March 27 - April 2, 2019
In this issue...

New Reminders Professional Development Opportunities Dates to Remember
PAVE Family and Community Engagement Professional Learning Community

Parents Amplifying Voices in Education (PAVE) will host a Family and Community Engagement All Day Professional Learning Community on Tuesday, April 9, from 9 a.m.-4 p.m. for a day of sessions that dig into the who, what, when, where, and how of building effective, equitable, and powerful family and community engagement in your schools and the education system. Participants will take collective action toward education equity in our city. Register

For more information or questions, please contact the director of School Engagement and Partnerships, Marielys Garcia at

SBOE Seeks District Students to Serve on the State Board

Do you know a rising sophomore, junior, or senior who attends a public or public charter school in the District, is passionate about his/her local school community, and has a desire to represent their peers in the education policy-making process? Encourage them to apply to become a State Board of Education (SBOE) student representative. Applications are due by 11:59 p.m. on Sunday, April 28, 2019.
Fiscal Year 2018 Medicaid Cost Settlement Review Session
OSSE will host a session to review the fiscal year 2018 Medicaid Cost Settlement Reports. To assist with its finalization, the session will be an in-person interactive review of your LEA cost report. This session is mandatory for all LEAs that are required to submit an annual cost report and will be held on Wednesday, May 15, from 9-11:30 a.m. at OSSE, First Floor, Eleanor Holmes Norton II (Room 109). Register

Please bring a draft of your LEA FY18 cost settlement report and a fully charged laptop.

For more information or questions, please contact Jacqueline Corsey at or (202) 724-2157.
Free Event for LGBTQIA+ Youth and Allies: Leading with Pride
Leading With Pride is an annual event for LGBTQIA+ youth and their peer allies (ages 13-24), their caregivers, and school-based staff or Gay-Straight Alliance (GSA) advisors. Leading With Pride is a free event that provides a resource fair and workshop sessions in three tracks: youth, caregivers, and teachers/school staff.

The event will be held on Saturday, March 30, 2019, from 10 a.m.-5 p.m. at Cardozo Education Campus, 1200 Clifton St. NW. The campus is Metro accessible via the U Street/Cardozo/African American Civil War Memorial Station (yellow and green lines).

For more information and to register, please visit the Leading With Pride website.

For questions, please email

Last Call for Nominations: 2019 DC History Teacher of the Year

OSSE is calling for nominations for the 2019 District of Columbia History Teacher of the Year. The 2019 award will honor exceptional elementary and secondary school history teachers, and is coordinated by the Gilder Lehrman Institute of American History. Any full-time K-12 educator who teaches American history (including state and local history) as either an individual subject or as part of other subjects, such as social studies, reading, or language arts, is eligible for the award. Eligible generalist and specialist teachers in the District of Columbia are encouraged to apply. All nominated teachers must have at least three years of classroom experience, and must plan to continue teaching next year. Educators serving in public, public charter, and private schools in the District of Columbia are eligible to apply.

Nominations can be made by a student, parent, colleague, or principal or other administrator familiar with the teacher’s work. Self-nominations are not accepted. Past state and national winners are not eligible. All nominations are made on the Gilder Lehrman website by completing this short nomination form with the teacher’s contact information. Nominations are due by Sunday, March 31, 2019. All nominees will be notified with full instructions for how to complete their full application by Tuesday, April 30, 2019.

For more information about the national award program, please visit the official website. For questions about OSSE’s participation in this award, please contact Annette Thacker-Bartlett at

Give Feedback on State-level Policy on IDEA Significant Disproportionality for Students with Disabilities
In December 2016, the US Department of Education issued new regulations under Part B of the Individuals with Disabilities Education Act (IDEA) on significant disproportionality. Also referred to as “Equity in IDEA,” the regulations aim to promote equity by targeting disparities in the treatment of students of color with disabilities. Implementation of those rules are set to go into effect on July 1, 2020. 

