designed to impact student outcomes

at multiple LEAs indirectly by enhancing the organizational capacity of charter LEAs to

operate as fiscally and operationally sound nonprofit organizations and schools. All

organizations seeking funding under this grant must be non-profit organizations that have

a demonstrated history of success working with DC charter schools on similar projects

and must submit a letter of recommendation from a DC charter school with direct

experience working with the organization, as well as a complete list of all schools and

districts to which the organization has provided similar services.

In FY21, OSSE made 6 awards to non-profit charter support organizations totaling $2,000,000.

OSSE has budgeted another $2,000,000 for FY22 but has not yet awarded this funding.

FY21 SOAR Third Party Awardees

Allocation

Cambiar Education/The Ability Challenge

$253,274.13

City Year, Inc.

$349,963.30

DC Public Charter School Cooperative

$347,248.88

EmpowerK12

$349,963.30

Relay Graduate School of Education

$349,587.09

Urban Teachers

$349,963.30

TOTAL:

$2,000,000.00

ESSER Equivalent Grants to Charter LEAs

In FY21, funding was made available to all charter LEAs open and serving students during the

2020-21 school year that were not eligible for Elementary and Secondary School Emergency

Relief (ESSER) fund allocations under the CARES Act and adult and early childhood charter

LEAs open and serving students during the 2020-21 school year that were not eligible for

ESSER II fund allocations under the Coronavirus Response and Relief Supplemental

Appropriates Act (CRRSSAA). In FY22, funding was made available to all charter LEAs open

and serving students during the 2021-22 school year that were not eligible for ESSER III fund

allocations under the American Rescue Plan (ARP). Funds must be used for projects that support

continuous learning in areas such as recovery learning and transitioning to distance learning.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

243

FY21 SOAR CARES Equivalent

Allocation

AppleTree Early Learning PCS

$108,406.89

Academy of Hope Adult PCS

$96,848.81

Basis DC PCS

$127,537.52

Breakthrough Montessori PCS

$44,837.41

Briya PCS

$147,265.98

Carlos Rosario International PCS

$423,265.16

Community College Preparatory Academy PCS

$124,349.09

Creative Minds International PCS

$104,819.90

Inspired Teaching Demonstration PCS

$98,443.03

Latin American Montessori Bilingual PCS

$94,856.03

LAYC Career Academy PCS

$27,898.83

Lee Montessori PCS

$62,573.10

Mundo Verde Bilingual PCS

$174,367.71

The Family Place PCS

$26,304.61

The Next Step/El Proximo Paso PCS

$89,076.99

Washington Latin PCS

$143,878.27

Washington Yu Ying PCS

$114,185.94

Youthbuild PCS

$23,514.73

TOTAL:

$2,032,430.00

FY21 SOAR ESSER II Equivalent

Allocation

Academy of Hope Adult PCS

$286,260.00

AppleTree Early Learning PCS

$383,760.00

Briya PCS

$581,100.00

Carlos Rosario International PCS

$1,415,700.00

Community College Preparatory Academy PCS

$468,000.00

Global Citizens PCS

$282,360.00

Goodwill Excel Center PCS

$70,200.00

LAYC Career Academy PCS

$72,540.00

The Family Place PCS

$113,880.00

The Next Step/El Proximo Paso PCS

$198,120.00

Youthbuild PCS

$95,940.00

TOTAL:

$3,967,860.00

FY22 SOAR ESSER III Equivalent

Allocation

Academy of Hope Adult PCS

$201,588.42

AppleTree Early Learning PCS

$270,249.31

BASIS PCS

$364,726.73

Breakthrough Montessori PCS

$149,955.42

Briya PCS

$409,218.99

Carlos Rosario International PCS

$996,956.34

Community College Preparatory Academy PCS

$329,572.34

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

244

FY22 SOAR ESSER III Equivalent

Allocation

Creative Minds International PCS

$301,009.41

Global Citizens PCS

$49,435.85

Goodwill Excel Center PCS

$198,841.98

Inspired Teaching Demonstration PCS

$284,530.79

Latin American Montessori Bilingual PCS

$285,080.08

LAYC Career Academy PCS

$51,083.71

Lee Montessori PCS

$211,475.59

Mundo Verde PCS

$524,569.31

Roots PCS

$64,266.61

The Family Place PCS

$80,195.94

The Next Step/El Proximo Paso PCS

$139,518.96

Washington Latin PCS

$403,176.83

Washington Yu Ying PCS

$318,586.60

Youthbuild PCS

$67,562.33

TOTAL:

$5,701,601.54

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

245

76. How many District students have IEPs? Please provide, as an attachment, a

breakdown of these students by:

(a) Age;

(b) Grade;

(d) Disability classification for students with multiple disabilities: please identify

all the underlying disability classifications by age, grade level, and LEA;

(e) Percentage of time outside of general education (less than 20%, 20-39%, 40-

59%, 60-79%, 80- 99%, 100%), by age, grade level, LEA, and disability

classification;

(f) Number of students attending nonpublic schools, by age, grade level, LEA,

and disability classification;

(g) Number of students receiving homebound/hospital instruction by age, grade

level, LEA, and disability classification;

(h) Placement type (e.g., self-contained classroom, separate school, home, and

hospital instruction), by age, grade level, LEA, and disability classification;

(i) Number of students who are English language learners attending nonpublic

schools by age, grade level, LEA, and disability classification;

(j) Number of students whose IEPs call for specialized instruction within the

general education setting (i.e., inclusion), by age, grade level, LEA, and

disability classification; and

(k) Number of students receiving each related service (e.g. behavioral support,

physical therapy), by age, grade level, LEA, and disability classification.

ATTACHMENT: Q76 – IEPs.xlsx

FY 2021 Performance Oversight Questions

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246

77. Question #77

(a) In table format, for School Years 2019-2020, and 2020-2021, how many DC

students with IEPs graduated from high school with a diploma? With a

certificate of completion? Please break down the numbers by LEA and

students’ nonpublic status. Please provide a reason for each student’s exit

without a diploma or certificate (e.g., transferred to another state, dropped

out).

(b) For each DCPS and public charter school, please provide outcomes data for

students with disabilities transitioning out of school into adulthood, including

the following data for School Years 2019-2020 and 2020-2021:

(1) the number of students connected to a postsecondary pathway to

graduation; and

(2) the number of students attending college within a year of high

school graduation.

Due to the volume of data requested, the answer is supplemented as an attachment.

ATTACHMENT: Q77 – SPED Graduation and Transitions.xlsx

(a) Graduating DC Students with IEPs.

In school year 2019-20, 555 DC students with IEPs graduated from high school with a diploma

and 57 had a certificate of completion. In school year 2020-21, 570 DC students with IEPs

graduated from high school with a diploma and over 59 had a certificate of completion. For a

breakdown of the numbers by LEA and students’ nonpublic status, please refer to the table in

attachment above (Q77 – SPED Graduation and Transitions).

(b) Students with disabilities outcomes.

Please refere to the attachment above (Q77 – SPED Graduation and Transitions).

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78. Describe the training, support and oversight provided by OSSE during School Year

2020-2021 to ensure that LEA’s are appropriately serving students with disabilities

in the least restrictive environment.

(a) For each training/support offered, provide the list of participating LEAs.

(b) Please describe to what extent these trainings have been impacted by the

COVID-19 pandemic.

(a) SY20-21 Training, support, and oversight over LEAs serving students with

disabilities in the least restrictive environment with a list of participating LEAs

The least restrictive environment (LRE) is a legal term found within the Individuals with

Disabilities Education Act (IDEA), which states that students with disabilities must be educated

with students who are not disabled, to the maximum extent appropriate. This means that a

student with a disability should only be removed from the general education classroom to receive

services when that student’s disability is so severe that supplementary aids and services

accessible within the general education classroom cannot provide that student a free and

appropriate public education. To fulfill this mandate, schools must follow the principle of

inclusion and use inclusive practices across all classrooms. In the District, most students with

disabilities spend the majority of their school day in general education settings. OSSE supports

LEAs and schools in this LRE mandate by providing a framework of professional learning,

resources and supports centered on inclusive practices and evidence-based strategies. In the

2020-2021 school year, this framework included:

• Landscape Analysis: Students with Disabilities in the District of Columbia;

• Foundational professional development trainings made available to leaders and educators

across all LEAs which focused on evidence-based practices for instruction and behavior

support;

• Trainings, convenings and communities of practice focused on the successful

postsecondary transition of students with disabilities;

• Monthly trainings for LEA Special Education Points of Contact;

• The Special Education Enhancement Fund (SEEF) grant opportunity; and

• A robust nonpublic placement oversight process.

Students with Disabilities in the District of Columbia Landscape Analysis 

As part of the commitment OSSE made in its strategic plan to help accelerate academic

outcomes for students with disabilities, OSSE developed a comprehensive landscape analysis to

help establish a shared understanding of the current state of students with disabilities in the

District. Drawing from in-depth data analysis, focus groups and interviews as well as online

research, this landscape analysis examines who these students are, where they live and attend

school, their current outcomes, their rates of identification and exit, key barriers hindering their

progress, lessons learned from other states, and initial recommendations for what OSSE as the

state education agency can do to address these barriers. The report includes national benchmarks

and comparisons to other states and urban districts where possible. OSSE believes that sharing

this comprehensive fact base is an important first step toward developing a shared, citywide

FY 2021 Performance Oversight Questions

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agenda to accelerate academic outcomes for students with disabilities. Access the full landscape

analysis here on the OSSE website.

In SY20-21 OSSE developed a comprehensive professional learning framework in response to

the landscape analysis. The goal of this framework is to align leader and teacher supports to

develop capacity and skills within our workforce to create a system of teaching and learning that

achieves equitable outcomes for students with disabilities. In SY20-21, OSSE did the

foundational work to support the launch of this framework, including conducting pre-

procurement work for a unified Learning Management System (LMS), creating a scope and

sequence for a suite of complimentary teacher and leader content pathways and associated

micro-credentials focused on improving implementation of evidence-based inclusive practices

within an MTSS framework.

Foundational Professional Development Training Opportunities 

During SY20-21, the provided a robust calendar of professional development (PD) trainings

which focused on evidence-based instructional practices and behavior support strategies to

support all students, especially students with disabilities. The target audience for these trainings

included not just special educators, but also school leaders, general educators, and support staff,

who can all register via a first-come-first-served basis. The OSSE TAL PD Team advertised

current PD offerings via a TAL PD training calendar, which was updated each month via the TAL

PD Bulletin, a monthly newsletter with a current subscribership of over 1,400 District educators.

View all archived SY20-21 editions of the bulletin here. TAL PD offerings were also promoted

each week in OSSE’s LEA Look Forward Newsletter, and through other outlets, such as the

PCSB Wednesday Bulletin. More information about the OSSE TAL PD team can be found on

OSSE’s website.

In response to the continued public health emergency, OSSE continued to offer its professional

learning opportunities as online virtual learning experiences in order to support educators during

this pivotal time. All PD trainings provided in SY20-21 were held in virtual training platforms.

To date, the OSSE TAL PD team continues to provide a robust menu of virtual PD trainings for

all District educators, including both synchronous live virtual trainings sessions as well as

asynchronous, self-paced learning modules.

Examples of OSSE TAL PD trainings offered in SY20-21 and centered on inclusive practices

and evidence-based strategies to support serving students in their least restrictive environments

include the following:

Using Data to Develop High-quality IEP Training Series

This four-part series provides special education leaders and staff with an overview of the

Supreme Court’s decision and its impact on the free appropriate public education (FAPE)

requirements in the IDEA. Additionally, the series supports special education school leaders to

develop capacity among their special education staff to meet the more rigorous standard for IEP

quality set forth by Endrew F.

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In SY20-21, OSSE staff continued to work cross-collaboratively to make updates to training

materials, such as adapting the tools, guidance, and resources to be applicable across remote,

blended, and in-person contexts and delivering the content using an online learning platform. In

SY20-21, the content in the Using Data to Develop High-quality IEPs series was delivered to 76

participants representing 29 LEAs.

LEAs with one or more person in attendance for Using Data to Develop High-quality IEP

Training Series

LEA/School

DCPS

Elsie Whitlow Stokes

Community Freedom PCS

Mundo Verde PCS

Achievement Prep PCS Friendship PCS Paul PCS

BASIS DC PCS Harmony DC PCS Richard Wright PCS

Breakthrough Montessori

PCS

Hope Community PCS Roots PCS

Bridges PCS Ingenuity Prep PCS

St. Coletta Special Education

PCS

Capital City PCS Kingsman Academy PCS Two Rivers PCS

Creative Minds PCS KIPP DC PCS Washington Latin PCS

DC Prep PCS LAYCCA PCS

Washington Leadership

Academy PCS

DYRS Mary McLeod Bethune PCS Washington Yu Ying PCS

Early Childhood Academy

PCS

Maya Angelou PCS

Using High-leverage Practices Improve Outcomes for ALL Learners

The OSSE TAL PD team continued to partner with DCPS and the DC Public Charter School

Board to deliver a four-part training series that provides LEAs with support to develop capacity

among all educators, including general educators, serving students with disabilities to implement

evidence-based, high-leverage practices that correlate with improved academic and social-

emotional outcomes for all learners, regardless of disability status. In SY20-21, OSSE staff

continued to work cross-collaboratively to make updates to training materials, such as adapting

the tools, guidance, and resources to be applicable across remote, blended, and in-person

contexts and delivering the content using an online learning platform.

During SY20-21, TAL PD team specialists delivered the following four modules to 23

participants representing 9 LEAs:

• HLP Introductory Series Part 1: Collaboration 

• HLP Introductory Series Part 2: Assessment 

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• HLP Introductory Series Part 3: Social-emotional Learning 

• HLP Introductory Series Part 4: Instruction  

This training series provides guided opportunities to:

• Identify the key skills and structures that support efficient, effective collaboration

between general education teachers, special education teachers, paraprofessionals, and

support staff; 

• Discuss evidence-based principles for fostering positive relationships between educators

and families; 

• Identify formal and informal assessment tools and strategies used to collect information

on student’s present levels of academic and functional performance and identify their

strengths and needs for support; 

• Identify routines and procedures that support the development of a respectful, consistent,

positive classroom environment that empowers students to take ownership of their

learning; 

• Identify the key elements of specially designed instruction, including instructional

strategies that support metacognition; and  

• Work collaboratively to develop a shared library of resources that support implementation

of high-leverage practices.

LEAs with one or more person in attendance for Using High-leverage Practices Improve

Outcomes for ALL Learners

LEA/School

DCPS IDEA PCS Capital City PCS

KIPP DC Elsie Whitlow Stokes PCS Center City PCS

E.L. Haynes PCS Ingenuity Prep PCS

Washington Leadership

Academy PCS

The TAL PD team continues to incorporate these high leverage practices by into the existing

framework of foundational ELA, math and science PD trainings. Embedding high-leverage

practices into core academic content improves outcomes for all students, including students with

disabilities. This practice of weaving high-leverage practices into existing and new PD modules

across all PD content areas offered at the state level will continued to be a featured model

moving forward.

Student Support Teams Training 

Student Support Teams (SST) are school-based problem-solving teams focused on meeting the

needs of individual students. During the 2020-21 school year, the five offerings of SST training

were attended by 29 educators from 10 LEAs. Student Support Teams were modified to include

information relevant to the impacts of COVID-19.

FY 2021 Performance Oversight Questions

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251

LEAs with one or more person in attendance at an SST training

LEA/School

AppleTree DC Bilingual Imagine

Carlos Rosario DCPS SELA

Center City Friendship Youthbuild

Children’s Guild

Section 504 Training 

The Section 504 regulations require an LEA to provide a “Free Appropriate Public Education”

(FAPE) to each student with a qualifying disability who is enrolled in the LEA’s jurisdiction.

FAPE consists of the provision of regular or special education and related aids and services

designed to meet the student’s individual educational needs and ensure that students with

disabilities are educated with their non‐disabled peers to the maximum extent appropriate. Two

Section 504 trainings were offered during the 2020-21 school year. These Section 504 trainings

were attended by 6 representatives from 6 LEAs. Fewer trainings were offered as less educators

were attending trainings.

LEAs with one or more person in attendance at Section 504 training

LEA/School

Basis DC Scholars Hope Community

Center City DCPS Mary McLeod Bethune

Positive Behavior Support, Restorative Justice Practices, and Trauma-Informed Culture

To address positive behavior support and effective response to behavioral crises, OSSE offered a

series of virtual trainings to elementary and secondary District educators. Trainings on positive

behavioral interventions and supports, trauma informed care, Restorative Justice practices, and a

multi-tiered system of support (MTSS) support effective instructional practices that allow

students to remain in the least restrictive environment, which often includes the general

education classroom. Training series offered in SY20-21 are listed below, along with

participating LEAs. Several training topics were offered multiple times throughout the year, and

the tables below represent aggregate attendance by LEAs.

