May 25, 2018

Councilmember David Grosso

Council of the District of Columbia
1350 Pennsylvania Avenue, NW Suite 402
Washington, DC 20004

Dear Councilmember Grosso,

Thank you for your letter dated May 14, 2018 following up on the May 10, 2018 Roundtable on
Improving School Attendance: Truancy, Chronic Absenteeism, and the Implementation of Reform
Initiatives. My response to your inquiries is as follows:

1. Throughout February and March, DCPS partnered with the Executive Office of the Mayor and
various agencies to host resource fairs to connect students and families with resources and
supports for attendance and graduation.
a. What were the outcomes of these resource fairs?

The goal of the resource fairs were to:

• Promote awareness of citywide supports and provide access to those supports through
one-to-one conversations;
• Increase communication with students and families. At every fair, representatives from
the school counseling team were available to meet with students.
• Show our citywide support for students through the presence of city agencies and
community partners. The agencies and partners who attended are listed below.

DC Government Agency Attendees @ DCPS High School Resource Fairs

Child & Family Services Agency
Councilmember Offices
DCPS – Attendance Team
DCPS – College and Career Education Team
DCPS – Homeless Children and Youth Programs Team
DCPS – Health and Wellness Team
DCPS – LGBTQ Youth Team
DCPS – School Culture Team
Department of Behavioral Health
Department of Disability Services - Rehabilitation Services Administration
Department of Employment Services-Mayor Marion S. Barry Summer Youth Employment
Program
Department of Health

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 DC Government Agency Attendees @ DCPS High School Resource Fairs
Department of Human Services - PASS/Homeless Support, SNAP/TANF
Department of Insurance, Securities and Banking - District’s Student Loan Ombudsman
Department of Youth Rehabilitation Services
District Department of Transportation -Kids Ride Free, Adult Transportation Subsidy, Safe
Routes to School/Crossing Guards
District of Columbia Department of Parks and Recreation
District of Columbia Housing Authority
Mayor’s Office of Community Affairs
Metropolitan Police Department
Office of Neighborhood & Safety Engagement
Office of the Attorney General
Office of the Deputy Mayor for Education – Every Day Counts!, Kids Ride Free & Safe Passage
& OST Learn 24
Office of the Superintendent of Education – DC TAG, Health and Wellness, Early Learning, My
School DC
Office of Victim Services and Justice Grants - Show Up Stand Out
State Board of Education – Ombudsman
State Board of Education – President
State Board of Education – Student Advocate President
State Board of Education – Ward Representative
Washington Metropolitan Area Transit Authority

Community and School Partner Attendees @ DCPS High School Resource Fairs
Access Youth
Architecture, Construction, Engineering (ACE) Mentor Program
Alpha Male Leadership
Anacostia HS PTSA
BUILD Metro DC
Children's National
City Blossoms
City Year
Communities in Schools
Coolidge Alumni Association
DC Public Library
DC – College Access Program (DC-CAP)
Dream Team
Dunbar Alumni Federation
Far Southeast Family Strengthening Collaborative
Georgia Avenue Family Collaborative
Just keep livin'

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 Community and School Partner Attendees @ DCPS High School Resource Fairs
Latino Student Fund
Latin American Youth Center
Liberty's Promise
Literacy Lab
ManpowerDC
Mary's Center
Men Can Stop Rape
Reach, Inc.
Sasha Bruce (Teen outreach Program)
Supporting and Mentoring Youth Advocates and Leaders (SMYAL)
The College Success Foundation
UDC Office of Enrollment Management
Urban Alliance
Wilson’s 12th Grade Support Team
Youth and Families in Crisis

b. Please list the number of students that:

i. Attended;
DCPS Resource Fair Attendance Totals
School Name Date of Resource Fair Number of Attendees
Ballou HS February 13 63
Roosevelt HS February 27 61
Dunbar HS March 7 59
Woodson HS March 9 57
Coolidge HS March 14 49
Anacostia HS March 16 69
Cardozo EC March 19 143
Wilson HS March 20 82
Eastern HS April 6 52
Total 635

ii. Were connected to educational supports to improve their odds of graduating or

matriculating this year;
The following education supports were provided:
• DCPS conducted individual meetings with students to discuss pathways to graduation.
• DCPS College and Career Education: Discussed programming with approximately 200
students and/or families. Shared information about the following resources: Dual
enrollment programs that provide college credit to students enrolled in DCPS high
schools, Dollars 4 Scholars, Smart College Choice Guide, National Academy Foundation
(NAF) Academies, Naviance Family Connection, and Career Preparedness Programs.