As we prepare for these regulatory changes, OSSE would like to hear from LEA stakeholders about state-level decisions proposed by OSSE related to significant disproportionality. Please join us on Tuesday, April 2, 2019, from 10 a.m.-12 p.m. at OSSE, 1050 First St. NE, First Floor, Eleanor Holmes Norton III (Room 108). The nearest Metro station is NoMA/Galludet U.

To participate in the group or request additional information, please contact Karen Morgan-Donaldson at by Monday, April 1, 2019.

For more information on significant disproportionality and the new upcoming changes to the regulations, please visit OSSE's Significant Disproportionality website.

Summer Advanced Placement Symposium Date Selection
College Board is enhancing resources available for Advanced Placement (AP) teachers and students as well as changing their ordering process for AP in the 2019-20 school year.  
Beginning in the 2019-20 school year, schools will need to implement new annual processes and have access to new classroom resources and supports.

In addition to the AP training on Tuesday, April 30, 2019 for AP coordinators, OSSE and College Board will also host an AP Symposium during the summer with College Board executive leadership and staff on hand to walk through the new portal that will go live Thursday, Aug. 1, 2019. Please complete this Doodle by Friday, April 12, 2019 with your availability so we may schedule the symposium at a time that is convenient for as many LEAs as possible.

The day will begin with a plenary speaker session followed by break-out sessions based on your role in AP. Administrators will learn about the communications that will need to happen in their community, AP coordinators will see the new online ordering process in action, and AP teachers will understand the working of their new performance dashboard and teaching resources.  
For questions, please contact Nicoisa Jones at or (202) 549-6646.
Professional Development Opportunities
(Unless stated otherwise, all trainings are held at OSSE, 1050 First St. NE)
Capital City PCS Presents Student-Engaged Assessment Workshop 3: Checking for Understanding  (reminder)

Capital City Public Charter School is offering a three-part workshop series for educators and administrators on student-engaged assessments, a key component of a student-centered educational approach.

The focus of this workshop will be on the many tools and techniques, including using learning targets, teachers can use to check for understanding and build teachers’ repertoire for informal data collection. Teachers will leave the session with new ways to collect information on student progress toward course goals and outcomes.

Join Capital City PCS for the third workshop on Wednesday, March 27, 2019, from 5:30-7:30 p.m. Dinner will be provided. This session will offer professional learning units (PLUs). Attendees are not required to have attended previous sessions in order to register. RSVP is required.

This workshop series is made possible thanks to a Charter School Program (CSP) Dissemination grant from OSSE. For more information or questions, please contact Sam Gaffney at

High-Quality IEPs Series Part 4: Using Data to Propose Appropriate Service Hours and Setting
OSSE's Division of Teaching and Learning is pleased to announce part 4 of a new professional development series focused on building capacity and developing high-quality individualized education programs (IEPs).
On March 22, 2017 the US Supreme Court issued a unanimous opinion in Endrew F. v. Douglas County School District. In that case, the Court redefined the free appropriate public education (FAPE) requirements in the Individuals with Disabilities Education Act (IDEA). This training series will provide an overview of the decision and provide LEAs with support to develop capacity among their special education staff to meet the more rigorous standard for IEP quality set forth by Endrew F.
In part 4 of the series, Using Data to Propose Appropriate Service Hours and Setting, participants will learn and understand:
  • Legal requirements pertaining to special education service hours and settings;
  • What does (and does not) constitute inclusion of students with disabilities;
  • How to foster effective practices of inclusion at the building and classroom level; and
  • How to use data to propose appropriate, individualized service hours and setting.
Part 4 of this training series will be offered on Monday, April 22, 2019 and repeated on Tuesday, May 7, 2019, and Tuesday, May 21, 2019. All sessions are from 9:30 a.m.-3:30 p.m. and will take place at OSSE, First Floor, Eleanor Holmes Norton Conference Rooms. Register for one of the three available sessions. Space is limited and registration is required.
Priority will be given to individuals who have attended prior sessions in the series. Participants from the same LEA or school should plan to attend on the same date whenever possible, to maximize the opportunity for collaboration and immediate application of course concepts to your team’s work.