LEAs with one or more person in attendance for Advancing Trauma-Informed Culture in Schools

and Classrooms

LEA/School

Next Step PCS DC Scholars PCS EL Haynes PCS

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LEA/School

DC International PCS Achievement Prep PCS Hope Community PCS

Roots PCS Cesar Chavez PCS Kipp DC PCS

Center City PCS Capitol City PCS IDEA PCS

DCPS Richard Wright PCS Appletree PCS

Friendship PCS

LEAs with one or more person in attendance for Helping Families Use Positive Behavior

Supports

LEA/School

The Children’s Guild PCS Ingenuity Prep PCS Lee Montessori PCS

AppleTree Early Learning

PCS

Meridian PCS DCPS

Center City PCS Washington School for Girls

LEAs with one or more person in attendance for Increasing Equity and Cultural Responsiveness

in our Tiered Supports

LEA/School

DCPS Harmony DC PCS Washington School for Girls

Creative Minds International

PCS

LEAs with one or more person in attendance for Moving Beyond Challenging Behavior: Using

the Power of Relationship to Build Momentum and Change Behavior

LEA/School

Capital City PCS Monument Academy PCS Bridges PCS

E.L. Haynes PCS DC Prep PCS Global Citizens PCS

DC Bilingual PCS

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LEAs with one or more person in attendance for Positive Behavior Supports for the Virtual

Classroom

LEA/School

Hope Community PCS DCPS Meridian PCS

Breakthrough Montessori

PCS

Bridges PCS Elsie Whitlow Stokes

Sela KIPP DC DC Prep

AppleTree PCS Capitol City PCS

Mary McLeod Bethune Day

Academy

Inspired Teaching

Demonstration PCS

Monument Academy PCS Latin American Montessori

EL Haynes PCS Center City PCS Youth Build PCS

IDEA PCS Briya PCS Paul PCS

Washington Yu Ying PCS Maya Angelou PCS LAYC PCS

LEAs with one or more person in attendance for Post-Distance Learning: The Restorative

Practices Back-to-School Starter Pack

LEA/School

DCPS Bridges PCS DC International School

Washington Yu Ying PCS KIPP DC PCS Center City PCS

LEAs with one or more person in attendance for Remote FBAs: How to Do Them with Equity

and Fidelity in the Current Reality

LEA/School

AppleTree PCS E.L. Haynes PCS DC International School

KIPP DC PCS Ingenuity Prep PCS Meridian PCS

DC Prep PCS Friendship PCS

Inspired Teaching

Demonstration PCS

Sela PCS Bridges PCS DC Scholars PCS

Cesar Chavez PCS DCPS Washington Yu Ying PCS

Achievement Preparatory

Academy PCS

IDEA PCS

Shining Stars Montessori

Academy PCS

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LEAs with one or more person in attendance for Restorative Justice and Special Education

LEA/School

The Children’s Guild DC

PCS

DC International School

Statesmen College

Preparatory Academy for

Boys PCS

LAYC Career Academy PCS

AppleTree Early Learning

PCS

Meridian PCS

DCPS Capital Village PCS Mundo Verde Bilingual PCS

Maya Angelou PCS KIPP DC PCS Cesar Chavez PCS

Academy of Hope Adult PCS

Latin American Montessori

Bilingual PCS

LEAs with one or more person in attendance for Restorative Justice Applications and Alignment

within a Multi-Tiered System of Support

LEA/School

DCPS BASIS DC PCS

The Sojourner Truth School

PCS

Washington Leadership

Academy PCS

Academy of Hope Adult PCS DC International School

AppleTree Early Learning

PCS

Latin American Montessori

Bilingual PCS

LEARN DC PCS

Meridian PCS

LEAs with one or more person in attendance for Supporting Challenging Students: Creating

Effective, Individualized Behavior Intervention Plans

LEA/School

Capital City PCS

Washington Leadership

Academy PCS

AppleTree Early Learning

PCS

IDEA PCS Monument Academy PCS E.L. Haynes PCS

Cesar Chavez PCS Hope Community PCS

Inspired Teaching

Demonstration PCS

Meridian PCS Center City PCS

FY 2021 Performance Oversight Questions

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255

LEAs with one or more person in attendance for Supporting Schools with Functional Behavior

Assessments and Behavior Support Plans

LEA/School

Latin American Montessori

Bilingual PCS

The Sojourner Truth School

PCS

Kingsman Academy PCS

Monument Academy PCS Washington Latin PCS Hope Community PCS

Friendship PCS

LEAs with one or more person in attendance for Strengthening and Adjusting PBIS Tier 1

LEA/School

DCPS Apple Tree PCS DC Bilingual PCS

SELA PCS

LEAs with one or more person in attendance for Trauma Awareness and Restorative Steps to

Brain Regulation

LEA/School

DCPS

Shining Stars Montessori

Academy PCS

AppleTree Early Learning

PCS

Capital City PCS

LEAs with one or more person in attendance for Trauma Informed Responses to School Re-entry

LEA/School

Howard University Middle

School PCS

DCPS Paul PCS

SEED PCS Academy of Hope PCS EL Haynes PCS

Washington Latin PCS Briya PCS The Children’s Guild PCS

BASIS DC PCS Maya Angelou PCS

Washington Leadership

Academy PCS

Bridges PCS Apple Tree PCS DC Scholars

DC International PCS Friendship PCS

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256

Response to Intervention (RtI)

RtI is a multi-tiered approach to the early identification and support of students with learning and

behavior needs. The RtI process begins with high-quality instruction and universal screening of

all children, in the general education classroom. Struggling learners are provided with

interventions at increasing levels of intensity to accelerate their rate of learning, and progress is

closely monitored. RtI is designed for use when making decisions in both general education and

special education, creating a well-integrated system of instruction and intervention guided by

child outcome data. During SY2020-21, OSSE provided thirteen Response to Intervention (RtI)

training sessions foundational RtI concepts and how to develop effective RtI systems. These

sessions were attended by 58 educators from 22 LEAs. These trainings were offered and attended

comparably to other years.

LEAs with one or more person in attendance at an RTI training

LEA/School

AppleTree Imagine

Bridge Inspired Teaching

Capital City Latin American

Cedar Tree Mary McLeod Bethune

Center City Maya Angelou

Childrens Guild Meridian

Creative Minds Monunement

DC Bilingual Mundo Verde

DCPS Shining Stars

El Haynes Sojourner Truth

Friendship Two Rivers

IDEA

Secondary Transition Trainings, Institute, and Community of Practice

In SY20-21, OSSE offered extensive training and technical assistance related to secondary

transition compliance. OSSE partnered with School Talk and other agencies to ensure awareness

of requirements and best practices. Supports included professional development trainings, an

institute, and a community of practice.

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257

Professional Development: DC Secondary Transition 101

This professional development opportunity was developed to build special educators’ capacity to

develop and implement high-quality Individualized Transition Plans (ITPs) for transition- age

youth. The series included an emphasis on virtual transition planning, assessments, & services to

accommodate individual needs during the coronavirus (COVID-19) pandemic.

Secondary Transition 101 was comprised of four synchronous 1.5-hour seminar sessions, each

focusing on a different aspect of the Secondary Transition process. This online professional

development series was offered four times between Oct. 1, 2020 and Sept. 30, 2021 (12 sessions

total). In the 2020-2021 school year, this content was delivered to 33 participants representing 15

LEAs, as listed below.

LEA/School

Basis DC PCS DC Public Schools (DCPS) Maya Angelou Academy

Capital City PCS IDEA PCS Paul PCS

Center City PCS Kennedy Krieger Perry Street Preparatory PCS

Cesar Chavez PCS for Public

Policy

KIPP DC

Richard Wright PCS for

Journalism & Media Arts

Creative Minds International

PCS

LAYC Career Academy The Children’s Guild PCS

Secondary Transition Institute 

The purpose of the annual DC Secondary Transition Institute is to share resources and

information that will assist schools and districts in strengthening their capacity at the local level

to implement evidence-based education and services, increase compliance with IDEA secondary

transition requirements, and improve postsecondary outcomes for all our students with

disabilities. The 2021 Institute was virtual and centered on College & Career Readiness for

Students with Disabilities: Secondary Transition for Inclusive & Equitable Schools.

The most recent DC Secondary Transition Institute was held on May 11-14, 2021. Those in

attendance consisted of 134 individuals representing 56 schools and organizations, 19 LEAs, 10

DCPS campuses, eight nonpublic schools, and one out-of-district LEA. The content was

provided by 30 contributors from 25 DC agencies, nonprofits, and service organizations.

Participants were able to:

• Increase their knowledge about secondary transitions for students with disabilities,

• Connect with providers across the District who are working diligently on improving post-

school outcomes for students with disabilities, and

• Gather research-based, secondary transition resources.

Secondary Transition Community of Practice (CoP) 

FY 2021 Performance Oversight Questions

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258

The DC Secondary Transition CoP is a space for collaborative, cross-functional work that

supports DC youth with disabilities as they transition into a self-directed life. The CoP is a city-

wide, cross section of stakeholders who come together monthly to strengthen our individual and

collective ability for action. In SY20-21, OSSE continued to host the Secondary Transition CoP,

which is open to all LEAs and community stakeholders. Monthly themes and attendance are

captured in the table below.

Date Topics

Number of

participants

10/2/2020

COVID-19 Lessons Learned

11/20/2020

Special Education Professional Development Grant/ SWD

Landscape Analysis

12/18/2020

DOES/ OYP Workforce Development Programs for in & out of

school youth

1/22/2021

Restorative Practices & Secondary Transition/ Race, Equity,

Inclusion, Diversity, & Secondary Transition

2/19/2021

Family/ Caregiver Panel

3/19/2021

Independent Living Panel

4/23/2021

Request for Collaboration Roundtables: 1. Partnering on

Employment: The Critical Role of Families, 2. Dual Enrollment

for Students with Disabilities, 3. Race, Equity, Inclusion, and

Diversity (REID) in Secondary Transition Programming

NO MAY

MEETING

- NTACT

-- --

8/20/2021

20/21 Reflection

9/24/2021

DC Interagency State Plan & the Secondary Transition

Community of Practice

Monthly LEA Special Education Point of Contact Trainings 

During SY20-21, OSSE continued to provide monthly trainings for LEA Special Education

Points of Contact. Each month’s content provided training on these areas of focus:

• Student transportation updates and reminders 

• Student Education Data System (SEDS) administrative tasks

• Updates and reminders for IDEA Part B monitoring processes 

• Training and reminders around policy, including significant disproportionality, initial

evaluation, reevaluation, IEP amendments, alternate assessment eligibility, and

assessment accommodations 

• Opportunities for staff to receive additional professional learning and training via OSSE’s

Teaching and Learning PD Team

• Roster of participating LEAs included below

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Webinar Attendance by LEA

LEA

Jul-

Aug-

Sep-

Oct-

Nov-

Dec-

Jan-

Feb-

Mar-

Apr-

May-

Academy of Hope

PCS (RSA)

Achievement

Preparatory

Academy PCS

(STR)

Yes Yes Yes Yes Yes Yes Yes Yes

AppleTree Early

Learning PCS

(Co-op)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

BASIS DC PCS

(RSA)

Yes Yes Yes Yes Yes Yes

Breakthrough

Montessori PCS

(NEW) (Co-op)

Yes Yes Yes Yes Yes Yes Yes Yes

Bridges PCS (Co-

op)

Yes Yes Yes Yes Yes Yes Yes Yes

Briya PCS

(formerly

Education

Strengthens

Families PCS)

(Co-op)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Capital City PCS

(Co-op) (RSA)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Capital Village

Yes

Carlos Rosario

International PCS

(RSA)

Yes Yes Yes

Cedar Tree

Academy PCS

(formerly Howard

Road Academy

PCS)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Center City PCS

(Co-op) (STR)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

César Chávez

PCS for Public

Policy (Co-op)

(RSA)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Children’s Guild

DC PCS (Co-op)

(RSA)

Yes Yes Yes Yes Yes Yes Yes

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LEA

Jul-

Aug-

Sep-

Oct-

Nov-

Dec-

Jan-

Feb-

Mar-

Apr-

May-

Community

College

Preparatory

Academy PCS

(RSA)

Creative Minds

International PCS

(Co-op)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

DC Bilingual

PCS (Co-op)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

DC Prep PCS

(Co-op) (STR)

Yes Yes Yes Yes Yes Yes Yes Yes

DC Scholars PCS

Yes

Digital Pioneers

Yes

District of

Columbia

International

School (Co-op)

(RSA)

Yes Yes Yes Yes Yes

District of

Columbia Public

School (RSA)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

E.L. Haynes PCS

(Co-op) (RSA)

Yes Yes Yes Yes Yes Yes Yes Yes Yes

Eagle Academy

PCS

Yes Yes

Early Childhood

Academy PCS

(Co-op)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Elsie Whitlow

Stokes

Community

Freedom PCS

(Co-op)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Friendship PCS

(Co-op) (RSA)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Girls Global

Academy

Yes Yes Yes

Goodwill Excel

Center PCS

(NEW)

Yes Yes Yes

Harmony DC

PCS

Yes Yes Yes Yes Yes Yes Yes Yes Yes

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LEA

Jul-

Aug-

Sep-

Oct-

Nov-

Dec-

Jan-

Feb-

Mar-

Apr-

May-

Hope Community

PCS (Co-

op)(STR)

Yes Yes Yes Yes

Howard

University

Middle School of

Mathematics and

Science PCS

Yes Yes Yes Yes Yes Yes Yes

I Dream School

PCS

Yes Yes Yes

Ideal Academy

PCS

Yes Yes Yes Yes Yes Yes Yes

Ingenuity Prep

PCS (Co-op)

Yes Yes Yes Yes Yes Yes Yes Yes

Inspired Teaching

PCS

Yes Yes Yes Yes

Integrated Design

Electronics

Academy PCS

(RSA)

Yes Yes Yes Yes

Kingsman

Academy PCS

(Co-op) (RSA)

Yes Yes Yes Yes

KIPP DC PCS

(Co-op) (RSA)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Latin American

Montessori

Bilingual PCS

(Co-op)

Yes Yes

LAYC Career

Academy PCS

(RSA)

Yes Yes Yes Yes Yes Yes Yes Yes

Lee Montessori

PCS (Co-op)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Mary McLeod

Bethune Day

Academy PCS

(Co-op)

Yes Yes Yes Yes Yes

Maya Angelou

PCS (Co-op)

(RSA)

Yes Yes Yes Yes Yes Yes

Meridian PCS

(Co-op)

Yes Yes Yes Yes Yes Yes Yes Yes Yes

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LEA

Jul-

Aug-

Sep-

Oct-

Nov-

Dec-

Jan-

Feb-

Mar-

Apr-

May-

Monument

Academy PCS

(Co-op)

Yes Yes

Mundo Verde

Bilingual PCS

(Co-op)

Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

National

Collegiate

Preparatory

PCHS (Co-op)

(RSA)

Yes

Paul PCS

Yes

Perry Street

Preparatory PCS

(STR)

Yes

Richard Wright

PCS for

Journalism and

Media Arts (Co-

op) (RSA)

Yes Yes

Rocketship DC

PCS (Co-op)

(NEW)

Yes Yes Yes

Roots PCS

Yes

SEED PCS of

Washington, D.C.

(Co-op) (RSA)

Yes Yes Yes Yes

Sela PCS (Co-op)

Shining Stars

Montessori

Academy PCS

(Co-op)

Yes Yes Yes Yes Yes Yes Yes Yes

Social Justice

Yes

St. Coletta

Special Education

PCS (Co-op)

(RSA)

Yes Yes Yes Yes Yes Yes Yes Yes

Statesmen

College

Preparatory

Academy

Yes

The Family Place

The Next Step/El

Proximo Paso

Yes Yes Yes Yes Yes Yes Yes

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263

LEA

Jul-

Aug-

Sep-

Oct-

Nov-

Dec-

Jan-

Feb-

Mar-

Apr-

May-

PCS (Co-op)

(RSA)

The Sojourner

Truth School PCS

Yes Yes Yes Yes Yes Yes Yes

Thurgood

Marshall

Academy PCS

(Co-op) (RSA)

Yes Yes Yes Yes Yes Yes Yes Yes Yes

Two Rivers PCS

(Co-op)

Yes Yes Yes Yes

Washington

Global PCS

(STR)

Yes Yes Yes

Washington Latin

PCS (Co-op)

(RSA)

Yes Yes Yes Yes Yes

Washington

Leadership

Academy PCS

(Co-op) (NEW)

Yes Yes Yes Yes Yes Yes Yes Yes Yes

Washington Yu

Ying PCS (Co-

op)

Yes Yes Yes Yes Yes Yes

YouthBuild PCS

(RSA)

Yes Yes

All monthly trainings are recorded and posted on the OSSE website landing page for LEA

Special Education Points of Contact Monthly Webinars.

Special Education Enhancement Fund (SEEF) Competitive Grant

In FY21, OSSE awarded a total of $1,253,909.84 in SEEF grants to three entities:

• American University – Awarded $211,938.96

• DC Special Education Cooperative - Awarded $240,411.88

• Relay Graduate School of Education – Awarded $801,559.00

The purpose of this funding was to:

• Address systemic barriers to academic achievement for students with disabilities, based

on the barriers identified in the landscape analysis research conducted by OSSE;

• Accelerate student achievement for students with disabilities by using research-based

interventions; and

• Share and scale promising practices citywide.

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All SEEF recipients partnered with targeted school(s) at one or more LEAs and will continue

implementation through Sept. 30, 2022.

In FY21, OSSE also granted a total of $2,000,000 in continuation awards to six LEAs, in their

last year of funding. These LEAs include:

• Bridges PCS – Awarded $385,737.45

• DC Preparatory PCS – Awarded $385,737.45

• EL Haynes PCS - Awarded $385,737.45

• Eagle Academy PCS - Awarded $385,737.45

• Meridian PCS - Awarded $255,607.73

• Monument Academy PCS - Awarded $231,442.47

The purpose of this funding was to:

• Address barriers to the delivery of a continuum of public placements, ensure students

receive a smooth and effective transition to special education from early intervention

services, timely evaluations, and improve graduation and post-secondary outcomes for

students with disabilities; and

• Accelerate student achievement for students with disabilities by using research-based

interventions.

Placement Oversight Process

Read more about OSSE’s placement oversight process in the response to Q98.

(b) COVID-19 impact on trainings.

COVID-19 has impacted OSSE TAL’s ability to deliver in-person trainings. However, TAL has

been able to continue delivering virtual online training sessions throughout the pandemic.

Training sessions that were historically delivered as full-day workshops prior to the pandemic are

now offered as a series of shorter virtual training sessions. Presenters and participants alike have

learned to maximize the virtual training space to deliver content, share strategies and best

practices, network, and build professional learning communities.

A significant negative impact of the COVID-19 pandemic has been the increased stress and

demands placed on educators, which in turn has impacted OSSE’s trainings. Anecdotally, OSSE

has heard from a large number of educators that it has been difficult to carve out time for

professional learning when so many increased demands are already placed on them within their

school buildings, and in supporting students during the pandemic. The OSSE TAL Division has

seen the effects of this in noticeably lower registration numbers for our professional learning

training opportunities, compared to previous, non-pandemic school years. The TAL Division has

responded to this decrease in training registration by offering more trainings during non-

instructional times of the day (e.g., 4-6 p.m. on weekdays, Saturday sessions, lunchtime one-hour

sessions, etc.) and by also increasing the variety of professional learning opportunities that can

be done asynchronously on a self-paced schedule, or in a hybrid manner with some synchronous

sessions coupled with asynchronous work.

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79. LEAs that do not meet targets on the Office of Special Education Programs

monitoring indicators must complete self-studies and develop Continuous

Improvement Plans. How many LEAs completed self-studies in fiscal years 2021

and 2022 (through January 31)? Identify which LEAs completed their self-studies

and detail what actions are included in the Continuous Improvement Plans.