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 • The University of the District of Columbia: Discussed college options and courses with
students, focusing on those who had already applied.
• The Literacy Lab: Met with approximately 40 individuals, mostly male students of color
and family members from Cardozo Education Campus, Roosevelt High School, Anacostia
High School, and Wilson High School, to inform them about the ten-month paid Leading
Men Fellowship experience for recent male high school graduates, ages 18-24, to
become Literacy Fellows in early childhood education classrooms.
• Liberty’s Promise Nonprofit Partner: Shared information on after-school programming at
the Roosevelt HS resource fair.
• Department of Youth Rehabilitation Services: Worked with approximately 50 students
and shared information about programs for career and technical education, including
barbering, culinary arts, music production, driver’s education, and college preparation.
• Office of the State Superintendent of Education: Shared information about DCTAG,
Mayor’s Scholars, FAFSA and federal aid sources, and information about preparing for
high-wage, high-demand, and high-growth career pathways in DC, including those in the
early childhood field.

iii. Received summer jobs from the Department of Parks and Recreation and the
Department of Employment Services;

Both the Department of Parks and Recreation and Department of Employment Services shared
resources and information on summer job opportunities. These agencies did not track data on
the number of summer jobs that students received at the fairs.

iv. Were connected with housing;

The followings partners around housing were present at the fairs:

• DC Housing Authority (DCHA): Shared housing resources through DCHA, Summer Youth
Employment program, and workforce development opportunities.
• DCPS Homeless Children & Youth Programs: Connected one displaced student with
housing. Provided parents and students with the following resources:
o Overview of the DCPS Homeless Children and Youth Program;
o Enrollment rights of student experiencing homelessness under McKinney-Vento;
o Contact information for school-based homeless liaisons in every school within
DCPS; and
o Food, clothing, medical care, housing, social services and shower facilities, legal
assistance, and various community resources available to families.

v. Were connected with child care resources;

The Office of the State Superintendent of Education shared contact information for support with
child care services.

vi. Were connected with mental health services; or

The following partners for mental health services were present at the fairs:

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 • Department of Behavioral Health: Discussed services and provided education materials,
including rack cards reflecting the Our Time Transition Age Youth Program, providers,
and services.
• DCPS School Climate and Social Emotional Learning: Offered information and discussion
on bullying, restorative practices, school climate initiative, and student behavior.
• DCPS Health and Wellness Team: Shared:
o Universal Health Certificate and Oral Health Assessment forms;
o Information on LGBTQ resources and sign-up sheets for students looking to get
involved in school initiatives;
o School-Based Health Center access information; and
o Medication and Treatment Authorization forms
• Department of Health: Discussed the importance of nutrition, disease prevention, sexual
behavior and risk factors.

vii. Were connected with other services and detail them.

The following additional partners participated at the DCPS Resource Fairs:

• Department of Transportation: Shared information on the Kids Ride Free program and
how to participate in the program using the DC One Card.
• DC State Board of Education: Informed parents and students of their educational rights.
• Department of Insurance, Securities and Banking: Provided students with banking and
financial literacy opportunities.
• DCPS Language Access and Services to English Language Learners: Share information
related to:
o The rights of students with regard to their foreign transcript evaluations;
o The rights that students and families have with regards to DC Language Access
Act;
o Information for immigrant residents in DC;
o Recent changes to immigration law affecting students and families;
o Information about ESL services; and
o Information about upcoming immigration legal clinics.

c. Does DCPS plan on providing resources fairs in May and throughout the summer?

DCPS is focused on engaging with individual students and families through academic planning
meetings facilitated by counselors, and connecting students with the supports they need. The
Office of Family and Public Engagement is creating a Back-to-School plan for our secondary
schools, and the plan will be in coordination with DC government agencies. The primary focus
will be to ensure students in grades 9-12 have access to, and are knowledgeable of, citywide
resources and information to increase on-time graduation.