For questions, please contact Jennifer Carpenter at

All Students Can Write: Embedding Universal Design for Learning Principles to Support Writing Instruction
OSSE invites English language Arts (ELA) grades 5-12 teachers and instructional coaches to participate in a half-day professional development training on the implementation of the research-based instructional framework, Universal Design for Learning (UDL). In this session, participants will:
  • Engage with the origins, principles, and case studies of UDL;
  • Reflect on their current writing instructional practices; and
  • Plan for implementation of UDL using rigorous and complex texts and tasks.
Participants will maximize their experience by bringing the texts and tasks from an upcoming writing lesson to the session. This session will support teachers and coaches with reflecting on accessibility features of daily instruction in order to increase and improve student engagement and achievement on rigorous writing assessments.
This half-day training will take place on Monday, May 6, 2019, from 8:30-11:30 a.m. at OSSE, Fourth Floor, Bill Nye Training Room (Room 422). Three professional learning units (PLUs) will be offered to participants who attend the in-person training and participate in a post-training technical assistance session. Space is limited; early registration is strongly encouraged. Register

For questions, please contact Ashleigh Tillman at

Restorative Justice April Community of Practice: Intersection with Special Education  (reminder)

During the 2018-19 school year, OSSE is partnering with Restorative DC, a project of SchoolTalk Inc., to convene a monthly Community of Practice (CoP). The April CoP will focus on the intersection of Restorative Practices and special education and will be held on Tuesday, April 9, 2019, 9-11:30 a.m. at Bright Beginnings, 3418 4th St. SE.
National and DC-based data demonstrates that students with disabilities are more likely to be suspended, expelled, or involved with the juvenile justice system then their non-disabled peers. This disproportionality calls for practices that support the social and educational needs of all youth. Restorative Justice can be used to support educating youth, regardless of their social, emotional, physical, or intellectual abilities. Students with disabilities and trauma are a significant part of school populations and are disproportionately represented in school discipline cases. Even where there is no formal diagnosis, these students have varying capacities for sustained attention, social awareness, intellectual cognition, emotional regulation, memory, and expressive and receptive language. The April Community of Practice will be an opportunity for school staff, RJ practitioners, and community partners to explore the intersection of Restorative Justice and special education and how Restorative Justice practices can be utilized to support students with disabilities and their families, create inclusive school environments, and address the gap between students with disabilities and their peers receiving extreme disciplinary action.

The CoP is held on the second Tuesday of each month, from 9-11:30 a.m., and is open to LEAs that are currently implementing Restorative Practices or are interested in learning more about it. Participants will have opportunities to engage with other educators for peer support and professional development, while experiencing how circles can be used to build community and resolve issues collectively. Regular attendance by at least one representative from each LEA is encouraged. The location rotates each month to a different school campus or library. Please view all dates, topics, locations, and registration links on OSSE’s Restorative Justice resource page.

For questions, please contact Jessica Dulay at

Response to Intervention: What’s Next?  (reminder)
Response to Intervention (RtI) is a school-based, multi-level prevention system of identification and intervention for students at academic or behavioral risk. OSSE’s Division of Teaching and Learning will hold an RtI training with the following focus:
  • Exiting students who have made adequate progress from Tier II and Tier III interventions;
  • Next steps for students who have not made adequate progress by the middle of the school year; and
  • Planning for support midway through the school year. 
This training requires a foundational knowledge of RtI and will be held on Tuesday, April 9, 2019, 9 a.m.- 12 p.m. at OSSE, Fifth Floor, Room 523. Register
For more information or questions, please contact Angela Awonaike at or (202) 481-3870.

Training for Mandated Reporters  (reminder)

OSSE's Division of Systems and Supports, K-12, in collaboration with the DC Office of the Attorney General (OAG) and the DC Child and Family Services Agency (CFSA), will host a mandated reporter training on Thursday, April 11, 2019. Mandated reporters are professionals obligated by the federal Child Abuse Prevention and Treatment Act (CAPTA) and DC law to report known or suspected incidents of child abuse and neglect. In DC, mandated reporters who should be trained include school officials, teachers, athletic coaches, counselors, social service workers, and other direct care professionals. This training is for new mandated reporters and also serves as a refresher course for previously identified mandated reporters.