Under the federal Individuals with Disabilities Education Act (IDEA), LEAs may be identified

for two reasons. First, the LEA could have a “significant discrepancy,” which means the LEA’s

data shows it is disciplining special education students and/or students of specific racial and

ethnic groups more than general education students and/or other racial and ethnic groups.

Second, the LEA could be potentially identified as having “disproportionate representation” of

racial and ethnic groups in special education and related services that is the result of

inappropriate identification. If identified, LEAs must complete a review of policies and

procedures to assess whether this rate of representation was due to policies and procedures that

do not comply with regulatory requirements. OSSE then reviews the LEA’s self-assessment and

underlying documentation to make a final determination regarding compliance. If the LEA is

found to have noncompliance, OSSE will issue a finding and require an improvement plan.

In SY 20-21 (FY21), there were six (6) LEAs flagged for disproportionate representation review

and three (3) flagged for significant discrepancy. Each LEA submitted its self-assessment for

OSSE to review.

The following LEAs submitted a self-study:

• DC International (significant discrepancy)

• DCPS (disproportionate representation)

• IDEA (disproportionate representation)

• Kingsman (disproportionate representation)

• KIPP (significant discrepancy)

• Maya Angelou (disproportionate representation)

• Monument Academy (disproportionate representation)

• SEED (significant discrepancy)

• Children’s Guild (disproportionate representation)

Upon completion of the review, OSSE determined that 1 LEA, DCPS, had a disproportionate

representation in a specific disability category due to inappropriate policies, procedures, and

practices. The LEA was issued a finding and is required to create and implement a Continuous

Improvement Plan (CIP) to address systemic areas of noncompliance.

Systemic areas to be addressed in DCPS’s CIP (as determined by the policy and self-study

review) include the following:

• ensure that children underwent a full and individual initial evaluation prior to being

identified to receive special education and related services;

• utilize technically sound instruments to assess the relative contribution of cognitive and

behavioral factors, in addition to physical or developmental factors;

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• select and administer assessments that accurately measure the area the test purports to

measure, rather than reflecting the children’s impaired sensory, manual, or speaking

skills;

• consider whether lack of appropriate instruction in reading and/or math contributed to

children’s identified concerns prior to determining them eligible as a child with a

disability; and

• ensure a group of qualified professionals and the parent determined that the child was a

child with a disability.

No LEAs were found to have a significant discrepancy due to inappropriate policies, procedures

and practices.

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80. Provide an update on the work of the Advisory Panel on Special Education in fiscal

years 2021 and 2022 (through January 31). Include:

(1) a list of all members of the Panel, the organization they represent

and the length of time they have served on the Panel; and

(2) a narrative description of any action items taken, or

recommendations made by the Panel.

The table below shows the current membership of the Advisory Panel on Special Education.

FY22 Members of the District of Columbia State Advisory Panel on Special Education

First Name Last Name Organization/Seat Designation

Length of

Service

Michael

Blank

Parent

1 year

Julie Camerata

Vocational, Community, or Business

Organization Representative designee - Chair

of SAPSE

9 years

Courtney

Davis

Parent

1 year

Jessica

DenHouter

Parent

2 years

Megan

Dho

Child Family Service Administration

4 years

Tracy

Dove

Parent

6 years

Joshua

Gillerman

Parent

2 years

Rochanda

Hiligh-Thomas

Parent

7 years

Nicole Lee-Mwandha

Office of the State Superintendent of

Education

6 years

Laura

Lorenzen

Parent

1 year

Matthew

McCall

Parent

4 years

Luis

Morales

Department of Behavioral Health designee

5 years

Sylvia Morrison

University of District of Columbia/ higher

education designee

2 years

Angela

Spinella

Department of Disability Services designee

2 years

Roxanne

Williams

Parent

2 years

Deon

Woods-Bell

Parent

6 years

Margie Yeager

Administrator of Programs for Children with

Disabilities

2 years

Terms are for a minimum of two years.

SAPSE Recommendation: SAPSE recommended that OSSE use direct text messaging to

parents of students with disabilities to disseminate the 2020-21 IDEA Parent Survey. Direct text

messaging is a strategy frequently used by schools, LEAs, and agencies to communicate quickly

and effectively with parents during the COVID-19 public health emergency and provides parents

with easily accessible information. As a result of this recommendation, OSSE used cellular

telephone numbers provided by LEAs within the State Longitudinal Educational Database

(SLED), OSSE sent direct text messages to parents of students with disabilities with a link to the

2020-21 IDEA Parent Survey. As a result, the District received over double the number of

responses to the annual survey than was received in any prior year.

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Proposed Special Education Regulations: On September 3, 2021, OSSE posted a Notice of

Second Proposed Rulemaking in the D.C. Register (68 DCR 009091) proposing amendments to

Chapter 30 of Title 5-A in the District of Columbia Municipal Regulations (currently found at 5

DCMR §E-3000- 3036) governing the education of students with disabilities. SAPSE members

attended public hearings and submitted written public comment responsive to the proposed

regulations on October 4, 2021.

SAPSE/ OSSE Liaison Meetings: To ensure that disability-related policies, regulations and

guidelines are developed with input from SAPSE, OSSE continually met with an identified

policy liaison on a monthly basis to discuss any upcoming policy changes in order to ensure the

SAPSE has an opportunity to authentically engage in State education policy work led by OSSE.

During these meetings, existing and proposed policy are discussed upon request. OSSE also

encourages the SAPSE to comment publicly on any rule or regulation proposed by the State

regarding the education of children with disabilities.

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81. How many due process hearings and state complaints did OSSE issue final orders

for in fiscal years 2020, 2021, and 2022 (through January 31)? Please identify

answers with school type, reporting concern type (5 options), and LEA where

possible.

The Individuals with Disabilities Education Act (IDEA) allows a claim on any allegation of a

failure to implement the requirements of the law. Concern types range from child find, to

individual education program (IEP) implementation, to evaluations. They do not fall into five

predetermined categories. Further due process and state complaints are filed against LEAs and

other public agencies responsible for the education of students, not individual schools.

The table below shows due process hearings that resulted in final order issued from FY20 to

FY22 to date. The table also shows the number of decisions issued against LEAs or SEAs or

parents.

Due Process Hearings That Resulted in Final Order Issued

Total Number of Hearing

Officer Decisions Issued

Against LEAs or SEAs

Total Number of

Hearing Officer

Decisions Against

Parents

Total Number of

Hearing Officer

Decisions Issued

FY20

FY21

FY22 to Date

The table below shows the number of state level letters of decisions by federal fiscal years. The

table also shows the LEAs and public agencies for which the complaints were made against

State Complaint Letters of Decision (LODs) Issued by Federal Fiscal Year (FFY)

Federal Fiscal

Year (July 1 –

June 30)

Number of State

Complaints

Letters of Decision

LEA/Public Agencies Complaint(s) Made Against

FFY 2019 16

DCPS, OSSE DOT, LAMB PCS, Ingenuity Prep PCS,

Inspired Teaching Demonstration PCS , Friendship

PCS, and Washington Global PCS

FFY 2020 5

Inspired Teaching Demonstration PCS, DCPS, DYRS,

OSSE, BASIS DC PCS

FFY 2021 to

date (Jan 2022)

DCPS, Center City PCS, St. Coletta PCS, OSSE DOT,

Capital Village PCS, E.L. Haynes PCS

Note: Closed FFY totals may increase due to post-reporting issuance of LODs for complaints

that are filed in one fiscal year and reach the 60-day decision due date in the subsequent fiscal

year.

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82. Provide an update of how OSSE is providing support to schools in the bottom five

percent of schools in the STAR Framework.

OSSE is investing $11 million in federal funding to the schools that were first identified as

Comprehensive Support (CS1) in Dec. 2018 for being in the bottom five percent of DC’s

statewide accountability system. After identification, schools worked with their LEAs and

communities to conduct needs assessments and design multi-year school improvement plans that

are available on the Investment in Schools webpage.

In year two (SY 2019-20), eight CS1 schools received approximately $4.86 million to implement

their school improvement plans. Note that two public charter schools were initial identified as

CS1 schools, but those schools closed at the end of 2018-19 school year. OSSE and DCPS met

monthly for grant oversight and reviewed evidence of CS1 schools’ progress against their

planned approaches in January 2020. Prior to the year three grant application cycle, CS1 schools

and LEA leaders shared their progress to date with OSSE and DME and shared plans for

continuous improvement in the 2020-21 school year. Although the District suspended statewide

assessments in 2020 and 2021, some CS1 schools did show significant improvements from 2018

to 2019 including Moten Elementary, Langley Elementary, Sousa Middle, and Eliot-Hine

Middle. OSSE has continued to monitor progress across available data and metrics in school’s

improvement plans in alignment with federal requirements

For year three (SY2020-21), CS1 schools received approximately $3.36 million to continue

implementation of their school improvement plans, with modifications as needed based on

lessons learned and ongoing stakeholder engagement. OSSE reviewed evidence of progress

through a data review, school and LEA presentation and discussion as well as a desktop audit in

August 2021 and will continue to support LEA grant oversight through monthly touchpoints.

Due to the pandemic in March 2020, and again in April 2021, OSSE was granted waivers for

statewide assessments and certain accountability provisions of the federal Every Students

Succeeds Act from the US Department of Education (ED). This meant that the District did not

run its statewide accountability system, and no STAR Ratings were given to schools. As a part of

these waivers, schools designated as CS1 schools were required to remain in that same

designation for the next school year, and OSSE continues to support these schools in FY2022.

Through additional flexibilities made available from USED, OSSE is applying to extend the exit

timeline forward, reflecting the two years of waivers, making the new targeted exit year 2023.

Based on the conditions and assurances within the 2021 accountability waiver, OSSE will be

required to make additional designations and identify schools performing in the bottom five

percent of available metrics as well as those who have historically underperformed. Additional

details for these identifications will be outlined in and depend upon the approval of the 2022

ESSA Accountability Addendum submitted in March 2022 by OSSE to ED.

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83. Please describe any plans OSSE has made to address learning loss by:

(1) students overall;

(2) students who are defined as at-risk; and

(3) students with special needs.

Include in your response what supports OSSE will provide to LEAs to address the

academic recovery of each group of students.

As the state education agency for the District of Columbia, OSSE sets high standards, provides

oversight, supports LEAs with grants and technical assistance to address their needs, and

strategically invests statewide resources to improve instructional outcomes. We will continue to

take these steps to address learning loss experienced because of the pandemic.

In the first year of the pandemic, OSSE believed it was important to lay a foundation for high-

quality virtual learning and hybrid learning. Through our Guiding Principles for Continuous

Education, first published in July 2020, OSSE provided LEAs with clear and high expectations

ahead of the 2020-21 school year for what constitutes quality, continuous education for all

students. The Continuous Education principles and the associated plans required LEAs to

describe the steps that they will take to support the social-emotional needs of students, support

students who are academically behind, and address the needs of specific groups of students

including those that are homeless, English language learners, or with disabilities.

Following the 2020-21 school year, OSSE revisited these principles with our stakeholders, and

revised the guiding principles in its 2021-22 edition to focus on accelerating unfinished learning.

OSSE published the 2021-22 Guiding Principles for Continuous Education in July 2021, where

accelerated learning is named as one of three major recovery priorities. OSSE encouraged LEAs

to provide accelerated learning for all students, especially those most affected by the pandemic.

The interrupted instruction that has occurred during the pandemic is unprecedented for our

students and school communities. Thus, traditional approaches to helping students “catch up”

through remedial education—or focusing exclusively on concepts better suited for earlier grade

levels—are insufficient to ensure full recovery from interrupted instruction. In fact, a focus on

remedial learning could worsen existing educational inequities, as schools are likely to

disproportionately select students furthest from opportunity to receive remedial instruction.

Accelerated learning— in which educators place unfinished learning in the context of new

learning, integrating both new information and the needed prior knowledge at the same time—is

better suited to support all students to recover from interrupted instruction.

Ahead of the 2021-22 school year, OSSE provided extensive resources to support District LEAs

in developing their Continuous Education Plans (CEPs), where LEAs reported multiple strategies

to accelerate learning. An analysis of the plans revealed that all LEAs planned to implement

strategies to support acceleration, with the most common strategies being summer programming,

additional staff, new professional development, new intervention programs, and high-impact

tutoring.

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At the state level, OSSE recognizes the extraordinary opportunity to address the disproportionate

impact of the COVID-19 pandemic on underserved students through the American Rescue Plan

Act’s require State set-asides to address the academic impact of lost instructional time, and to

accelerate learning. OSSE is leveraging $19 million of its state reserve ESSER III funds to

address learning loss and to accelerate learning (more information is provided below).

By leveraging its state set-aside funds, OSSE began employing a variety of approaches and

evidence-based interventions to help LEAs develop their Continuous Education Plans and to

accelerate learning. Ahead of the 2021-22 school year, OSSE partnered with third-party vendors

to provide these supports to LEAs:

• Consultative supports to offer guidance, strategy and professional development training

for school and system level instructional leaders, and their educator workforces, to walk

them through the critical steps for planning to restart school and accelerate student

learning, including transitioning back to in-person learning and/or hybrid models of

instructions, critical summer preparation periods, shifting talent needs, multi-tiered

systems of support, family and community engagement, and ensuring equity throughout.

This support included direct support to LEA leaders as they drafted their 2021-22

Continuous Education Plans (CEPs).

• Implementation of a 1:1 virtual coaching program in spring and summer 2021 for school

and instructional leaders using a “coach the coach” model. This program is continuing

during the 2021-22 school year.

• The purchase of an evidence-based, high-quality digital K-8 mathematics curriculum for

all interested schools and LEAs that is aligned to state learning standards and is research-

proven to support learning acceleration. OSSE plans to continue supplying this

curriculum to interested LEAs through the 2024-2025 school year.

• Partnerships to build awareness of the importance and characteristics of high-quality

English language arts (ELA) materials, and to support professional development for a

group of LEAs currently adopting high-quality ELA materials.

In addition to the above-named strategies that occurred in FY21, OSSE is in the process of

implementing the additional learning acceleration strategies that are named in OSSE’s State Plan

for the ARP ESSER Fund, submitted to the U.S. Department of Education on June 7, 2021:

Support high-impact tutoring (HIT) across the District: Invest in infrastructure supports such

as citywide standards and foundational training for tutors to help ensure high-quality

implementation of HIT as well as grants to schools and/or tutoring organizations to help scale

high-impact tutoring models that meet OSSE’s standards, particularly in high need areas where

there is currently very limited supply (e.g., middle school math) and for populations who have

experienced significant disruption due to COVID (e.g., at-risk students). For the initiative, we

identified approximately 75 schools as “priority schools,” defined as schools where 70% or more

of their population identified as at risk, for the initiative, and set a goal to support 90% of these

schools to offer HIT programming. Please see OSSE’s response to Question 84 on High Impact

Tutoring for more details.

Scale the use of high-quality literacy curricula and instructional strategies: Conduct a

citywide audit of current literacy curricula and provide professional development and training on

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the science of reading while making available high-quality literacy curricula for schools and

LEAs to adopt. OSSE will also consider how such curricula could be leveraged in support of

efforts to scale high-impact tutoring across the city.

Scale the use of high-quality mathematics curricula: Conduct a citywide audit of current

mathematics curricula and provide professional development and training on what constitutes

high-quality curricula for schools and LEAs to adopt, and considerations for adoption and

implementation. OSSE will also consider how such curricula could be leveraged in support of

efforts to scale high-impact tutoring across the city.

Make targeted investments to support accelerated learning for students with disabilities

(SWDs): The District of Columbia has been clear about the significant inequities in educational

outcomes for students with disabilities when compared to their peers without disabilities. OSSE

has placed special emphasis on accelerating progress for students with disabilities in its most

recent strategic plan and developed a corresponding Special Education Roadmap that outlines the

agency’s approach to this goal in more detail. We have leveraged our federal stimulus dollars to

help us implement this roadmap in support of recovery. These efforts include the following

initiatives focused on accelerated learning:

• An inclusive leader cohort to help school leaders build systems that boost academic

achievement of SWDs and sustain them over time;

• A suite of micro-credentials for special education and general education teachers to

establish a shared foundation of knowledge and skills that help them create inclusive

learning environments and set up all children to succeed;

• A Family Resource Center for Students with Disabilities, which will be housed at the

Office of the Ombudsman and will expand upon the resource hub developed by OSSE to

include multimodal supports (e.g. website, hotline, in-person support) to help the families

of students with disabilities access the information and resources they need to navigate

the special education system;

• Targeted recovery supports, including an LEA Toolkit for Serving Students with

Disabilities during Periods of Remote or Blended Learning. The purpose of this toolkit is

to provide foundational guidance and concrete, actionable resources for LEAs as they

establish and implement policies and procedures for remote and/or blended learning

contexts that are consistent with the Individuals with Disabilities Education Act (IDEA)

requirements. The toolkit includes videos and other templates, for example, a service

adaptation worksheet, accommodation adaptation matrix, and a student data tool. OSSE

hosted webinars on the toolkit and provided a deep dive technical assistance series that

covered Balancing LEA Discretion and Flexibility, Ensuring Transparency and

Collaboration, and Data-driven Supports.

Make targeted investments to support accelerated learning for English learners: The

COVID-19 pandemic revealed substantial inequities in English learners’ educational access and

opportunity, described in detail in CCSSO’s state leader guidance. OSSE has planned supports

for LEAs to prioritize English learners. Given the newly updated WIDA English Language

Development (ELD) standards framework, used by DC as the state ELD standards, we will

assess LEA’s current implementation strengths and weaknesses, and then provide tailored

consultative supports to LEAs to help them improve their programs. In addition, the majority of

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DC students will lack two consecutive years of summative English proficiency test data due to

school closures and distance learning. Therefore, LEAs need to ensure that English learners are

moving forward in developing proficiency in English, and seek valid, reliable, WIDA aligned

assessments to conduct interim assessments during the school year in order to monitor students’

progress and adjust instruction accordingly. OSSE will provide LEAs an English proficiency

benchmark assessment to increase data-driven instruction and help educators move students

forward towards their language goals and timely exit from English learner status. Please see

OSSE’s response to Question 68 for more details about LEA supports for ELs.