2. Please provide the training materials that were provided to high school principals, assistant
principals, and counselors on grading, attendance, and credit recovery policies.

A key component of accountability is ensuring that requirements are clearly communicated to

staff. Beginning in Spring 2018, DCPS implemented the full secondary grading policy and clarified

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 expectations for staff. Since December 2017, DCPS has provided multiple trainings to ensure
staff know and understand current grading, credit recovery, and attendance policies.

The table below outlines the comprehensive trainings and support provided to date. A
compilation of training materials, guidance, and communications is available here.

Timeline Training and Support

December DCPS provided initial training to principals and assistant principals at Leadership
2017 Academy.

December All teachers received information on our policies via email and principals shared
2017 the training with their teachers, counselors, and other school-based staff.
– January
2018

January DCPS hosted follow-up webinars for principals.

2018

February DCPS hosted a Graduation Summit for all principals and key staff that support
2018 graduation, such as assistant principals, counselors, and pathways coordinators.
The summit was focused on ensuring school leadership teams understand the
current policies, best practices, and supports available in the areas of grading,
attendance, credit recovery, graduation planning, and transfers.

February DCPS conducted central office led school-based training at every high school on
– March all graduation related policies. DCPS also hosted training on all graduation
2018 related policies for central office staff.

March DCPS provided technical assistance sessions at every high school to review
2018 transcripts side-by-side with counselors. This allowed us to build capacity within
our schools to better support our students with graduation planning in the
future.

April 2018 DCPS hosted a cluster meeting for all high school principals and master
schedulers to share updates and expectations on the scheduling process,
summer school, and student supports.

April 2018 DCPS released an updated Graduation Verification Calendar and hosted
webinars with Graduation POCs and counselors to review the guidance.

May 2018 DCPS hosted webinars with principals, graduation points of contacts, and
counselors to reinforce graduation verification activities; provide an overview of
promotion and retention policies; and provide an update on summer school
programming.

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 3. To date in SY2017-2018, has DCPS retrained teachers on grading, attendance, and credit
recovery policies with direct engagement from central office? Please explain what type of
training was administered, and when it was given.

From December 2017–January 2018, DCPS provided all teachers information on policies via
email and principals shared the training with teachers, counselors, and other school-based staff.
In February–March 2018, central office leaders conducted school-based training for instructional
staff, including teachers, at every high school on all graduation-related policies. This training
series clarified key roles and responsibilities for different staff members. DCPS provided a
training deck and staff FAQ as resources. Relevant materials from this training and other related
guidance are compiled and updated in DCPS’ online platform for school leaders and staff on an
ongoing basis.

4. In response to the Alvarez and Marsal report, the former Chancellor noted that DCPS “put
systems in place beginning in term 3 to ensure that all attendance, grading, and credit
recovery policies are being upheld.” Please elaborate on these systems.

DCPS has made graduation excellence a top priority for the agency this year and has taken
several steps to ensure that current policies are followed and that the current graduation
certification process is enhanced to eliminate inappropriate issuance of diplomas.

Systems Enhancements
First, DCPS is implementing a series of steps to improve the systems that reinforce our
attendance and grading policies. In alignment with regulation, DCPS has updated the student
information system (Aspen) to automate the issuance of failures due to absence for students
with 10 or more unexcused absences per term, and 30 or more unexcused absences per course.
DCPS has also developed robust audit trails in Aspen. DCPS is storing change data capture on a
daily basis and will audit this information routinely, using a tiered approach.

As it relates to attendance, attendance entry, in-seat attendance, and chronic absenteeism data
reports are produced and distributed to leadership daily. The central office attendance team
conducts individualized follow-up with schools to ensure accurate and complete data entry.

Graduation Verification
DCPS also conducted a manual review of all 2018 cohort student transcripts, and led technical
assistance sessions with counselors at each high school to resolve any issues identified and
support communication with students and families.