The training will provide information on:


For more information or questions, please contact OSSE's Special Programs Unit at

Webinar: Understanding and Implementing Section 504  (reminder)
Join OSSE for a webinar training that explores both the law and the school’s role for Section 504 of the Rehabilitation Act of 1973. Section 504 is a civil rights law that requires school districts to provide eligible students with disabilities a free appropriate public education (FAPE). Section 504 contains non-discrimination requirements which states that all students with a physical or mental impairment that substantially limits one or more major life activities must be protected from discrimination and receive education services that are equal to that of their non-disabled peers.

The webinar training will guide participants through:

  • An overview of Section 504
  • A step-by-step walk-through of the Section 504 process from referral to implementation
  • Section 504 best practices and frequently asked questions

This training is only open to educators, administrators, and staff that serve public or public charter schools in the District of Columbia. The training will be held on Friday, April 12, 2019, 9- 11 a.m. Register

For more information or questions, please contact Angela Awonaike at or (202) 481-3870.

Scaffolding Learning Through Language  (reminder)

OSSE invites all K-12 educators of multilingual learners to a two-day workshop, Scaffolding Learning Through Language, presented by WIDA. This workshop provides educators with a fresh look at how to engage multilingual learners in rigorous content area learning with a balance of challenge and support. Classroom teachers, English learner specialists, instructional coaches, and teachers in dual language settings who support multilingual learners will be encouraged to consider a dynamic set of classroom practices that support multilingual students as they move toward increasing independence and expertise in grade-level content. Participants will explore how rigorous, well-sequenced curriculum within the content of meaningful experiences contributes to rich classroom interactions that mediate learning. By the end of this workshop participants will be able to:

  • Develop an understanding of scaffolding practices based on prior knowledge, new learning, and shared experience.
  • Build awareness of macro- and micro-scaffolding practices that apprentice students into language use for content area learning, including:
    • Considering how students’ resources can support collaborative learning;
    • Recognizing the importance of establishing a collaborative community of learners that moves forward and upward together; and
    • Examining ways to engage students in exploring language use for content learning.

This workshop will take place on Tuesday and Wednesday, April 23-24, 2019, 8:30 a.m.-4 p.m. at OSSE, First Floor, Eleanor Holmes Norton II (Room 109). LEA and school teams of educators who serve the same language learners are strongly encouraged to participate together. Register

Participants will be granted access to the extension webinar for this workshop which is scheduled for Tuesday, May 21, 2019, 2-3:30 p.m.

For more information or questions, please contact Anika Harris at

Restorative Justice Practices for Younger Learners  (reminder)

In order for restorative practices to be effective for young learners, restorative practitioners must consider the developmental range of children in grades K-8, and must accommodate a young learner's attention span, energy level, learning style, and expressive and receptive language capacity. This experiential workshop for teachers, administrators, school staff, and early education workers will translate restorative practices to the primary school classroom by adapting proactive and responsive approaches to the developmental stages of K-8 students.
This training will take place on Friday, April 26, 2019, 9 a.m.-4 p.m. at OSSE, Eleanor Holmes Norton I, First Floor (Room 108). Register

For questions, please contact Jessica Dulay at

Dates to Remember
OSSE Leadership Team and OSSE Contact Resources

OSSE Key Points of Contact for LEAs
OSSE Organizational Chart

OSSE will continue to update and redistribute these resources quarterly. If you have a question not addressed in these resources, please contact OSSE Communications at
Subscribe to LEA Look Forward

To subscribe to OSSE's LEA Look Forward, please contact OSSE Communications at and provide your first name, last name, and email address.

This email was sent to <<Email Address>>
why did I get this?    unsubscribe from this list    update subscription preferences
DC Office of the State Superintendent of Education · 1050 First St. NE · Third Floor · Washington, DC 20002 · USA