FY 2021 Performance Oversight Questions

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84. OSSE allocated roughly $10 million from the State and Local Recovery Fund in the

American Rescue Plan Act of 2021 to address High Impact Tutoring in fiscal year

2022. The ESSER spending plan also allocated $3 million to support “high-dosage

tutoring.” How has OSSE used this funding for the purpose of high dosage tutoring?

Please list grant amounts and grantees for fiscal year 2022 (through January 31).

To date in FY22, OSSE has worked with the Office of Out of School Time and Youth Outcomes

(OST) to award $3,192,464 in grants to 8 community-based organizations (CBOs) to provide

high-impact tutoring (HIT). This grant competition was launched in June 2021, grants were

awarded in December 2021, and tutoring commenced in January 2022. The CBOs will

collectively provide tutoring to 1,665 students at 46 schools and 2 non-school community sites

across DC through the end of the 2021-22 school year. Please see the table below for

information on the grantees:

Grantee

Award Amount

AARP

$518,855.00

Higher Achievement

$162,839.00

Horton's Kids

$200,000.00

Kid Power

$219,437.00

Literacy Lab

$750,000.00

Reading Partners

$750,000.00

Springboard Collaborative

$371,333.00

The House Inc.

$220,000.00

Total

$3,192,464.00

For the rest of the yet-unspent FY21 and FY22 funds, OSSE will award the bulk in May 2022

via a large, multi-year grant for tutoring organizations. We plan to award approximately $20

million in grants in May 2022 that will be expended in the 28-month period from May 2022

through September 2024. The grant will support existing successful evidence-based tutoring

programs to scale; support experienced evidence-based tutoring programs that can demonstrate

the ability to deliver a new tutoring program to serve students in grades pre-K-12 and provide

funding to organizations delivering strategic program supports and program evaluation services

for high-impact tutoring.

OSSE is also working to procure a vendor to provide intensive supports to LEAs looking to set

up tutoring programs beginning in March 2022, as well as working with two other DC agencies

to set up MOUs to fund high-quality, evidence-based tutoring activities.

Additionally, the high-impact tutoring initiative has accomplished the following since July of

2021:

• Finalized 3-year strategy in September 2021 for expanding access to HIT for DC

students, including identifying approximately 75 schools as “priority schools,” defined as

schools where 70% or more of their population identified as at risk, for the initiative, and

set a goal to support 90% of these schools to offer HIT programming.

FY 2021 Performance Oversight Questions

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• Hired full-time HIT program manager in October 2021, with two additional team

members onboarding in February and April 2022 to round out the team.

• Developed a partnership to evaluate initial implementation of HIT with The Lab @

DC with the goal of gathering insights on initial bright spots and barriers with HIT

programming to inform future supports for CBOs.

• Created data collection infrastructure and robust partnerships for HIT data sharing

across relevant agencies, which will lay the foundation for a rigorous program

evaluation of HIT’s effectiveness in FY22, FY23 and FY24.

• Launched several internal working groups with multiple agencies, including DME,

OSSE, and DCPS, to support problem solving, system strategy, and best practice sharing

on HIT across government.

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85. Question #85

(a) For transfers of ESSER funds or other funds pertaining to COVID, include a

description of requirements related to transparency about the decision-

making process, internal and external involvement in the decision-making

process, transparency related to fund uses, and external accountability

related to fund uses.

(b) Describe any guidelines the agency provided to recipients of ESSER funds

regarding the prioritization of such funds. Include any guidelines related to

fund prioritization by emergency relief activity, personnel vs. non-personnel,

and central LEA functions vs. school-level functions.

ESSER transfers.

(a) ESSER funds decision-making pertaining to COVID-19

In total, OSSE has received approximately $600M in ESSER stimulus funds. Per federal law,

90% must be subgranted to local education agencies (LEAs) eligible to receive Title I-A funding.

As with all federal grant programs, LEAs receive funds on a reimbursement basis after their

grant application has been approved. As of November 2021, all eligible LEAs have been able to

access their funding across all three grant programs.

Grant

State Allocation

State Set Aside (10%)

LEA Subgrants (90%)

ESSER I-CARES

$42,006,354.00

$4,200,635.40

$37,805,718.60

ESSER II-CRRSA

$172,013,174.00

$17,201,317.40

$154,811,856.60

ESSER III-ARP

$386,476,999.00

$38,647,699.90

$347,829,299.10

Total

$600,496,527.00

$60,049,652.70

$540,446,874.30

LEAs were required to submit a separate application for each of the three grants with a detailed

budget of how they intended to use the funding from each grant. All applications underwent three

reviews from OSSE staff members to ensure that LEAs budget items were allowable per the

grant requirements and aligned to the federally defined grant goals to support LEAs in preparing

for and responding to the pandemic. LEAs may also amend their budgets as the on-going

conditions of the pandemic change and along with the needs of their students and staff. Any

budget amendments also must be reviewed and approved by OSSE. All applications and

amendments are maintained the Enterprise Grant Management System.

In parallel to submitting applications in summer 2021, LEAs were also required to complete and

submit Continuous Education Plans and Health and Safety Plans for the 2021-2022 school year.

While developing their plans, LEAs were required to engage stakeholders such as students,

families, school and central office staff, civil rights organizations, and those representing the

interests of children with disabilities, English learners, children experiencing homelessness,

children in foster care, migratory students, children who are incarcerated, and other underserved

students. LEA’s plans are posted publicly both on OSSE’s website and on the respective websites

of each LEA. In these plans LEAs were required to describe their plans for a safe reopening

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

278

(e.g., mitigation strategies), supporting student and staff well- being, and accelerated learning

strategies to address unfinished learning. LEAs receiving ESSER funding also had to provide a

written plan for how they intended to use ESSER III-ARP funding, including how they would

meet the requirement to spend a minimum of 20% of that grant on evidence-based interventions

which address the academic, social and emotional needs of students most disproportionately

impacted by the pandemic. In developing their ESSER III-ARP plan, OSSE submitted the first

round of reporting FY20 expenditures of ESSER grants to the U.S. Department of Education in

February 2021. That report included a table of how LEA expended their ESSER I-CARES funds

between March 13, 2020, and September 30, 2020 and is posted publicly on the Education

Stabilization Fund Transparency Portal.

The FY20 expenditure data from this report is also provided in the below table for reference.

ESSER I-CARES FY20 LEA Expenditure Data Submitted to the U.S. Department of

Education

Reporting Period: March 13, 2020 - Sept. 30, 2020

LEA Name:

Purchasing

Educational

Technology

Unique

Needs of

Special

Populations

Providing

Mental

Health

Services

and

Supports

Sanitization

and

Minimizing

the Spread

Infectious

Diseases

Summer

Learning and

Supplemental

Afterschool

Programs

Other

Total

CARES-

ESSER LEA

Expenditures

Achievement

Preparatory

Academy

PCS

$137,012.84 $137,012.84

Capital City

PCS

$124,668.78 $124,668.78

Capital

Village

Schools

$1,080.00

$5,920.00

$7,000.00

Cedar Tree

Academy

Public

Charter

School

$65,000.00

$6,847.43

$71,847.43

Center City

PCS

$69,120.70

$103,691.74

$172,812.44

D.C.

Bilingual

PCS

$47,923.31

D.C.

Preparatory

Academy

PCS

$15,094.17

$21,325.04

$197,375.56 $233,794.77

DC Scholars

PCS

$55,074.92 $127.20

$3,946.68

$52,304.18 $111,452.98

Digital

Pioneers

Academy

$123,785.90

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

279

LEA Name:

Purchasing

Educational

Technology

Unique

Needs of

Special

Populations

Providing

Mental

Health

Services

and

Supports

Sanitization

and

Minimizing

the Spread

Infectious

Diseases

Summer

Learning and

Supplemental

Afterschool

Programs

Other

Total

CARES-

ESSER LEA

Expenditures

District of

Columbia

International

School

$35,358.00

District of

Columbia

Public

Schools

$1,239,378.16 $77,035.10

$468,760.00 $6,280.00 $1,791,453.26

E.L. Haynes

PCS

$75,553.89 $17,080.00

$43,821.00 $136,454.89

Eagle

Academy

PCS

$35,765.23

$6,560.00 $42,325.23

Early

Childhood

Academy

PCS

$68,566.11

$25,549.45 $379.00 $2,414.00 $96,908.56

Elsie

Whitlow

Stokes

Community

Freedom PCS

$854.72

$31,318.00 $32,172.72

Girls Global

Academy

Public

Charter

School

$28,469.28

$2,620.18 $31,089.46

Harmony DC

PCS

$6,931.92

$5,640.65

$6,089.72 $18,662.29

Hope

Community

Academy

PCS

$84,407.42

Howard

University

Middle

School of

Math and

Science

$61,580.00

$52,425.15

$114,005.15

I Dream

Public

Charter

School

$9,996.85

$3,341.20

$13,338.05

IDEA PCS

$2,670.50

Ingenuity

Prep PCS

$68,439.00

KIPP DC

PCS

$652,293.65 $652,293.65

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

280

LEA Name:

Purchasing

Educational

Technology

Unique

Needs of

Special

Populations

Providing

Mental

Health

Services

and

Supports

Sanitization

and

Minimizing

the Spread

Infectious

Diseases

Summer

Learning and

Supplemental

Afterschool

Programs

Other

Total

CARES-

ESSER LEA

Expenditures

Mary

McLeod

Bethune PCS

$80,558.00

$3,347.56 $83,905.56

Maya

Angelou PCS

$53,665.18 $825.00

$3,361.56

$6,200.00 $64,051.74

Meridian PCS

$26,104.48

$34,130.00

$60,234.48

Monument

Academy

Public

Charter

School

$27,281.06

National

Collegiate

Preparatory

PCS

$52,573.81

Paul PCS

$101,301.00

$10,297.84

$111,598.84

Richard

Wright PCS

for

Journalism

and Media

Arts

$50,990.03 $1,048.18

$52,038.21

Rocketship

Education DC

Public

Charter

School Inc

$226,921.75

$108,642.13

$335,563.88

School for

Educational

Evolution and

Development

$11,974.50

$47,499.22

$59,473.72

Shining Stars

Montessori

PCS

$5,898.85

$1,703.27 $7,602.12

Social Justice

Public

Charter

School, Inc.

$2,723.34

$5,100.00

$2,531.40 $10,354.74

St. Coletta

Special

Education

PCS

$101,094.16

Statesmen

College

Preparatory

Academy for

Boys PCS

$5,500.00

$1,000.00 $6,500.00

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

281

LEA Name:

Purchasing

Educational

Technology

Unique

Needs of

Special

Populations

Providing

Mental

Health

Services

and

Supports

Sanitization

and

Minimizing

the Spread

Infectious

Diseases

Summer

Learning and

Supplemental

Afterschool

Programs

Other

Total

CARES-

ESSER LEA

Expenditures

The

Children's

Guild Public

Charter

School DC

Campus

$17,750.67 $52,324.41

$70,075.08

The

Sojourner

Truth Public

Charter

School

$873.49

$11,422.76

$12,296.25

Thurgood

Marshall

Academy

PCS

$56,936.80

$329.09 $57,265.89

Two Rivers

PCS

$2,605.66

$33,344.58

$35,950.24

Washington

Global Public

Charter

School

$12,842.30 $12,842.30

Washington

Leadership

Academy

$18,473.79

Total

CARES-

ESSER LEA

Annual

Report

Expenditures

$2,483,955.55 $264,484.69 $71,109.50 $631,114.81 $553,546.42 $1,324,841.53 $5,329,052.50

FY21 annual reporting for the ESSER grants will be due to U.S. Department of Education in

June 2022. OSSE has begun creating the infrastructure needed to collect the required data and

information from LEAs to meet this deadline.

(b) ESSER funds guidelines regarding prioritization

ESSER subgrants to LEAs are designed to provide LEAs with the flexibility needed to respond

to the impacts of the pandemic for their specific community and USED has stated that ESSER

funds can be used on any allowable activity permissible under an existing federal education

program (e.g., Title I, Part A, McKinney Vento) and to cover costs of needs arising from the

pandemic. As the state education agency (SEA), OSSE does not have the authority to determine

how LEAs use funds outside of ensuring costs are allowable. For example, the use of ESSER

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

282

funds includes, but is not limited to, enhanced sanitation protocols, PPE, academic interventions,

social emotional supports, family engagement strategies, and afterschool programming.

Additionally, for the ESSER III-ARP grant program, LEAs are required to use at minimum 20%

of their total allocation on evidence-based interventions that address learning loss and ensure that

those interventions respond to students’ social, emotional, and academic needs and address the

disproportionate impact of COVID-19 on underrepresented student subgroups. In alignment with

US Department of Education (USED) priorities, OSSE has encouraged LEAs to use these

emergency funds to safely reopen schools, address learning loss, provide mental health supports

for student and staff, and ensure student access to technology (e.g. laptops, hot spots). OSSE also

provided LEAs with application-focused technical assistance materials and routine technical

assistance calls with their OSSE grant manager to support them to develop ESSER program

applications that reflect their needs for pandemic recovery.

To assist LEAs in developing their ESSER budgets, OSSE has provided the following resources

and supports:

• Funding strategy guide and allowable uses documents to support LEAs in developing

their budgets

• A series of live webinars including topics such as grant and application requirements

which were recorded and posted online for viewing at any time

• Weekly virtual drop-in office hours during August and September

• An ESSER grant manager for each LEA to receive dedicated one on one support and

assistance

Individual LEA allocations and allowable uses of funds, along with resources produced by OSSE

to support LEAs in accessing and using their funds can be found here.

To date, LEAs have reimbursed for a total of $81.5M, of which $76.2M was in FY21. OSSE will

be providing a comprehensive report on how LEAs have utilized stimulus funds in FY21 (Oct 1,

2020, to Sept 30, 2021) to the US Department of Education this summer. Based on internal

tracking of reimbursements requests submitted by LEAs, over 50% of FY21 expenses have been

for laptops, hotspots and internet services to support distance learning. Aside from technology,

the other two primary uses of funds include:

• Ensuring and maintaining a safe return to school through equipment to improve air

quality, PPE, sanitation services, operational staff to implement new safety protocols and

reconfiguration of outdoor spaces (approximately 20% of FY21 expenses)

• Addressing learning loss through additional instructional staff (e.g. co-teachers, assistant

teachers, coaches/interventionists), curriculum and implementing interventions

(approximately 17% of FY21 expenses)

FY 2021 Performance Oversight Questions

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283

Below are the 10 largest COVID relief needs indicated by LEAs’ FY21 ESSER expenditures:

ESSER I-CARES

ESSER II-CRRSA

ESSER III-ARP

Devices (e.g., laptops)

Air Quality

Non-instructional staff (e.g.,

counselors, food service)

Instructional Staff Devices (e.g., laptops)

Internet Access

Transportation

4 Tech Support

Facilities and Outdoor

Modifications

Instructional Staff

5 Instructional Staff

Work From Home Supports

(e.g., internet stipends)

Operational Staff

6 Sanitation Curriculum

Professional

Development

Operational Staff

Tutoring

Supports for Students with

Disabilities

Intervention Programs Intervention Programs

Professional Development

Sanitation Services

Summer Programs

Mental Health Supports

Air Quality

Internet Access

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

284

86. How many students were served in afterschool and summer programs funded by

21st Century Community Learning Centers Program?

(1) by ward;

(2) by race;

(3) by age/grade; and

(4) by disability status.

21st Century Community Learning Centers’ subgrantees self-report data required for OSSE’s

annual reporting to the U.S. Department of Education. This Annual Performance Report (APR)

does not require subgrantees to report student data by ward, age, or disability status. However,

the APR aggregates subgrantee reported student participation counts by race and grade bands

(PK-5 and 6-12). OSSE has also identified the count of 21st Century Learning Centers’ sites in

each ward.

The number of 21st Century Community Learning Centers within each D.C. Ward for

FY21 and FY22

Ward

# of Sites (FY21)

# of Sites (FY22)

Total

115

107

The number of 21st Century Community Learning students by race by semester

Race

Summer 2020

Fall 2020

Spring 2021

Total

American Indian

n<10

Asian

African American

918

895

1752

3565

Hispanic/Latino

333

347

557

1237

Native Hawaiian or Pacific Islander

n<10

White

104

Two or More Races

Unknown

267

165

496

The number of 21st Century Community Learning students by grade band

Grade

Summer 2020

Fall 2020

Spring 2021

Total

Pre-K-5

941

993

1667

3601

Grade 6-12

535

718

1072

2325

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

285

Special Education Student Transportation

87. Provide the following related to OSSE’s Department of Transportation:

(a) How many buses does OSSE-DOT own/operate? What percentage are

electric? What is OSSE’s plan to increase its percentage of electric buses?

(b) How many drivers does OSSE-DOT currently employee? What number of

drivers does OSSE-DOT need to be fully staffed? Describe OSSE-DOT’s

efforts to fill vacancies and recruit more bus drivers?

(d) How many students ride OSSE-DOT to nonpublic schools? Provide a

breakdown of nonpublic school locations (DC, MD, and VA).

(e) In table format, the percentage of bus ride times that exceeded one hour,

broken down by month.

(a) OSSE bus fleet and electric vehicle count.

OSSE DOT owns 640 buses with 0% currently being electric. In FY22, in conjunction with the

W Street terminal opening, which will have the infrastructure to support electric buses, OSSE

DOT will develop a solicitation to purchase its first series of ten electric buses. The first series of

purchased electric buses will be used to pilot the efficiency of the vehicles to support student

transportation needs.

(b) OSSE bus driver count and vacancies.

Fully staffed is defined as having all of the FY22 budget allocated FTEs for drivers. The FY22

budget allocates 642 drivers. As of February 1, 2022, there are 606 bus drivers employed and 36

vacant bus driver positions.

In order to fill vacancies, OSSE DOT will conduct a hiring fair on March 16, 2022, specifically

targeting applicants for school bus drivers and bus attendants in order to establish and maintain a

candidate pool. Ahead of the hiring fair, OSSE DOT will produce marketing specific for

recruitment. This will include a recruitment video, flyer, and targeted outreach to DC CDL

holders in collaboration with DC DMV.

In order to support efforts to increase the number of individuals holding a CDL, OSSE will work

with the Department of Employment Services to create opportunities for DC residents and

existing OSSE bus attendants to earn this credential.

OSSE DOT is also researching other jurisdictions and conducting cost analysis to explore

providing a one-time hiring bonus/payment to new school bus drivers.