In addition, DCPS undertook a thorough review of the 2017-2018 guidance provided to schools
related to the graduation verification process, and issued updated, enhanced guidance
regarding key activities and timelines related to the graduation verification process for the
remainder of 2018. This guidance includes an updated calendar, communication templates, and
checklists to support ongoing data quality assurance expectations and ensure manual transcript
reviews each term.

Graduation Monitoring Framework

DCPS has designed a graduation monitoring framework that will combine regular auditing with
an incident response procedure that will be triggered based on audit flags related to policy

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 violations and data quality or external complaints. The framework is intended to allow DCPS to
both proactively identify system challenges at all school levels and ensure an immediate
response when issues are identified. This tiered approach will be initiated in June 2018, and on a
regular basis in School Year 2018-2019.

5. What staff changes will you make to meet the expected need for summer school, credit
recovery, or courses in term 4?

DCPS is currently working to ensure all necessary staff are in place to address needs for summer
school. For this year’s high school summer school program, DCPS is offering enhanced
programming, to include both original credit courses (for the first time) and credit recovery, at
an expanded number of school sites. Last year, DCPS enrolled 2,270 students in the high school
summer school program, and with the full implementation of the secondary grading policy, we
anticipate more students will enroll this year. DCPS has capacity to serve more than 3,000 high
school students in summer school. DCPS has also updated recruitment and staffing targets
accordingly: last year, DCPS employed 114 teachers for the high school summer school program;
this year, DCPS is targeting hiring 158 teachers, and will make adjustments as needed to meet
students’ needs.

No staffing updates were made for Term 4. Schools reconfigured staff assignments and adapted
schedules to meet their students’ graduation needs at the end of Term 2. By using current DCPS
staff, schools have taken advantage of strong content knowledge within their communities.

6. How many graduating seniors in SY2016-2017 went to college?

For the students who graduated from DCPS in School 2016-2017, 1,290 enrolled in college as of
the Fall 2017, or 48 percent of the 2,704 graduates from School Year 2016-2017. This is an
increase from 46 percent the prior year.

Total
Number of 2017
Number of
Graduates Enrolled Percent Enrolled
2017
in College2
Graduates1
DCPS 2,704 1,290 48%
Anacostia HS 109 34 31%
Ballou HS 184 76 41%
Ballou STAY HS 89 N<10 N<10
Banneker HS 96 86 90%
Cardozo EC 142 42 30%
Columbia Heights EC 252 107 42%
Coolidge HS 70 31 44%
Dunbar HS 166 66 40%
Eastern HS 201 83 41%
Ellington School of the Arts 115 86 75%
Luke C. Moore HS 117 N<10 N<10
McKinley Technology HS 119 103 87%

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 Phelps ACE HS 85 54 64%
Roosevelt HS 115 47 41%
Roosevelt STAY 80 12 15%
School Without Walls HS 147 115 78%
Washington Metropolitan HS 53 N<10 N<10
Wilson HS 397 273 69%
Woodson, H.D. HS 167 53 32%
1 This includes all students who graduated regardless of the adjusted graduation cohort they belong to.
This does not include any students who graduated from a non-public institution (Tuition Grant, DCPS non-
public, or General Education Residential School) or earned a diploma through the National External
Diploma Program (NEDP). Once we receive enrollment data for students who attended non-public schools
or participated in the NEDP program, we will update these calculations.
2. We rely on the National Student Clearinghouse (NSC) to track college enrollment. Ninety-three percent
of colleges and universities report to NSC. To track students using NSC, we match with students based on
their name, birthdate, high school graduation year, and graduating high school. We cannot match using
the student’s social security number. Given this, it is possible that there are students who are either
enrolled in a post-secondary institution that does not report to NSC or we were unable to match a student
based on the available data. Furthermore, NSC are refreshed three times per year because colleges report
to NSC at different points. As such enrollment numbers may fluctuate for a high school class within a year.

7. What metrics does DCPS use to hold guidance counselors and college and career coordinators
accountable for positive post-secondary outcomes?
a. Please substantiate the reason for the number of career counselors in each high
school.