Additionally, OSSE DOT will increase efforts to retain staff through incentives to include

retirement and back to school incentives. OSSE DOT will also support staff with coming in

FY 2021 Performance Oversight Questions

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286

compliance with the Mayor's vaccination mandate by providing ongoing communication to

encourage vaccination and providing resources/access to vaccinations and weekly onsite testing.

Student Bus Usage by Ward

Ward

Other

# of

Students

238 53 89 385 512 281 830 952 93

*Other identifies the students that live in DC/MD transported by OSSE DOT (Ward of DC,

McKinney- Vento, Foster Care Program)

(d) OSSE bus student usage to non-public schools and location.

As of December 31, 2021, there were 555 students being transported that attend OSSE DOT

nonpublic schools.

Number of Nonpublic Schools by State

Nonpublic Schools

(e) Percentage of bus ride times that exceeded one hour, broken down by month.

Ride times are determined on a case-by-case basis to take into account the individual medical

needs of each student. The current ride-time standards set by OSSE DOT based on school

locations are as follows:

• 75 minutes for programs in DC and within 6 miles of DC;

• 90 minutes for programs between 6 and 15 miles of DC; and

• 120 minutes for programs farther than 15 miles from DC.

Based on the current ride time standards set by OSSE DOT by school locations, the average

percent of students within their scheduled ride times for the 2020-21 school year are as follows:

• 75 minutes: 99.97%

• 90 minutes: 100%

• 120 minutes: 100%

The data below is the percentage of ride times that exceeded one hour, by month, based on

scheduled pick-up and drop-off times for the morning commute:

Month

Aug

‘20

Sep

‘20

Oct

‘20

Nov

‘20

Dec

‘20

Jan

‘21

Feb

‘21

Mar

‘21

Apr

‘21

May

‘21

Jun

‘21

Jul

‘21

>60 min CC CC 6.7% 3.2% 3.2% 3.5% 3.4% 3.9% 4.7% 7.9% 6.7% 7.8%

CC = COVID-19 CLOSURE

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

287

Month

Aug

‘21

Sep

‘21

Oct

‘21

Nov

‘21

Dec

‘21

Jan

‘22

>60 min 17.7%

10.6%

11.1%

11.6%

11.9%

10.8%

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

288

88. With regard to special education transportation, please provide the following

information for School Year 2020-2021:

(a) Any actions taken over the last year or planned for the next year to improve

the special education transportation system;

(b) Number of special education students receiving transportation services from

OSSE-DOT;

contractors;

(d) In table format, the percentage of buses that arrived at school on time,

broken down by month;

(e) In table format, the percentage of bus ride times that exceeded one hour,

broken down by month;

(f) In table format, the number of complaints received regarding special

education transportation, broken down by month and subject matter of

complaint;

(g) In table format, the average number of days it took to resolve complaints

regarding special education transportation, broken down by month and

subject matter of complaint; and

(h) The number of buses and vans in service and their average age for each type.

(a) Actions taken over the last year or planned for the next year to improve the

special education transportation system

FY21 Actions Completed

In response to the COVID-19 pandemic, OSSE DOT developed a robust plan to comply with

local and federal COVID-19 guidance to include social distance requirements, personal

protective equipment (PPE) and communication to staff and parents. OSSE DOT packaged and

disseminated over 4,750 PPE packages for frontline staff (bus drivers, bus attendants, terminal

management, investigators and support staff). OSSE DOT also provided staff with training on

the proper use and disposal of PPE as well as social distance and safety reminders. In

collaboration with OSSE’s Health and Wellness team and DC Health, priority vaccinations were

given to OSSE DOT frontline staff reporting to in person work. Additionally, with DC Health, a

COVID-19 Self- Testing Program for terminal staff was established. Testing kits were provided

to staff for self-testing and retrieved from each terminal location two times each week.

OSSE DOT received 144 new school buses that are equipped with internal cameras to monitor

staff and student safety on the bus and to aid in the investigation of school bus incidents/

accidents. The new buses were placed in service which includes a program for the review and

storage of camera footage. Staff have been trained on the new vehicles.

OSSE DOT began to pilot a more reliable, efficient and user-friendly Student Ridership Tracking

System, routing/scheduling module and GPS which will better meet the needs of operations. This

new system will enhance routing and reporting for all stops in a bus journey (arriving/departing

homes, schools, terminals), while removing the existing burden of utilizing multiple systems.

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

289

OSSE DOT, in collaboration with DGS awarded the construction contract and began demolition

to construct the new terminal at W Street. The W Street project will better support the over 500

students with disabilities who reside in Ward 5 to their designated schools.

Actions Planned for FY22

OSSE DOT aims to deploy a more reliable, efficient, and user-friendly Student Ridership

Tracking System and GPS which will better meet the needs of operations in a phased rollout.

This new system will enhance routing and reporting for all stops in a bus journey (arriving/

departing homes, schools, terminals), while easing the existing burden of utilizing multiple

systems. The new system will also include a parent tracking feature which will allow parents to

track the bus while his/her student(s) are onboard.

OSSE DOT, in collaboration with the DGS, will complete the construction and open the new W

Street school bus terminal (1601 W Street NE) in July 2022. The new terminal will encompass

an on-site maintenance and repair facility and will replace the New York Avenue terminal

location.

OSSE DOT, in collaboration with DGS, will develop and finalize the architectural plans for the

new Southwest school bus terminal. The new bus terminal will be a part of the District’s plan to

improve the efficiency of the city’s largest fleet programs (FEMS and OSSE DOT) located in the

Southwest corridor.

In conjunction with the W Street terminal opening, which will have the infrastructure to support

electric buses, OSSE DOT will develop a solicitation to purchase its first series of electric buses.

The first series of purchased electric buses will be used to pilot the efficiency of the vehicles to

support student transportation needs.

(b) Number of special education students receiving transportation services from

OSSE-DOT

In the 2020-21 school year, most students attended school through distance learning, so

transportation services for students was lower than average. However, over the course of the

school year, there was a gradual increase in the number of students transported as schools

reopened for in-person learning. In a normal year, OSSE would have provided transportation to

nearly 3,500 students, but in the 2020-21 school year, OSSE provided service to an average of

791 students. This included 39 students who received parent reimbursement. In the 2021-22

school year to date, ridership has returned closer to its normal levels at about an average of 3421

students per day with 5 students receiving a parent reimbursement.

contractors

OSSE DOT contracts with external transportation companies to provide transportation to eligible

students with disabilities who are residents of the District of Columbia. OSSE DOT does this in

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

290

instances where a student may need an individualized route due to unusual circumstances. The

follow table shows the number of special education students transported by contractors during

the 2020-21 school year. Students did not rely on contracted services since schools attended

school through distance learning in the 2020-21 school year.

Month

Aug

‘20

Sep

‘20

Oct

‘20

Nov

‘20

Dec

‘20

Jan

‘21

Feb

‘21

Mar

‘21

Apr

‘21

May

‘21

Jun

‘21

Jul

‘21

Students

Transported

CC CC 0 0 0 0 0 0 0 0 0 5

CC = COVID-19 CLOSURE

(d) Percentage of buses that arrived at school on time, broken down by month

OSSE strives to transport students with disabilities to school safely, reliably, and on time. The

table below indicates the percentage of buses that arrived at school on time and before the bell,

broken down by month. OSSE-DOT sets goals for on-time performance. The definition of “On-

Time Performance” (OTP) is arriving at school no earlier than 30 minutes before the bell and no

later than 10 minutes before the bell.

Month

Aug

‘20

Sep

‘20

Oct

‘20

Nov

‘20

Dec

‘20

Jan

‘21

Feb

‘21

Mar

‘21

Apr

‘21

May

‘21

Jun

‘21

Jul

‘21

OTP CC CC 89.3%

90.7%

86.2%

92.3%

75.8%

92.4%

93.4%

90.2%

95.3%

73.5%

Arrival

Before Bell

CC CC 92.9%

90.7%

96.4%

96.7%

88.4%

97.8%

97.1%

96.0%

98.8%

84.3%

CC = COVID-19 CLOSURE

(e) Percentage of bus ride times that exceeded one hour, broken down by month

Ride times are determined on a case-by-case basis to take into account the individual medical

needs of each student. The current ride-time standards set by OSSE DOT based on school

locations are as follows:

• 75 minutes for programs in DC and within 6 miles of DC;

• 90 minutes for programs between 6 and 15 miles of DC; and

• 120 minutes for programs farther than 15 miles from DC.

Based on the current ride time standards set by OSSE DOT by school locations, the average

percent of students within their scheduled ride times for the 2020-21 school year are as follows:

• 75 minutes: 99.97%

• 90 minutes: 100%

• 120 minutes: 100%

The data below is the percentage of ride times that exceeded one hour, by month, based on

scheduled pick-up and drop-off times for the morning commute:

FY 2021 Performance Oversight Questions

Office of the State Superintendent of Education

291

Month

Aug

‘20

Sep

‘20

Oct

‘20

Nov

‘20

Dec

‘20

Jan

‘21

Feb

‘21

Mar

‘21

Apr

‘21

May

‘21

Jun

‘21

Jul

‘21

>60 min CC CC 6.7% 3.2% 3.2% 3.5% 3.4% 3.9% 4.7% 7.9% 6.7% 7.8%

CC = COVID-19 CLOSURE

(f) Number of complaints received regarding special education transportation, broken

down by month and subject matter of complaint

Complaint

Category

Aug

‘20

Sep

‘20

Oct

‘20

Nov

‘20

Dec

‘20

Jan

‘21

Feb

‘21

Mar

‘21

Apr

‘21

May

‘21

Jun

‘21

Jul

‘21

Avg.

Unprofessional

Conduct

- - - - - - 41.3 23.9 34.3 40.4 14.2 49.7 35.6

Student Not

Picked Up AM

- - - - - - 12.0 3.0 5.0 - - 10.9 9.8

Operations

Issues

- - - - - - 32.0 - 5.0 - - 20.0 19.4

Student Behavior

- - 33.0 - - - - 19.0 - - 6.0 - 16.0

Student

Accommodations

- - - - - - 23.0 - 15.0 - - 5.5 12.3

Route Issues - - - 41.0 - - - - 11.0 - 4.0 - 18.7

Fleet Issues - - - - - - - - - - 60.0 1.0 30.5

School

Information

- - - - - - - - - 30.0 - - 30.0

Total - - 33.0 41.0 5.5 - 17.8 14.0 17.9 26.1 13.4 17.3 35.7

CC = COVID-19 CLOSURE

(h) The number of buses and vans in service and the average age for each type

There are 604 school buses currently in service, with an average age of six years.

There are 30 vans currently in service with an average age of three years old.

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89. Question #89

(a) What were the top three compliance issues that OSSE faced with regard to

special education transportation in fiscal year 2021?

(b) What steps has OSSE taken in fiscal years 2021 and 2022 (through January

31) to remedy these issues?

(a) Top three compliance issues that OSSE faced with regard to special education

transportation in fiscal year 2021.

The top three complaints are:

• Early / Late Bus

• Unprofessional Conduct

• Student Not Picked Up AM

(b) Steps agency has taken in fiscal years 2021 and 2022 (through January 31) to

remedy these issues.

To address the early/late bus complaints, OSSE DOT conducted daily meetings to review the

prior days On- Time Performance of the early and late routes. The routes are reviewed by the

Routing and Scheduling department to make any adjustments necessary regarding the timing and

configuration of the routes. This report is also provided to the Operations teams for a review of

routes that are not departing on time and resulting in untimely arrivals to school. Following up

with the appropriate bus staff is essential in correcting departure time failures that result in late

arrivals to school. OSSE DOT has continued to recruit for bus drivers and bus attendants to

increase the staffing capacity. OSSE DOT will continue its education campaign among bus staff

about the importance of consistency for the student population that OSSE DOT serves and the

impact to those students when they do not arrive on time.

To address unprofessional conduct complaints, OSSE DOT has continued to focus on providing

training to bus staff in many areas to put them in the best position to support the families and

students served. OSSE DOT has continued to deliver training in Professional Engagement which

provides guidance to bus team members on communicating with stakeholders in a professional

and effective manner. In addition, the OSSE DOT Safety and Training team utilized resources

from the National Association for Pupil Transportation (NAPT) to fold in aspects of training to

help reintroduce students and staff to the bus under unprecedented circumstances, given the

health pandemic. OSSE DOT continues to deliver “Communicate with Heart” training with a

goal of all employees receiving the customer service training program developed by the

Cleveland Clinic as well as “Right Response” training to provide bus staff with additional skills

on interacting with students and parents, focusing on proactive strategies to manage the

environment.

To address Students Not Picked Up AM, OSSE DOT internally communicated the circumstances

around the student not being picked up. Operational teams were made aware of the failure and

conducted follow up with the appropriate staff. OSSE DOT confirmed whether or not the bus

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actually arrived to pick up the student during the prescribed timeframe (pick up window). If the

bus did not arrive within the prescribed window, then a return bus is offered to the family along

with reimbursement. If the bus did arrive within the prescribed window and waited the

appropriate amount of time, then our policy is reiterated to the parent/guardian regarding pick up

and drop offs to include bus waiting time. OSSE DOT bus staff completed Annual In-Service

Review (AIR) training to be refreshed on policies and procedures. This training covers a number

of topics and includes procedures for pick up and drop off as well as reporting student no-shows.

FY 2021 Performance Oversight Questions

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90. Provide an update on the Transportation Advisory Council. Please include:

(1) the list of representatives serving on the Council;

(2) the number of meetings held in fiscal years 2021 and 2022 (through

January 31);

(3) priorities identified by the Council; and

(4) what changes to improve special education transportation that

OSSE has undertaken as a result of the Advisory Council.

The goal of the Transportation Advisory Council (TAC) is to work with a cohort of individuals

with diverse backgrounds, skill sets, and knowledge of special education services for students

with disabilities. Members share ideas and make recommendations for the purpose of supporting

transportation services to ensure students successfully begin and end their school day with best-

in-class transportation service. Below is our current member list.

Name

Affiliation

Role

Shaneika Webb

OSSE DOT

Secretary

Laura Lorenzen

Maryland Association of Non-Public Education Facilities

Member

Doreen Hodges

DC Family Voices

Member

Emily Daggett

Parent

Member

Catherine Decker

St Coletta of Greater Washington

Member

Charles DeSantis

Parent

Member

Shara Greer

Children's Law Center

Member

Amy Alvord

Ivymount

Member

During the 2020-21 school year, there were no in-person meetings conducted of the TAC due to

the pandemic. However, the TAC received constant communication from OSSE DOT regarding

school reopening policies and procedures. Prior to the end of the SY21-22 school year, OSSE

DOT will refresh the TAC to include establishing the term limits for TAC members, recruit new

members, and review/ update the TAC bylaws.

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91. Describe any technology upgrades OSSE’s Department of Transportation (OSSE-

DOT) has taken in fiscal years 2021 and 2022 (through January 31) to improve the

tracking of buses and to communicate with parents and schools regarding arrivals

and pick-ups.

In FY21, OSSE DOT continued providing the Transportation Online Tool for Education (TOTE)

refresher training. This training helps to ensure transportation information for student routing is

accurately entered into the system. As OSSE DOT began transitioning back to an in-person

school year in SY 2021-22, OSSE DOT continued to make several enhancements to support

moving between a hybrid and non-hybrid posture. These enhancements include improving the

contact management process used by our dispatchers, updating several reports used by internal

and external stakeholders, and making additional updates to the transportation request process

and calendars. These changes to the TOTE application enabled OSSE DOT to implement some

of the programmatic changes needed for the new upcoming routing, scheduling and student

tracking system.

Additionally, OSSE DOT deployed a new call center system, via Amazon Web Services (AWS).

This phone system is used by the Customer Engagement team to support parents and enhance

customer related interactions. The system allows for real time access to calls made to the contact

center, enhanced reporting and the ability to pivot between remote and in office work with any

configuration or system changes.

OSSE DOT also deployed over 600 mobile phones/radios with push to talk capability on the

FirstNet network, to improve the communication with staff on the road. The phones also allow

front line staff to manage their time and attendance utilizing the Kronos application. The new

technology places staff on a priority network in order to support day-to-day operations and

special projects in case of an emergency.

In FY21, OSSE DOT completed the implementation process and began piloting for a more

reliable, efficient, and user-friendly comprehensive transportation system which will include,

routing and scheduling, the parent notification system, student ridership tracking and GPS, which

will better meet the operational needs of the division. This new system will enhance routing and

reporting for all stops in a bus journey (arriving/ departing homes, schools, terminals), make the

routes traceable, and allow for parent tracking while easing the existing burden of utilizing

multiple systems. The system will also enhance and improve data collection, data flow, data

synchronization, system cohesion, and agency responsiveness, as well as eliminate redundancy

across multiple system solutions.

In FY22, OSSE DOT will continue the pilot program for a more reliable, efficient, and user-

friendly comprehensive transportation system and complete additional training for team

members in preparation for implementation. OSSE DOT also plans to establish an online

portal/application for parents to securely and in real time receive and track their student(s) bus

schedule information. The parent portal will keep parents apprised of when buses are scheduled

to arrive for pick up, as well as when students are expected to arrive at school or home at the

start or end of the school day.

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92. Question #92

(a) Please provide an update on OSSE-DOT’s efforts to reduce the number of

vacancies with regard to drivers and aides. For School Years 2020-2021 and

2021-2022 (through January 31), provide the number of drivers/aides needed

and how many of each were employed.

(b) How many OSSE-DOT staff, if any, has OSSE furloughed during School

Year 2020-2021 or 2021-2022 (through January 31) due to the COVID-19

pandemic?

COVID-19 pandemic since the demand for bus drivers and aides as dropped

drastically.

(a) OSSE-DOT’s efforts to reduce the number of vacancies with regard to drivers and

aides. For School Years 2020-2021 and 2021-2022 (as of January 31), and the

number of drivers/aides needed and how many of each are employed

The table below reflects staffing patterns for the 2020-21 and 2021-22 school years (to date).

Note that schools were predominantly closed for in-person learning in the 2020-21 school year,

but as in-person classes resumed, drivers and attendants were called back to in person duty based

on operational needs and the number of routes.