DCPS has two programs that work with high schools around college and career guidance. The
first is our guidance counselors who handle a variety of supports for our students. Guidance
counselors are evaluated through IMPACT. This includes the following components:
• Data-Driven Program
• Individual Student Planning
• Guidance Curriculum
• Responsive Counseling
• Student and Family Relationships
• Collaboration
• Scheduling (For high schools only)

Second, DCPS has College and Career Coordinators at Anacostia HS, Ballou HS, Cardozo EC,
Columbia Heights EC, Coolidge HS, Dunbar HS, Eastern HS, H.D. Woodson HS, and Roosevelt HS.
These staff members work collaboratively with Guidance Counselors.

DCPS holds College and Career Coordinators accountable to several metrics through biweekly
data reports, whole-group professional development every three weeks, monthly reports on
goal progress, and monthly individual data meetings.

College and Career Coordinator’s goals and metrics include:

• 100 percent of 12th graders have a postsecondary pathway in Naviance, an online
career planning tool used across DCPS, and receive tailored supports;

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 • 50 percent of all students 9-12th grade attend at least one college tour;
• For 12th grade students with a college-bound postsecondary goal, College and Career
Coordinators have the following goals:
o 90 percent of four-year college-bound seniors submit four or more college
applications;
o 75 percent of four-year college-bound seniors apply to one or more colleges
with a 40 percent or higher graduation rate;
o 100 percent of four-year and two-year college-bound seniors are accepted to at
least one college;
o 90 percent of submitted college applications have a final decision;
o 90 percent FAFSA completion among eligible and college-bound seniors’.
• For 12th grade students with a career-bound postsecondary goal (Employment,
Apprenticeship, Career Education, Military), College and Career Coordinators have the
following goals:
o 90 percent of career-bound students have a completed resume and one or
more post-secondary applications;
o 85 percent of career-bound students receive a job/internship offer or are
accepted into a post-secondary training program;
o 70 percent of career-bound students who receive offers/acceptances are placed
into a job, internship, or post-secondary training program.

DCPS expanded the College and Career Coordinator Initiative from three schools in School Year
2015-16 (Anacostia HS, Ballou HS, and H.D. Woodson HS) to nine schools in School Year 2016-
2017 (adding Columbia Heights EC, Coolidge HS, Dunbar HS, Eastern HS, and Roosevelt HS).

College and Career Coordinators have launched an opt-in Career Bound program called “Career
Bridge.” This program has led to 99 percent of Career Bridge seniors completing a resume and
90 percent of Career Bridge seniors who were eligible for a school year internship, being offered
an internship placement or secured employment. Career-bound seniors have access to on-site
career testing, including Armed Services Vocational Aptitude Battery (ASVAB) and the
Comprehensive Adult Student Assessment Systems (CASAS), and on-site and off-site career
exposure events.

In addition to improved career supports, schools with College and Career Coordinators have
seen improvement in key college-going metrics. Compared to mid-year data last school year,
FAFSA completion and SAT participation rates have increased, as has the percentage of students
with at least one college application submitted.

Data for High Schools with College & Career Coordinators

Mid-Year Mid-Year
2016-2017 2017-2018
FAFSA Completion Rate 28% 41%
Percent of Students with 1+ College applications 68% 83%
Average Number of College Applications 4.2 6.3
Percent of Seniors with an SAT Score 81% 94%

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 8. How does the number of School Support Team (“SST”) meetings for SY2017-2018 compare to
last school year?
a. Please explain the trendline for SST meetings at each school, including whether the
meetings have decreased or increased over last year and whether that change is due
to changes in the number of unexcused absences, changes in implementation of SST
meetings, or other factors.

The following table provides an analysis of School Support Team (SST) meetings by high school
and changes over the last two school years. The number of SST meetings may have changed
based on student attendance, staffing, school leadership, targeted central support, and partner
support.