Month

& Year

Average

# of

routes

Average

# of

drivers

needed

(includes

10%

bench)

Average

# of

Drivers

employed

& active

Average

# of

drivers

present

each day

Average #

attendants

needed

(includes

10%

bench and

1:1 aides)

Average #

attendants

employed

& active

Average #

attendants

present

each day

SY 20-21

Aug '20

Sep '20

Oct '20

Nov '20

Dec '20

Jan '21

Feb '21

117

129

161

129

157

162

130

Mar '21

178

196

319

270

220

302

246

Apr '21

187

206

347

275

253

328

252

May '21

274

301

408

332

350

421

329

Jun '21

197

217

441

351

267

458

340

Jul '21

215

237

284

215

282

301

208

SY 21-22

Aug ‘21

436

480

477

424

565

440

352

Sept ‘21

470

517

504

449

606

474

414

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Month

& Year

Average

# of

routes

Average

# of

drivers

needed

(includes

10%

bench)

Average

# of

Drivers

employed

& active

Average

# of

drivers

present

each day

Average #

attendants

needed

(includes

10%

bench and

1:1 aides)

Average #

attendants

employed

& active

Average #

attendants

present

each day

Oct ‘21

536

590

544

470

678

541

458

Nov ‘21

509

560

532

464

650

518

437

Dec ‘21

476

524

544

446

618

518

404

Jan ‘22

487

536

540

455

627

514

415

Notes:

• Average Number of Routes: This is the average number of prescribed routes per day.

• Average Number of Drivers /Attendants Needed: This average takes the number of

prescribed routes and adds 10% more of the drivers/attendants needed to cover those

routes. OSSE aims to have a 10% bench of drivers/attendants on any given day. Note that

the number of attendants is not based solely on the number of routes like drivers; some

students need a one-to-one attendant.

• Average Number of Drivers/Attendants Employed & Active: These are the average

number of drivers and attendants that have active employment status.

• Average Number of Drivers/Attendants Present Each Day: These are the average number

of drivers/attendants that report to work each day.

As of February 1, 2022, OSSE DOT had 135 vacancies; 41 of these vacancies have candidates

selected. The remaining 94 vacancies include 36 bus drivers, 48 attendants and 10 administrative

positions. To fill these vacancies, OSSE DOT, in collaboration with OSSE HR, continues to

address hiring. The most recent recruitment efforts resulted in the hiring of 12 bus drivers and 6

bus attendants during FY21, ending the fiscal year with a 7.42% vacancy rate. OSSE DOT is

preparing for another hiring fair on March 16, 2022, to address remaining vacancies. The current

vacancy rate as of February 2022 is 8.16%.

(b) OSSE DOT furloughed staff due to the COVID-19 pandemic

There were no staff furloughed during School Year 2020-2021 or 2021-2022 (as of January 31)

due to the COVID-19 pandemic.

demand for bus drivers and aides as dropped drastically

As schools reopened, OSSE DOT recalled bus drivers and attendants to provide transportation

services to students while adhering to federal and local safety guidance. All OSSE DOT staff

returned to in person work in July 2021. OSSE DOT staff provided support to DC government

agencies to support cold weather relief, leaf collection, and other efforts as needed.

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299

Post-Secondary and Career Readiness

93. Question #93

(a) Please provide an update on OSSE’s free SAT testing for all DCPS and

public charter school juniors and seniors. Include in your update the

following for fiscal years 2018, 2019, 2020, 2021, and 2022 (through January

31):

(1) cost of administering the program;

(2) the number of 11th and 12th grade students who utilized OSSE’s

program; and

(3) the District’s average SAT score.

(b) What steps has OSSE taken in fiscal years 2021 and 2022 (through January

31) to support students’ preparation for college admission exams?

(a) Update on OSSE’s free SAT testing for all DCPS and public charter school

juniors and seniors for FY18-22 (to date).

In 2012, the Council of the District of Columbia passed the “Raising the Expectations for

Education Outcomes Omnibus Act of 2012” (D.C. Law 19-142) which requires each student

attending a public high school to take the SAT or ACT before graduating. Because the costs of

both tests (over $40 per student) can be a barrier for students, OSSE provides all juniors and

seniors who attend public high school in the District the opportunity to take the SAT without

costs, through SAT School Day. During the fall semester, seniors take the SAT on a given day,

and juniors do so during the spring semester. Prior to the pandemic, when an eligible student was

present at school on SAT School Day, they were required to take the exam. In school year 2020-

21, LEAs were given the option of participating in SAT School Day based on public health

guidance and with permission of the State Superintendent, and this decision separated test taking

from student attendance. In school year 2021-22, SAT School Day resumed normal operation and

all eligible students present at school on SAT School Day are required to take the exam.

Cost of administering the program (SAT School Day)

The table below summarizes the cost of administering SAT School Day. The number of juniors

and seniors (based on OSSE-verified data) participating on SAT School Day dates in the 2021-22

school year are not yet available, and therefore the cost is not available at this time

Fiscal Year

Administration Cost

FY18

$351,921

FY19

$382,091

FY20

$293,200

FY21

$110,498

FY22

N/A – Administration still in progress

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Number of students who utilized OSSE’s program and the District’s average SAT score

The table below includes two test groups – All Test Takers and SAT School Day participants.

Both represent public and public charter school students enrolled in grades 11 and 12 during the

fiscal year reported. SAT School Day participants are test takers who participate in SAT School

Day test dates (OSSE’s program). All test takers include students in grades 11 and 12 that take

the SAT on any date in the reported fiscal year.

Fiscal

Year

Test Group Participants

Tests

Taken

Math (out

of 800)

Reading/Writing

(out of 800)

Total (out

of 1600)

FY18

All Test Takers

6359

7180

441

459

900

FY19

All Test Takers

6243

7381

446

462

908

FY20

All Test Takers

5999

6629

447

460

907

FY21

All Test Takers

2308

2607

481

494

974

FY22

All Test Takers

Not available – Administration still in progress

Fiscal

Year

Test Group Participants

Tests

Taken

Math (out

of 800)

Reading/Writing

(out of 800)

Total (out

of 1600)

FY18

SAT School Day

6140

6288

433

451

883

FY19

SAT School Day

6011

6296

435

452

887

FY20

SAT School Day

5899

6122

441

453

894

FY21

SAT School Day

1953

1996

457

468

925

FY22

SAT School Day

Not available – Administration still in progress

Please Note: Some students took the SAT on more than one test administration in a fiscal year.

Therefore, the number of SAT tests taken exceeds the number of SAT participants. The average

test scores reported here represent the average of all scores even when a student participated in

testing on more than one day.

(b) Steps has OSSE taken in fiscal years 2021 and 2022 (as of January 31) to support

students’ preparation for college admission exams.

The District set high academic standards in Math and English/Language Arts, and exposure to

rigorous instruction in those subjects is essential for success on college admissions exams. The

steps OSSE has taken in FY 2021 and FY2022 (to-date) to support students’ preparation for

college admission exams include a range of supports offered to LEAs for high-quality secondary

education. In preparing students, OSSE has supported advanced course work in the form of AP

teacher prep and dual enrollment. Further OSSE has encouraged LEAs to access SAT prep

through College Boards’ relationships with Khan Academy.

Since the public health emergency began in March 2020, OSSE has continued to increase

flexibility on grants so that schools could use resources in ways that best serve their students,

administered federal emergency funding to address the ramifications of the pandemic to LEAs

with broad allowable uses, provided standards for continuous learning, included a section on

postsecondary readiness in the continuous learning plans, convened communities of practice so

that education professionals had the opportunity to learn what works from their peers, and

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provided professional development to improve educator practice in general and Advanced

Placement educator practice, specifically. Collectively, these efforts are important to ensuring

students are exposed to the content on the SAT and positively impact performance.

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94. Please provide an update on the OSSE Scholars program in fiscal years 2021 and

2022 (through January 31). Please provide the following information:

(a) the number of students who applied to the program;

(b) the number of students were accepted;

(d) length of time students attended the program;

(e) activities and opportunities students experience through the program;

(f) OSSE’s student recruitment and outreach efforts; and

(g) program outcomes.

The OSSE Scholars Program was created in spring of 2012 as an academic enrichment

opportunity for high-achieving, low-income District of Columbia high school students with

funding support from the U.S. Department of Education’s College Access Challenge Grant

(CACG), which ended in 2015. Through partnerships with selective postsecondary universities,

this program has continued and exposes high school sophomores and juniors to university

campuses, various academic disciplines, and peers from a wide variety of backgrounds.

To participate in the OSSE Scholars Program, interested students apply during the fall (including

an essay, income verification, and transcript), and complete an interview. OSSE staff conducts

interviews with all eligible applicants and makes final selections. Once students have been

accepted as OSSE Scholars, they apply directly to university programs. Students may only attend

one university program within a given summer. OSSE Scholars is a need-based program and, as

such OSSE funds all program costs, as well as travel to and from each student’s selected

program. Accepted students and their parents/legal guardians attend at least two informational

sessions prior to attending their program. Scholars also receive essay writing assistance, summer

college application assistance, and college and career counseling assistance.

Due to the ongoing public health emergency, OSSE Scholars were not able to experience

university campuses in-person but were provided alternative college preparation opportunities

during the summer of 2020 and attended virtual summer college programs in 2021.

(a) Number of students who applied to the program

The table below summarizes applications, acceptances, and costs for the OSSE Scholars Program

in 2020, 2021, and 2022 to date:

Summer 2020

Summer 2021

Summer 2022

Number of student applicants 240 151 209

Number of accepted students 38 38 46

Total cost of the program* $224,618 $94,972 $292,106

Average cost per student* $5,911

$2,714 (35

students)

$6,350 (46

students)

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*Costs include tuition, travel, and educational supplies. The summer 2022 calculation is an

estimate based on the agreements available with postsecondary institutions, as of January 2022.

(b) Number of students who were accepted

See response to (a).

(d) Length of time students attended the program

Normally, scholars attend programs at various partner postsecondary institutions with program

date ranges between June and August. All programs run between two (2) and eight (8) weeks.

(e) Activities and opportunities students experience through the

Normally, scholars experience a variety of activities and opportunities through the OSSE

Scholars Program. Prior to the summer experience, OSSE staff members provide a series of

regular workshops and meetings to ensure OSSE Scholars are fully prepared. Pre-summer

activities offered to Scholars include:

• New Student/Parent Orientation – OSSE Staff members introduce the expectations of

OSSE Scholars and share details about deadlines.

• Travel Orientation – OSSE Staff members meets with students and parents about the

intricacies of travel (many of the Scholars have never traveled on an airplane before).

• Peer Orientation – Scholars alumni meet and discuss their experience with new Scholars.

• Near Peer Mentoring – Scholars alumni volunteer to serve as mentors for current

Scholars through summer application assistance and sharing insight about the on-campus

college experience, time management as a high school student, and college and

scholarship search and application processes.

• On-going and frequent 1:1 meetings with Scholars for essay writing and application

assistance.

Once students arrive on campus, students are exposed to:

• College level academic courses;

• College professors and staff;

• College residence halls and college resident life; and

• Opportunities to explore the surrounding areas, and participate in exploration activities

and other cultural exposure activities.

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In the 2019-20 school year, many pre-program experiences were provided, and participating

students remained in touch with program staff throughout summer 2020. However, in May 2020,

due to challenges related to the public health emergency, this program as originally designed was

cancelled for summer 2020. However, Syracuse University offered all 38 students who had been

accepted as OSSE Scholars the opportunity to audit one summer college course at no cost and 18

students participated. Additionally, all OSSE Scholars were offered the opportunity to participate

in an eight-week, virtual college preparation program delivered by the OSSE Scholars Program

Manager, and 26 students participated. The virtual college preparation program included

synchronous and asynchronous weekly lessons and assignments, and live panel discussions with

representatives from college admissions, local and federal financial aid, scholarship programs,

college professors, OSSE Scholars alumni and current college students. Activities included essay

and personal statement writing, college exploration of match and fit, exploring scholarships, time

management and planning for senior year, virtual college tours with OSSE Scholars alumni,

financial literacy activities, and a mock admissions event.

In the summer of 2021, although OSSE Scholars participated in virtual summer college

programs, several OSSE Scholars alumni advocated for also offering the virtual college

preparation program again to current Scholars. The virtual program was offered to all 2021

OSSE Scholars, and 20 participated. Five OSSE Scholars alumni served as teaching assistants

and near peer mentors throughout the six-week program in 2021.

(f) Student recruitment and outreach efforts

OSSE’s recruitment and outreach efforts involve working with high school counselors and LEA

staff to share information about the program and explain the application process. OSSE staff also

works with high school counselors to help them better understand selection criteria and thus

recommend the best candidates for the program. OSSE staff also visits high schools to hold

informational sessions with interested or eligible students. Recruitment for this program occurs

in the fall and spring prior to the program dates and was accomplished prior to the public health

emergency. In FY21, these recruitment and outreach activities have continued both in-person and

online, according to LEA protocol for external visitors during the 2021-22 school year.

(g) Program outcomes

OSSE administers surveys in order to measure student feelings and expectations around

postsecondary education related to their experience as an OSSE Scholar. Overall, participants

indicate that this experience increases their awareness and challenges their assumptions about

college.

Based on feedback from the 2021 Scholars that responded to surveys, they valued the essay

writing instruction and “developing my personal brand” sessions most. Many students are using

essays from this summer as a tool for college applications this fall. They also valued scholarship

information (tailored to this particular group), alumni panels, and connecting weekly with an

assigned teaching assistant (TA) (who are alumni of the program). As this program pivoted to

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virtual program models in 2020 and 2021, staff found that additional college preparation support

is needed and appreciated among scholars who participated. This need informed the inclusion of

essay writing and personal statements as early program components. FY 2022 outcomes will be

measured after students complete programming in summer 2022.

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95. Question #95

(a) Please provide the number of dual enrollment seats and individual student

enrollments OSSE funded in School Year 2020-2021.

(b) Provide OSSE’s reasoning for suspending the dual enrollment program and

explain how the agency reached its decision.

does the agency plan to reinstate it?

(a) Number of dual enrollment seats and individual student enrollments OSSE funded

in School Year 2020-2021.

OSSE funds dual enrollment in two ways. In the first, OSSE awards competitive grants to fund

dual enrollment programs with institutions of higher education (IHEs) that establish partnership

agreements with local education agencies (LEAs) through the Dual Enrollment Scholarship

program. IHEs are then reimbursed per student, per course, using these grant funds. The second,

called the DC Dual Enrollment Consortium, began in the 2018-19 school year. The Consortium

is designed to provide additional dual enrollment opportunities for all students, but particularly

students attending small LEAs that may otherwise not be able to establish strong partnerships

with multiple IHEs. This means beginning in the 2018-19 school year, students could be enrolled

in programming provided by the Dual Enrollment Scholarship and the Dual Enrollment

Consortium.

In the 2020-21 school year, 370 dual enrollment seats were available, and with OSSE funds 204

seats were filled. Note that a student may take multiple courses.

(b) OSSE’s reasoning for suspending the dual enrollment program and explain how

the agency reached its decision.

As reported in the FY 20 response, in May 2020, OSSE notified partner institutions of higher

education in the Dual Enrollment Consortium and Scholarship programs that OSSE would cancel

summer 2020 Dual Enrollment Consortium and Scholarship programs due to the decline in

revenue stemming from the ongoing public health emergency. In June 2020, OSSE cancelled

dual enrollment programs for fall 2020.

plan to reinstate it.

In summer 2020, OSSE began planning for the 2020-2021 school year, and decided to delay the

start of the dual enrollment program until spring 2021, with applications for the spring 2021

semester opening in fall 2020.

Dual Enrollment Consortium programming restarted for spring 2021, and OSSE-funded dual

enrollment continued during the spring 2021 semester and summer 2021 session. Dual

Enrollment programming continues to grow, expand, and take place in the 2021-22 school year.

FY 2021 Performance Oversight Questions

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96. Please provide the following information, in table format, for the DCTAG program

for fiscal years 2019, 2020, and 2021:

(a) Number of student participating in DCTAG:

(1) overall;

(2) broken down by ward; and

(3) broken down by annual household income

(b) Amount of funds expended through the program: (1) in total; and (2) broken

down by ward of where students live.

down by ward.

(d) Graduation rate for students receiving a DCTAG award.

(e) List of institutions DCTAG students attend and the number of DCTAG

students who attend each institution.

OSSE tracks DCTAG data by Award Year (July 1 - June 30). For the purposes of these questions,

data are reported for the academic year, not the fiscal year. This Oversight Hearing question

utilizes DCTAG application and payment info as of 2/9/2021. Current reporting may not align

with prior year reporting because students may disenroll or have become ineligible for the

program.

(a) Number of students participating in DCTAG: (1) overall; (2) by ward, and by

annual household income

DCTAG Participants by Ward

Ward

2017-2018

2018-2019

2019-2020

2020-21

Ward 1

295

309

316

279

Ward 2

146

126

125

115

Ward 3

471

465

461

450

Ward 4

889

865

829

823

Ward 5

665

614

609

580

Ward 6

364

358

361

343

Ward 7

900

833

830

679

Ward 8

833

740

744

594

Ward Unknown

Total

4571

4315

4277

3867

The unique counts of students participating in DCTAG, by ward for the corresponding year:

• Students are assigned to Ward using the address provided at the time of DCTAG

application; students who did not provide address information are reported as "unknown."

• Students may be assigned to a different Ward across the years.

FY 2021 Performance Oversight Questions

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DCTAG Participants by Income Level

Income

2017-2018

2018-2019

2019-2020

2020-21

$0 - $30,000

1768

1932

1911

1486

$30,001 - $48,000

725

598

541

517

$48,001 - $75,000

705

537

516

480

$75,001 - $110,000

430

356

374

340

$110,001 and Above

888

838

879

884

Negative Taxable Income

160

Total

4571

4315

4277

3867

Income is reported into six bands: $0-30,000; $30,001-$48,000; $48,000-$75,000; $75,001-

$110,000; $110,001 and Above; Negative Taxable Income Students participating in the DCTAG

may have a Negative Taxable Income if their household has less taxable income than their

supplemental pay from the government, deductions, or exemptions.

(b) Amount of funds expended through the program: (1) in total; and (2) by ward of

where students live

DCTAG Funds Expended by Ward

Ward

2017-18

2018-19

2019-20

2020-21

Ward 1

$2,069,136.80

$2,135,779.40

$2,111,853.60

$1,920,971.00

Ward 2

$1,134,219.20

$1,019,729.00

$955,362.20

$888,413.80

Ward 3

$3,970,070.00

$3,998,012.20

$3,975,163.20

$3,920,237.00

Ward 4

$6,428,816.00

$6,239,746.80

$5,837,167.40

$5,910,065.20

Ward 5

$4,741,920.80

$4,411,032.20

$4,414,804.20

$4,289,846.20

Ward 6

$2,668,352.00

$2,702,071.60

$2,724,641.20

$2,647,525.60

Ward 7

$6,347,211.20

$6,019,424.20

$6,075,231.00

$5,139,295.60

Ward 8

$5,910,624.00

$5,384,353.60

$5,320,725.00

$4,435,648.00

Ward Unknown

$42,696.00

$19,512.60

$15,688.00

$26,746.80

Total

$33,313,045.80

$31,929,661.40

$31,430,636.00

$29,178,749.20

This is the total DCTAG award pay-out, by ward for the corresponding year.

Average DCTAG Award Amount by Ward

Ward

2017-2018

2018-19

2019-20

2020-21

Ward 1

$7,014.00

$6,912.00

$6,683.00

$6,885.20

Ward 2

$7,768.60

$8,093.00

$7,642.80

$7,725.40

Ward 3

$8,429.00

$8,597.80

$8,623.00

$8,711.60

Ward 4

$7,231.60

$7,213.60

$7,041.20

$7,181.20

Ward 5

$7,130.80

$7,184.00

$7,249.20

$7,396.20

Ward 6

$7,330.60

$7,547.60

$7,547.40

$7,718.80

Ward 7

$7,052.40

$7,226.20

$7,319.60

$7,569.00

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Ward

2017-2018

2018-19

2019-20

2020-21

Ward 8

$7,095.60

$7,276.20

$7,151.60

$7,467.40

Ward Unknown

$5,337.00

$3,902.60

$7,844.00

$6,686.60

District Average

$7,288.00

$7,399.60

$7,348.80

$7,545.60

(d) Graduation rate for students receiving a DCTAG award

DCTAG Graduation Rates

First year in

DCTAG

Six Year

Graduation Rate

2010/2011

47.1%

2011/2012

46.9%

2012/2013

47.1%

2013-2014

51.8%

The table shows percentage of DCTAG students in the application cohort of the corresponding

year who earned a Bachelor’s or an associate’s degree within six years. This means that among

students who first applied for and received DCTAG funds in the 2013-2014 award year, 51.8

percent are reported as earning a bachelor’s or associates degree within six years of enrolling in

college. These rates vary year-to-year because a student’s first year of college enrollment may

not be the same as the first year they apply for and receive DCTAG, so students within an

application cohort may reach the six-year completion mark in separate academic years. Please

note:

• Students participating in DCTAG are assigned to an 'Application Cohort' based on the

year during which the student first applied for and received DCTAG funds.

• Students who earned an advanced degree (e.g., MA, MD, Ph.D., etc.) are assumed to

have completed either a Bachelor’s or an associate’s degree within six years, and in cases

where the student is reported as earning an Master’s degree but does not have Bachelor’s

reported the Bachelor’s graduation date was derived by deducting two-years from their

Master’s graduation date.

• Students who earned a certificate or who are missing a degree-type are excluded from

this analysis.

(e) List of institutions DCTAG students attend and the number of DCTAG students

who attend each institution

Due to the volume of data requested, the answer is provided as an attachment.

ATTACHMENT: Q96(e) – DCTAG Institutions.pdf

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97. The District established the DC Re-Engagement Center (REC) to reconnect youth

ages 16-24 to educational programs. Please provide an update on RECs activities

and outcomes in fiscal year 2021 and 2022 (through January 31).

The DC ReEngagement Center (REC) is a centralized District service through which out-of-

school youth between the ages of 16 and 24 can reconnect to educational options and other

critical services to support their attainment of a high school diploma or equivalency. OSSE

spearheads this effort with support from DC Public Schools and public charter schools, DC’s

Department of Human Services (DHS), Department of Youth Rehabilitation Services (DYRS),

the Office of Neighborhood Safety and Engagement (ONSE), community-based organizations,

and other key partner agencies.

In an effort to successfully reconnect youth to school, the ReEngagement Center specialists

complete the following steps:

• Performs an assessment of academic and non-academic needs to develop individualized

reengagement plans;

• Provides assistance identifying “best fit” educational options, including District of

Columbia Public Schools, public charter schools, community-based organizations, and

faith based organizations;

• Provides support during the re-enrollment process (collecting documents, accompanying

youth on program visits, and connecting youth to resources that address reengagement

barriers);

• Provides support to scholars with developing postsecondary education and career plans;

and

• Provides ongoing support for at least one year after enrollment occurs.

Outcomes

Number of Disconnected Youth Served in FY2021 and 2022 to-date

In FY21, the DC ReEngagement Center conducted 90 short intakes, conducted 75 full intakes

(which includes a full intake interview), and reconnected 71 youth to an education program.

In FY 22 to-date (through Dec. 31, 2021), the DC ReEngagement Center conducted 31 short

intakes, conducted fewer than 10 full intakes, and reconnected fewer than 10 youth to an

educational program.

The “stick rate,” is another one of the REC’s core outcomes which measures a student’s six- and

12-month persistence at the program they were enrolled in through the REC. The calculation is

run once per quarter and is averaged across quarters using a weighted average of quarterly stick

rates, which controls for variation in the number of youth in each cohort based on their date of

enrollment. When constructing this measure, there is a distinction between clients who have

remained engaged, or active, with the ReEngagement Center (successfully contacted by their

case manager at least once per month) and those clients who are inactive for a variety of reasons

(including but not limited to refusing services or changing contact information without notifying

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a case manager). Weighted “Stick Rates” for the first quarter of FY21 through the first quarter of

FY22 are presented in the table below.

DC ReEngagement Center Weighted Stick Rates (FY21 Q1 through FY22 Q1)

6 Months

12 Months

Active and Inactive Clients

91.94%

95.70%

Active Clients Only

95.56%

91.89%

The six months stick rate describes the percentage of youth who, six months after enrolling for

the first time since coming to the ReEngagement Center, were still enrolled or had earned a

credential. Youth are included in this calculation if their 180

day since being first enrolled

occurs in the quarter the calculation was computed.

The District of Columbia Government began modifying its operations starting Monday, March

16, 2020, in response to the public health emergency related to the coronavirus (COVID-19).

This greatly impacted the operating status of both the DC ReEngagement Center and partner

local education agencies that are the main source of enrollment placements and many public

service entities that provide youth referrals to the DC ReEngagement Center. Despite having

reopened, the REC offices to in-person services in the summer of 2021, the overall totals for

fiscal year 2021 and 2022 to-date are still directly impacted by the changes to operations across

the city and the public’s wariness of reconnecting to in-person services while the COVID-19

pandemic continues. This has been a pattern that has been observed by many DC REC partners

across the District, as well as by re-engagement centers across the country.

Activities

In continuation of response to changes caused by the pandemic, the DC ReEngagement Center

continued utilizing virtual tools (including an online referral form and an online chat function),

maintained the increased frequency of client check-ins, and also continued to facilitate online

group sessions for all youth and families called DC REC LIVE. DC REC LIVE aimed to provide

additional opportunities for clients to remain engaged, to learn and share information about

resources and opportunities, and to connect with each other. Details about these efforts and other

shifts the DC ReEngagement Center made to marketing, outreach, and youth/partner engagement

effort in response to COVID-19 are included below.

• Districtwide Strategic Plan to Decrease Youth Disengagement from Education – The DC

REC spearheaded efforts, with support from a consultant, to garner feedback and support

for the creation and development of a District wide strategic plan. This strategic plan was

developed in tandem with key community partners, stakeholders and government

agencies as a blueprint that will guide our work over the next four years-collaboratively

across the District – in an effort to decrease youth disengagement from education.

• Continuing Education Plans (CEP) – OSSE included questions in the CEP plans which

targeted school efforts in support to consistently disengaged youth.

• DC REC LIVE (Virtual Youth-Driven platform for engagement) – Strategic weekly

virtual engagement opportunities for REC youth that offers direct support to students

inclusive of but not limited to the following: resource sharing, motivational speakers,

career readiness efforts, mental health and wellness conversations, KBEC stipends, and

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client-specialist engagement through group and individual conversations around real

issues and barriers facing our youth during the COVID-19 pandemic.

• DC REC Strategic ReEngagement Advertising Campaign – Strategic Citywide

advertising that utilized bus advertising, digital advertising and geofencing, a wallscape

located along the New York Avenue corridor, and strategic marketing throughout the

District of Columbia to promote and advertise the DC ReEngagement Center.

• 2021 Street Canvassing Outreach Efforts- DC REC team members, following provided

safety protocols in respect to COVID-19, began to conduct street outreach and

canvassing throughout wards 6, 7, 8 to target reengagement efforts.

• Continuation of DC REC Pop-Ups and Community Engagement – The DC

ReEngagement Center held four in-person socially distanced events after the start of the

COVID-19 public health emergency, to meet the educational, physiological, socio-

emotional and socio-economic needs of our students. REC Pop-Ups were held outside

and were used to collect documents needed to complete school enrollment and to

distribute GED study guides, non-perishable food items and Personal Protective

Equipment (PPE).

• The DC REC’s youth action board, better known as the C.O.R.E. (Council of Real

Experiences) continued to convene, as needed, to support peer-to-peer outreach efforts,

harness youth voice for program improvement (including inclusion in the aforementioned

strategic planning effort), and support the creation of student leaders.

• Marion Barry Summer Youth Employment Program (MBSYEP) Virtual – The REC

participated in the 2021 MBSYEP by facilitating a six-week hybrid schedule MBSYEP

summer experience for DC REC scholars. During MBSYEP, DC REC scholars were

exposed to career counseling, educational and career exposure, and workforce

development. The DC REC’s MBSYEP scholars connected with community-based

organization and agency partners virtually and participated in 2021 Beat the Streets

Outreach events. Scholars were also connected to an American Job Center caseworker to

assist them with taking the skills and knowledge they have learned during the summer in

preparation to enter the workforce.

Partnerships

The success of the DC ReEngagement Center is due to the many partnerships formed throughout

the District. The small number of DC ReEngagement Center staff maximize services and

supports for clients by partnering with these agencies and below are highlighted agencies that

have contributed to the overall success of the DC ReEngagement Center in FY 2021 and FY

2022 to-date (a full list of partnerships is available in the DC ReEngagement Center’s annual

report upon request). Please note: co-locations that are in-person continued to be paused for all of

FY21 in response to public health guidance related to COVID-19 and are just now re-starting.

• Co-located intakes in Columbia Heights: The ReEngagement Center’s bilingual specialist

continues to conduct intakes as needed in Columbia Heights in order to provide service to

youth who are not able or willing to come to the Northeast location.

• Department of Human Services (DHS): Opportunities include bi-weekly coordinated

entry youth housing meetings, co-location of DC REC staff at DHS’s homeless youth

drop-in center (Zoe’s Doors) and the co-location of DHS staff at the ReEngagement

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Center to support clients’ who need to access TANF, SNAP, Medicaid, and other DHS

administered benefits. Lastly, the DC ReEngagement Center is a primary TANF vendor

which means that DHS can assign TANF customers who are eligible for REC services to

the REC.

• Office of Neighborhood Safety and Engagement’s (ONSE) Pathways Program: The

ReEngagement Center partners with the Pathways Program to provide educational

assessments, planning, and referrals; as well as barrier identification and remediation for

all Pathways participants.

• OSSE’s Division of Early Learning and the Department of Human Services:

ReEngagement Center Specialists have been trained to complete the full application

process needed to issue child-care vouchers at the REC to youth parents who identify

child-care as a barrier to re-enrollment.

• Department of Employment Services (DOES): DOES makes referrals to the REC, assists

eligible ReEngagement Center clients in participating in the Career Connections

employment program and the Marion Barry Summer Youth Employment Program

(MBSYEP), provides multiple interns to the DC ReEngagement Center under the Project

Empowerment program and the MBSYEP, and provides employment and job readiness

services for REC clients through the American Job Center.

• Department of Youth and Rehabilitation Services (DYRS): DYRS refers clients in need

of educational support to the ReEngagement Center and REC staff provide onsite intakes

at DYRS’s Achievement Centers twice a month.

Finally, the DC ReEngagement Center continues to implement postsecondary and career

planning and support for clients who have completed or are close to completing their secondary

education through monthly postsecondary and career path workshops. The initiative includes

utilizing the Career Coach DC website to conduct career interest inventories and explore labor

market information data regarding different career options and plan for their next steps in their

career pathway, whether that leads them to a degree granting college or university, a publicly

funded job training program to earn an industry-recognized credential, an apprenticeship

program, or directly into the workforce.

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98. What programs were offered by OSSE in fiscal year 2021 to assist District residents

in achieving their high school equivalency?

The District of Columbia, through OSSE, offers residents multiple pathways through secondary

education, including waivers for local education agencies (LEAs) to offer competency-based

education programs, as well as funding for GED, the National External Diploma Program

(NEDP), and basic education programs for adult learners.

Specifically, OSSE assists District residents in achieving their high school equivalency in two

ways – (1) direct service at OSSE’s GED Program Office, and (2) federal and local sub-grants to

programs that provide basic education and preparation for two high school equivalency

assessments – the GED and the NEDP. Both options support pathways to a secondary credential,

either a traditional high school diploma or a state diploma.

Since the state diploma option was enacted, each adult learner who passes all sections of the

GED has received a state diploma, and learners who complete an NEDP have received either a

high school diploma or state diploma, depending on the entity that supported their NEDP

completion (see Program Support below).

Between October 1, 2020, and September 30, 2021, OSSE awarded 144 State High School

diplomas to residents who passed all sections of the GED and 20 State High School diplomas to

residents who successfully completed the NEDP for a grand total of 164 State Diplomas earned.

Between October 1, 2021, and January 31, 2022, OSSE awarded 41 State High School diplomas

in total. Thirty-eight (38) of them to residents who passed all sections of the GED and three (3)

to residents who successfully completed the NEDP.

GED Program Office

The DC GED Program Office is an official GED® testing center and serves as the single source

in DC for administering the GED Tests via computer and endorsing candidates who successfully

pass the GED Tests to receive the state diploma. This office informs adult educators and learners

about the GED requirements, and provides professional development, technical assistance, and

resources to GED instructional programs to support students’ success in GED programs. Since

FY 2016, individuals who passed the GED received state diplomas.

Program Funding and Support

OSSE’s Adult and Family Education (AFE) team supports LEAs and community-based

organizations in the District that offer instruction towards the GED as well as the NEDP. The

NEDP awards a secondary credential to adults who successfully demonstrate academic and life-

skill competencies that have been determined to be what every high school student should know

or be able to do. The AFE team works with Comprehensive Adult Student Assessment Systems

(CASAS), NEDP National Office, DC Public Schools (DCPS), the DC Public Charter Schools,

and community-based organizations to expand the NEDP option in the District of Columbia.

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99. Please provide an update on the Adult and Family Education (AFE) grant.

In FY 2020, OSSE, in collaboration with the WIC, conducted a new grant competition for FY21-

FY25 AEFLA, Gateway to Careers and WIC Career Pathways funding. Awards were made to the

following 12 providers to offer Integrated Education and Training (IE&T) services to 1,000

District residents:

• Academy of Hope Public Charter School

• Briya Public Charter School

• Catholic Charities

• Congress Heights Community Training and Development Corporation

• Four Walls Career and Technical Education Center

• Latin American Youth Center Career Academy Public Charter School

• Opportunities Industrialization Center – DC

• So Others Might Eat (SOME)

• Southeast Welding

• The Family Place Public Charter School

• YouthBuild Public Charter School

• YWCA – NCA

IE&T program models include the provision of adult education and literacy, workforce

preparation, and training services for a specific occupation or occupational cluster for

educational and career advancement. IE&T programs provide adult learners with an opportunity

to enhance their literacy and numeracy skills and earn a secondary school credential while

working towards acquiring an entry level and/or industry recognized certification in pursuit of

their desired career path.

In FY21, a total of 1,246 adult learners received services in OSSE AFE funded programs. Of this

number, 1,086 learners met the National Reporting System (NRS) guidelines of having a valid

assessment and 12 or more instructional hours in the program year to be reportable to the US

Department of Education. The remaining 160 adult learners engaged in one to 11 instructional

hours

For FY21, OSSE AFE negotiated a measurable skill gains performance target of 47 percent for

all Adult Basic Education (ABE) and English as a Second Language (ESL) Educational

Functioning Levels (EFLs). This target represents the proposed percentage of adult learners

making a measurable skill gain (e.g., achieving an educational functioning level gain, acquiring a

secondary school diploma or its equivalent, or exiting a program below the postsecondary level

and enrolling in postsecondary education and training during the program year). OSSE AFE

exceeded its target of 47 percent, with 55.64 percent of students enrolled in an OSSE AFE-

funded program achieving a gain. This reflects a 14-point increase compared to the percentage of

students with measurable skill gains in FY20 – (41.64 percent).

Additionally, OSSE AFE negotiated a credential attainment target of 46 percent for FY21. While

the state did not meet its target, the state’s performance was 44.87 percent. This reflects an

increase of 0.67 percentage points compared to 44.2 percent in FY20. From a national reporting

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perspective, the credential attainment metric includes both industry-recognized credentials

(IRCs) and secondary credentials. The attainment of IRCs is one of the key benefits to the IE&T

service model. It should be noted that some industry-recognized credentials require a practicum

component to be completed before earning the credential. This is relevant because students'

ability to participate in the practicum component of training programs was negatively impacted

by the pandemic, thus decreasing the number of students that were successfully able to earn

industry-recognized credentials.

In FY 21, 374 adult learners earned 544 certifications (of 26 types), including those for industries

such as healthcare, construction, business administration & information technology, early

childhood education, hospitality, and law & security. The most earned certifications were:

Cardiopulmonary Resuscitation (CPR) - Adult/Pediatric /First Aid/AED/BLS (173),

Occupational Safety and Health Administration (OSHA) 10-Hour Construction Safety and

Health (82), and Microsoft Office Specialist (MOS) Certification (26).

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My School DC

100. Please provide the following information with regard to MySchool DC for School

Year 2020-2021 and 2021-2022 (through January 31):

(1) number of participating schools;

(2) total seats broken down by school/campus and grade at the

beginning of each lottery period;

(3) number of applications were submitted by the first deadline;

(4) match rate for applications submitted in the first round (i.e. how

many families got their first choice, second choice, third choice, and

so on);

(5) percent of families that accepted their match;

(6) the average number of schools that parents/guardians selected;

(7) number of seats that were still available at the end of the lotter

period, broken down by school/campus and grade level; and

(8) the list of admissions preferences in order offered by each LEA in

the 2022 lottery. For school offering the “equitable access”

preference, please identify how many seats and in which grades each

school is setting aside.