2016-17 # Meetings 2017-18 # Meetings

School Name Required Required Change
Anacostia HS 318 250 -68
Ballou HS 737 626 -111
Banneker HS 90 56 -34
Cardozo EC 512 490 -22
Columbia Heights EC 818 673 -145
Coolidge HS 167 157 -10
Dunbar HS 399 492 93
Eastern HS 534 506 -28
McKinley Technology HS 283 334 51
Phelps ACE HS 245 194 -51
School Without Walls HS 24 51 27
Washington Metropolitan HS 87 126 39
Wilson HS 1146 993 -153
Woodson, H.D. HS 479 383 -96
Total 5,839 5,331 -508

9. DCPS detailed the number of program partners at each high school, including the number of
programs focused on academics and the number of programs focused on attendance. Most
schools had one or zero programs focused on attendance.
a. Given the increase in chronic absenteeism this year, does DCPS plan on increasing the
programs focused on attendance? Why or why not?
b. What is DCPS is doing to work with those partners not explicitly focused on
attendance to have them incorporate attendance support in their work?

DCPS believes that the success and improvement of attendance goals depends on the collective
efforts of all parties, both internally and externally. Currently, we are working to leverage the
participation of all staff, including those not directly related or involved in attendance goals,
such as pathway coordinators, early childhood educators, 9th grade academy staff, deans of
student behavior, special education coordinators, and cafeteria workers to build the necessary
relationships where the needs of our students are naturally embedded into their daily routine,
thus ultimately impacting and steadily reducing chronic absenteeism. We recognize that it takes
this collective village to tackle the issues that many of our students and families are
encountering daily.

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 Within DCPS, there are initiatives focused on addressing chronic absenteeism. As a proactive
measure, DCPS has planned summer programing that will support targeted schools with
proactive parent and student engagement. This work will include summer messaging and
personal touchpoints with students and families of students who have a history of attendance
concerns.

Prospectively, for School Year 2018-2019, all schools will be required to clearly articulate
attendance strategies in their Comprehensive School Plans (CSP). As a part of this planning
process, schools will be required to continue truancy compliance work, as well as planning and
executing specific strategies to address chronic absenteeism. Schools will select a cohort of
students who will receive supports that address attendance barriers, including: phone banking,
parent engagement sessions, home visits, and incentive programs.

With external partnerships, DCPS is working to expand its use of community volunteers,
nonprofits, and business leaders to support segments of its attendance efforts. School leaders
will play an important role in recruiting, engaging, and coordinating community partners. We
plan to leverage DCPS’ Office of Family and Public Engagement to enhance our existing
partnership base and expand our attendance partner portfolio. Additionally, DCPS is meeting
with existing partners (Show Up Stand Out, Roving Leaders, Department of Parks and
Recreation, Department of Behavior Health, Community in Schools, City Year, and Flamboyan)
to determine the best way to increase collaboration around attendance solutions. We value the
work of our existing partners and recognize that their efforts within DCPS have a critical and
direct impact on chronic absenteeism.

Additionally, DCPS is coordinating with the Deputy Mayor of Education (DME) to create a more
robust attendance messaging campaign to engage youth appropriately and to encourage
celebrities and athletes, along with nonprofit organizations, to join us in conveying the message
that “Every Day Counts!”.

DCPS will continue to partner with the DME and the Every Day Counts! Task Force to improve
attendance and reduce truancy and chronic absenteeism rates. Collaboration will focus on new
work in School Year 2018-2019 in the key partnership areas identified by the Every Day Counts!
Task Force, including safe passage, transportation for homeless youth, youth employment,
family engagement, and housing and health. DCPS will be working to ensure these activities are
appropriately matched and tailored to meet the needs of individual schools. Through
interagency cooperation, this multi-pronged approach is expected to help us achieve a greater
level of success for our students.

10. The Office of the State Superintendent of Education (“OSSE”) allowed DCPS to remove 350
seniors from the adjusted cohort, because they enrolled in another LEA or at a school in
another state. What portion of the 4% increase of “on-track” seniors is due to the removal of
those students?
a. How many “off-track” seniors moved to “on-track” from February to April?

Adjusted Cohort Graduation Rate (ACGR) Status - Percent of Cohort by Status

Of the 2018 four-year ACGR cohort, 42 percent were considered on-track as of Term 2, and 46
percent as of Term 3. Overall, the number of students who are on-track did not change
significantly from Term 2 to Term 3. There were 1,659 seniors who were considered on-track as

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 of the Term 2 update provided on February 28, 2018, and 1,676 students who were considered
on-track as of the Term 3 update on April 25, 2018.

A four-year adjusted graduation cohort is based on the students that enroll in a DC school for
9th grade and is “adjusted” by adding any students who enter the school at any point during the
next three (3) years, and subtracting any students who exit the school during that same period
and produce valid documentation of a transfer. Each year, DCPS graduates students in June and
August (Rainbow Graduation). The graduates include students who are in the four-year adjusted
cohort for that year (i.e. the class of 2018) and students graduating in their fifth year or more of
high school. DCPS also graduates a small number of three-year graduates that have completed
their programs of study early. The Actual Graduates List in Aspen captures all graduates,
regardless of cohort year, and is submitted to OSSE in August. DCPS expects 350 students to be
removed from the cohort because they have produced valid documentation of a transfer to
another diploma granting school. These removals reduce the overall cohort from 3,962 to 3,623
which accounts for a four percent increase in on-track.

Certificate Students with Transfer and

On- Moderately Significantly
Term Cohort Track Data Withdrawn
Track Off-Track Off-Track
Students Anomalies Students

Term 2 3,962 42% 19% 12% 1% 0% 26%

Term 3 3,623 46% 21% 11% 2% 0% 20%

ACGR Status - Number of Students by Status

From Term 2 to Term 3, 227 students moved from off-track to on-track. These students passed
or are passing courses that they were failing or have enrolled in credit recovery courses for
courses they previously failed.

Certificate Students with Transfer and

On- Moderately Significantly
Term Cohort Track Data Withdrawn
Track Off-Track Off-Track
Students Anomalies Students

Term 2 3,962 1659 758 462 56 12 1,015

Term 3 3,623 1676 758 408 55 12 714*

*Note: This number excludes 350 students who are projected to be removed from the DCPS cohort because
OSSE has granted approvals on documentation showing students have transferred to another diploma
granting school or the state’s cohort.

ACGR Status - Student Movement from Term 2 Update to Term 3 Update

From Term 2 to Term 3, 212 students who were on-track moved to moderately off-track.
Moderately off-track students are failing at least one course, but can still graduate in June or
August by passing all their courses and/or taking a failed course in credit recovery in Term 4 or
summer school.

Term 3 Update

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 On- Moderately Significantly Error or Transfer or
Track Off-Track Off-Track Anomaly Withdrawn
On Track 1,441 212 0 0 N<10
Moderately
227 504 18 0 13
Off-Track
Significantly
Term 2 N<10 41 371 N<10 52
Off-Track
Update
Error or
0 0 N<10 73 0
Anomaly
Transfer or
N<10 N<10 12 N<10 997
Withdrawn

11. How many seniors have (or may have) transferred or withdrawn from their schools in SY2017-
2018?

A four-year adjusted graduation cohort is based on the students that enroll in a DC school for
grade 9 and is adjusted by adding any students who enter the school at any point during the
next three (3) years and subtracting any students who exit the school during that same period
and produce valid documentation of a transfer. Students who exit but do not produce valid
documentation of transfer to another school remain in the original school’s cohort.

There have been 1,064 transfers or withdrawals from the 2018 four-year adjusted cohort since
School Year 2014-2015 (i.e. the 9th grade year of the cohort). Of the transfer or withdrawals
students, 769 occurred in the three years prior to School Year 2017-2018, and 295 occurred
during School Year 2017-2018. Of the 1,064 transfers or withdrawals, 350 are projected to be
removed because of valid documentation showing they enrolled in another LEA or at a school in
another state. DCPS expects the number of removals to increase as more valid documentation is
collected and approved by OSSE.

12. What is DCPS doing to ensure that seniors who are “moderately off-track” actually attend
credit recovery and summer school so they can graduate this year?

At the end of Term 2 (early February) school teams prioritized meeting with all 2018 cohort
students who were off-track. School teams then met with off-track students in the 2019, 2020,
and 2021 cohorts through March. At the end of Term 3 (mid-April), all high school students and
families received their report card and information about student supports at their school (see
below), including information about summer school. The 2018 cohort students and families also
received a graduation status notification letter, which shared their status and available supports.