Due to the volume of data requested, this answer is supplemented with an attachment:

ATTACHMENT: Q100 – My School DC.xlsx

(1) Number of participating schools.

In the 2020-21 school year, 233 schools participated in My School DC. In the 2021-22 school

year, 234 schools participated in My School DC.

(2) Total seats broken down by school/campus and grade at the beginning of

each lottery period.

See Attachment: Q100 – My School DC.xlsx

(3) Number of applications submitted by the first deadline.

In the 2020-21 school year, 25,198 applications were submitted by the deadline, February 3,

2020 (9th - 12th grade) and March 2, 2020 (PK3 -8th grade). In the 2021-22 school year, 19,926

applications were submitted by the deadline, February 1, 2021 (9th - 12th grade) and March 1,

2021 (PK3 -8th grade).

(4) Match rate for applications submitted in the first round.

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SY20-21, Lottery – Match Rate by Rank on Application

School Rank

# Matched

% Matched

10,047

59%

2,646

16%

1,428

856

529

371

279

184

172

139

113

145

Total

16,909

100%

SY21-22, Lottery – Match Rate by Rank on Application

School Rank

# Matched

% Matched

8,369

61%

2,120

16%

1,063

650

409

314

189

161

105

100

102

Total

13,677

100%

(5) Percent of families that accepted their match.

My School DC tracks the percentage of applicants that enroll (accept a seat) at schools where

they were matched or made a waitlist offer through the common lottery system, yet only some

students who receive an opportunity to enroll in a school from the lottery actually do so. For the

2020-21 school year, approximately 9,600 out of the roughly 16,909 matched applicants (57

percent) enrolled at their matched school. Also, approximately 4,900 students enrolled in a DCPS

or public charter school based on a waitlist offer. Note that these students could have also

received an initial match that they later declined. A remaining 6,700 students declined an

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opportunity to enroll, whether that enrollment offer stemmed from an initial match or a waitlist

offer. These data are not yet available for the 2021-22 school year.

(6) Average number of schools that parents/guardians selected.

Average Number of Lottery Selections

Lottery Year

Average # of

Selections

Median # of

Selections

SY20-21 Lottery

SY21-22 Lottery

(7) Number of seats still available at the end of the lottery period, broken

down by school/campus and grade level.

See Attachment: Q100 – My School DC.xlsx

(8) The list of admissions preferences in order offered by each LEA in the

2022 lottery. For schools offering the “equitable access” preference,

please identify how many seats and in which grades each school is

setting aside.

Due to the volume of data requested, this answer is supplemented with an attachment.

See Attachment: Q100 – My School DC.xlsx.

Please note that in the SY20-21 and SY21-22 lotteries only one school offered a form of the

Equitable Access preference: Stevens Early Learning Center (DCPS). Stevens Early Learning

Center set-aside 18 PK3 seats and 15 PK4 seats in the SY20-21 lottery, and 11 PK3 seats in the

SY21-22 lottery. Eleven charter LEAs and 9 DCPS campuses will offer some form of the

Equitable Access preference in the upcoming SY22-23 lottery.

School

Year

School Name

School

Grade

# of Seats

Offered

SY20-21

Stevens Early Learning Center – Equitable

Access Seats

PK3 18

SY20-21

Stevens Early Learning Center – Equitable

Access Seats

PK4 15

SY21-22

Stevens Early Learning Center – Equitable

Access Seats

PK3 11

SY21-22

Stevens Early Learning Center – Equitable

Access Seats

PK4 0

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101. Question #101

(a) Provide a list of the Common Lottery Board members, including their

membership terms.

(b) When did the Board meet in fiscal years 2021 and 2022 (through January

31)?

January 31)?

(d) What steps has the Board taken or is considering taking to address?

(1) lottery preferences;

(2) more data being publicly released; and

(3) other initiatives.

(a) Provide a list of the Common Lottery Board members, including their

membership terms.

My School DC is governed by the Common Lottery Board with representation from both DCPS

and participating public charter schools. The Deputy Mayor for Education is the chairperson of

the Board. A Parent Advisory Council and committees of participating LEAs provide input into

My School DC and the Common Lottery Board to inform the design of the process and parent

outreach efforts and changes to the program.

Each Board Member serves a two-year term with no term limits.

Common Lottery Board Members as of January 2022

• Paul Kihn, Deputy Mayor for Education (chairperson, voting member)

• Daniela Anello, DC Bilingual PCS (voting member)

• Emerald Becker, DC Public Schools (voting member)

• Sujata Bhat, DC Public Schools (voting member)

• Hilary Darilek, E.L. Haynes PCS (voting member)

• Melissa Kim, DC Public Schools (voting member)

• Charis Shape, LAMB PCS (voting member)

• Dr. Christina Grant, Office of the State Superintendent of Education (non-voting

member)

• Katie Dammann, DC Public Charter School Board (non-voting member)

• Amy Lerman, My School DC (non-voting member)

(b) Board meetings in fiscal years 2021 and 2022 (as of January 31).

The Board typically meets quarterly, and the meetings are public. Minutes or recordings are

posted on the My School DC website to document any actions taken.

For 2021:

• October 28 Recording and Meeting Slides

• January 28 Recording and Meeting Slides

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• April 22 Recording and Meeting Slides

• July 29 Recording and Meeting Slides

For 2022:

• 2022: January 25 Recording and Meeting Slides

The summer meeting in late July or early August is when the Common Lottery Board approves

the policy guide for the upcoming lottery cycle. The approved My School DC Policy Guide

dated July 2021 states the following changes from prior editions:

• New Policy: In accordance with the Expanding Equitable Access to Schools Amendment

Act of 2020 (DC Official Code §38-194(a)(1)(A)):

o MSDC will share the number of matches, by preference group, for each school

and grade.

o MSDC will not allow any changes to the order and implementation method of a

school’s lottery preferences once they are published on the MSDC website in

November.

• New Recommendation: If operating status for the upcoming year is uncertain at the time

of the lottery, MSDC recommends that schools do not offer any seats or enroll new

students until the operating status is finalized.

• Point of Clarification: MSDC can implement a preference through designated seats for

authorized priority groups (Special Education preference, Military preference, and

preference for students at-risk of academic failure).

• Point of Clarification: Schools participating in MSDC that offer multiple lottery

programs (examples: Montessori and traditional, or English and French), must offer seats

only to those students who applied to that program.

For additional information on the Board’s business, refer to the hyperlinked minutes and

recordings for discussions of steps taken to address preferences, data release, and any other

initiatives impacting the Lottery.

(d) Steps Board has taken to address lottery preferences, increased publicly released

data, and other initiatives.

The Common Lottery Board discussed the Equitable Access Preference (formerly referred to as

the at-risk preference) at each 2021 meeting, including the implications and implementation of

the preference at Stevens Early Learning Center, and the Expanding Equitable Access to Schools

Amendment Act of 2020 (DC Official Code §38-194(a)(1)(A)),which authorized charter schools

to offer the new preference, subject to approval by the Public Charter School Board.

Regarding more data being publicly released, the Board discussed the implication of the

Expanding Equitable Access to Schools Amendment Act of 2020 (DC Code §38-194(a)(1)(A)).

My School DC will begin sharing the expanded data this fiscal year on the My School DC

website in April 2022.

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Health and Wellness

102. Provide an update on OSSE’s collaboration with the Department of Behavioral

Health and the Department of Health on the implementation of programs to identify

and assist children with behavioral health or developmental problems at DCPS and

at charter schools. What new work was completed in fiscal year 2021? Please also

describe the training made available to LEAs on crisis response and intervention

and which LEAs participated.

OSSE has continued to collaborate with DC Department of Behavioral Health (DBH) and DC

Department of Health (DC Health) in the development and delivery of services to children and

youth in the District and to offer guidance, actionable resources, and promising practices to help

education agencies and schools address the unique challenges of behavioral health services

during the COVID-19 public health emergency.

OSSE has continued to work closely with the Department of Behavioral Health and directly with

LEAs to support student and educator behavioral health, through both the city-wide School

Behavioral Health Expansion as well as Project AWARE, a five-year grant received by OSSE

from the federal Substance Abuse and Mental Health Services Administration (SAMHSA).

The goal of the School Behavioral Health Expansion Program is to integrate school and

community-based provider services to ensure all schools provide mental health promotion and

prevention, intervention, and direct behavioral health services and supports. Led by DBH, and

guided by the Coordinating Council on School Behavioral Health, the expansion effort is

executed in partnership with OSSE, education agencies, schools, community providers, parents,

youth, and education advocates. Leadership from OSSE’s Division of Health & Wellness serve

as members of the Coordinating Council, members of the Community of Practice and evaluation

core teams, and as co-chairs for the implementation sub-committees.

The implementation committee, comprised of leadership from OSSE’s Division of Health &

Wellness, DBH, DCPS, and DC Health, is focused on supporting schools with annually assessing

the school’s available behavioral health services and setting program goals, scoping out the

sequence of implementation tasks for executing the expansion plan, and establishing standard

benchmarks for year to year. The selected needs assessment – the School Strengthening Tool –

was adapted from the Center for Disease Control (CDC) School Health Index and is a self-

assessment and planning guide that enables school teams to identify the strengths and

weaknesses of the school’s policies and programs for promoting health and safety, develop an

action plan for improving student health and safety, and involve teachers, parents, students, and

the community in improving school policies, programs, and services. During FY21 OSSE has

supported the Expansion through:

• Continued support of the completion and mid-year review of the School Strengthening

Tool and Workplan process through operationalizing the self-assessment process and

creating online accounts for School Behavioral Health Coordinators and CBO Clinicians

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• Supporting the assessment of completeness and quality of workplans through the

development and utilization of the School Strengthening Work Plan Quality Improvement

Tool

• Creating targeted videos, tip sheets, and reproducible materials to support continued

integration of school behavioral health services and programming and promoting student

and family roles and engagement in the Expansion

Additionally, in FY21, OSSE and DBH completed year three for Project Advancing Wellness

and Resilience Education (AWARE), a five-year $8.8 million dollar grant awarded to OSSE in

FY18 by the federal Substance Abuse and Mental Health Services Administration (SAMHSA).

This grant opportunity, which complements the significant local investment in school mental

health, allows OSSE and DBH to deepen the partnership with three large LEAs (DCPS, KIPP,

and Friendship Public Charter School) to support the development of multi-tiered systems of

mental health supports for students, educators, and school communities. Mental health

promotion, trauma-responsive practices and family engagement are key elements of the model of

care. Major actions through Project AWARE in FY21 were as follows:

• Project AWARE LEAs increased the number of participating schools from 14 to 38

• Project AWARE schools continue to use of the Strengths and Difficulties Questionnaire

(SDQ), a 25-item behavioral health screening tool for youth that assesses emotional

symptoms, conduct problems, hyperactivity and inattention, peer relationship problems,

and pro-social behaviors.

• Project AWARE schools hosted targeted trainings for their mental health providers and

school staff on topics involving trauma-informed care, personal resilience, crisis

prevention and intervention, adverse childhood experiences (ACEs), suicide prevention

and intervention, and special considerations for operations during the COVID-19

pandemic.

• Project AWARE schools continued elevating topics of mental health and wellness to

parents and families through virtual and on-demand webinars, web platforms,

reproducible resources, workshops and skill building events in FY21.

• OSSE facilitated five virtual Youth Mental Health First Aid (YMHFA) trainings in FY21

utilizing Project AWARE investments.

It has been well documented that the COVID-19 pandemic has had a negative impact on the

mental and emotional well-being of youth, with increased reports of high anxiety, grief, and

concern about academic success. Even with a swift collaborative and comprehensive approach

by District schools and community based organizations to support students throughout the

pandemic and during remote learning, students continue to experience elevated stress due to

concerns with the COVID-19 pandemic, which is compounded in some communities with stress

related to racism and racial trauma, loss of employment and income, and loss of caregivers.

OSSE supported COVID-19 recovery through the utilization of Project AWARE funds by:

• Hosting eight suicide prevention and intervention trainings for all District public and

public charter school mental health providers targeted for appropriate grade bands served.

• Training 127 elementary clinicians and 135 middle and high school clinicians.

• Supplying 53 elementary schools and 48 middle and high schools with suicide prevention

and intervention curriculum.

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• Hosting eight technical assistance sessions to support clinicians in the implementation,

roll-out, and problems of practice surrounding their trained curriculums.

• Hosting two special training sessions on “Understanding Trauma” reaching 34 school

clinicians.

On the subject of training and trauma-informed practices, both local and federal investments

supported the District’s school-based behavioral health Community of Practice (DC CoP). The

DC CoP advances the citywide school behavioral health expansion and Project AWARE by

inviting school behavioral health coordinators and community-based clinicians to participate in a

peer learning environment aimed at building the capacity to implement high-quality school-

based behavioral health systems. The DC CoP served as an essential link to and across multiple

District efforts focused on school-based behavioral health. During the 2020-21 school year, the

DC CoP facilitated monthly learning events and shared conversations to further best practices in

school behavioral health. OSSE partnered with DBH and the DC CoP to develop sessions on the

District’s Youth Risk Behavior Survey (YRBS), grief and loss, and suicide prevention. Within

the DC CoP is the Crisis Intervention Practice Group, which is co-chaired by an OSSE staff

member and convened four sessions with school behavioral health professionals and

administrators in FY21. This practice group had 34 participants across the four meetings

representing seven LEAs:

• Academy of Hope Public Charter School

• Creative Minds International Public Charter School

• DC Bilingual Public Charter School

• District of Columbia Public Schools

• Early Childhood Academy Public Charter School

• Elsie Whitlow Stokes Public Charter School

• Friendship Public Charter School

Lastly, OSSE and DBH continued to collaborate on communication and compliance strategies

related to mandated behavioral health training requirements for all DCPS and public charter

school administrators and teachers in FY21 (DC Official Code § 7–1131.17).

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103. According to the data collected and available to OSSE, what is the current

compliance rate among LEAs for completing health education and physical

education requirements in the District.

Compliance rates for the 2021-22 school year are not available because the school year is in

progress and data reported by schools on the School Health Profile has not yet been verified and

validated by OSSE. Additionally, due to operational challenges presented by the COVID-19

public health emergency during school year 2020-21, the School Health Profile data collection

was cancelled that year. Thus, OSSE is providing the most recent School Health Profile data

available from SY 2019-20.

All data provided below are collected via the School Health Profile, a self-reported school-based

health questionnaire completed annually by all public schools and public charter schools, as

required by the Healthy Schools Act (D.C. Code § 38–826.02).

According to data collected from the School Health Profiles for the 2019-20 school year:

Number and Percentage of Schools Meeting Physical Education Requirements*

Grade

Level

Physical

Education Minute

Requirements

Number of

Schools Meeting

Requirement

Percent of

Schools Meeting

Requirement

K-5

Average of

150 minutes per week

31 20%

6-8

Average of

225 minutes per week

20 25%

Number and Percentage of Schools Meeting Health Education Requirements

Grade Level

Health

Education Minute

Requirements

Number of

Schools Meeting

Requirement

Percent of

Schools Meeting

Requirement

K-5

Average of 75 minutes

per week

62 39%

6-8

Average of 75 minutes

per week

46 58%

All data in the School Health Profile are self-reported annually by each DCPS and public charter

school. Ninety-eight (98) percent of applicable schools (excluding adult education schools and

schools that did not participate in the National School Lunch Program) completed the School

Health Profile in 2020. A list of schools that completed the mandatory School Health Profiles is

reflected on the OSSE website.

*Beginning with the 2020 School Health Profile, schools were required to report their

compliance with the new physical education minute requirements, per the Healthy Students

Amendment Act of 2018 (HSAA). Per the HSAA, beginning in school year 2020-2021, for

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students in grades K-5, it shall be the goal of all schools to provide an average of 150 minutes of

physical education per week. A school that provides less than an average of 90 minutes per week

of physical education for students in grades K-5 shall submit an action plan to OSSE (DC

Official Code § 38–824.02(a)(1)(A-B). Similarly, for students in grades 6-8, it shall be the goal

of all schools to provide an average of 225 minutes of physical education per week. A school that

provides less than an average of 135 minutes per week of physical education for students in

grades 6-8 shall submit an action plan to OSSE (DC Official Code § 38–824.02(a)(2)(A-B).

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104. Question #104

(a) According to the data collected and available to OSSE, what was the

compliance rate in School Year 2020-2021 among LEAs for completing health

education and physical education requirements in the District.

(b) What is the average amount of time LEAs dedicated to health education and

physical education during School Years 2019-2020 and 2020-2021?

requirements during the COVID-19 pandemic and distance learning?

(a) School Year 2020-21 compliance rate among LEAs for completing health

education and physical education requirements.

All data provided below are collected via the School Health Profile, a self-reported school-based

health questionnaire completed annually by all public schools and public charter schools, as

required by the Healthy Schools Act (D.C. Code § 38–826.02).

Due to the operational challenges presented by the COVID-19 public health emergency during

school year 2020-21, the School Health Profile data collection was cancelled that year. Thus,

OSSE is providing the most recent School Health Profile available for SY 2019-20. According to

the data collected via the School Health Profile, the compliance rate in School Year 2019-2020

for health and physical education is shown in the tables below:

Number and Percentage of Schools Meeting Physical Education Requirements*

Grade

Level

Physical

Education Minute

Requirements

Number of

Schools Meeting

Requirement

Percent of

Schools Meeting

Requirement

K-5

Average of

150 minutes per week

31 20%

6-8

Average of

225 minutes per week

20 25%

Number and Percentage of Schools Meeting Health Education Requirements

Grade Level

Health

Education Minute

Requirements

Number of

Schools Meeting

Requirement

Percent of

Schools Meeting

Requirement

K-5

Average of 75 minutes

per week

62 39%

6-8

Average of 75 minutes

per week

46 58%

All data in the School Health Profile are self-reported annually by each District public and public

charter school. Ninety-eight (98) percent of applicable schools (excluding adult education

schools and schools that did not participate in the National School Lunch Program) completed

the School Health Profile in 2020. A list of schools that completed the mandatory School Health

Profiles is reflected on the OSSE website.