Finally, individualized academic planning meetings are currently underway at every high school
for all grades to prepare for next school year. During these meetings, counselors discuss the
path to graduation with each student and develop a schedule that is unique to their needs,
including enrollment in summer school, if appropriate.

a. What are the metrics that DCPS is using to ensure success in moving seniors who are
“moderately off-track” toward graduation?

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 DCPS is focused on ensuring all students understand their paths to graduation and receive the
supports they need to be successful. A diploma is a passport to what’s next in life, and it is our
responsibility to graduate students who have met graduation standards. We must keep
expectations high for all students, support students in meeting those high expectations, and
have the courage to improve. For all students, progress toward graduation is tracked at the
individual, school, and district level with the Adjusted Cohort Graduation Rate (ACGR) tracker,
which provides an up-to-date view of course and transcript information for each student, during
the regular school year and the summer. The measure of success for moving seniors who are
moderately off-track is on-time graduation, as many of these students have the opportunity to
graduate on-time with their cohort in June or August (with the completion of credits over the
summer).

b. Has DCPS partnered with any organizations to help with this effort?

This spring, DCPS conducted a deep review of student supports at every high school, including
holding several focus groups with high school principals to identify strengths and gaps. Schools
were provided with individualized partnership lists, community service partner lists, and plans
and best practices for school staff on supporting students using social emotional learning. DCPS
created school-specific resource lists, including tutoring, mentoring, and other academic and
social emotional services so that students and families know the supports available to them.

c. Has DCPS or the Mayor reprogrammed any funds to support this effort?

DCPS has made graduation excellence a top priority for the agency. As an agency, we have
refocused our time, communications, and supports to ensure we are maximizing opportunities
for students. In addition, DCPS is allocating increased funding for summer school to better serve
students’ needs, and we have made strategic budgetary investments to reflect the increased
capacity needs to address systemic and individual student needs, including:
• Created a new Deputy Chief for Graduation Excellence position to work closely with
community groups, school staff, and parent groups to oversee the robust graduation
excellence plan.
• Hired a Graduation Specialist who provides direct, hands-on support to schools.
• Expanded the Pathways Coordinator program by adding a coordinator at Ron Brown
College Preparatory High School for School Year 2018-2019.
• Allocated funding for a counselor to student ratio of 1:250 (or lower) at all high schools,
and ensured that schools are allocating this funding as prescribed for School Year 2018-
2019.

13. According to new information released from DCPS on May 11, 2018, seniors in the 2018 cohort
who automatically failed due to absences in at least one course may make up loss
instructional time through the following means: take up to one original course credit in
summer school, enroll in their current school for a fifth year, or attend an opportunity
academy.
a. Why are seniors precluded from taking more than one original course in summer
school?

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 Original credit courses must meet the Carnegie Unit seat-hour requirement, which is 120 hours
for one-credit courses, and 60 hours for half-credit courses. Within the summer timeframe,
students can accrue enough hours to earn up to one original credit—either by taking one full
credit course, or two half-credit courses.

b. How is DCPS communicating this new policy to students and parents/guardians?

DCPS is committed to partnering with students and families to ensure all students have the
information they need to access the supports available to them on their path to graduation.
Individualized academic planning meetings are currently underway at every high school with all
non-graduating students (grades 9 – 12). During these meetings, counselors discuss with the
path to graduation with each student, and develop a schedule that is unique to their needs,
including enrollment in summer school or referral to an Opportunity Academy, if appropriate.

Additionally, at the end of Term 3 (mid-April), high school families received information about
summer school offerings, followed by a High School Summer School FAQ in May (also available
on our website).

c. Are students who are failing due to absences and academic reasons precluded from
taking advantage of these options?

Credit recovery courses are available only to students who have completed and failed a course
for academic reasons; they are not available to students who have failed a course due to
unexcused absences. Credit recovery provides an additional opportunity for students to learn
course material after they have failed a full 120-hour, one-credit course or a 60-hour, half-credit
course. These courses serve students who learned some content, but who need more support
and instruction in order to pass the course.

Original credit courses are for students who have never taken the course, or for students who
failed a course due to excessive unexcused absences. Original credit courses will be prioritized
for current seniors and rising seniors who require more than eight (8) credits to graduate;
additional students may enroll based on capacity.

For students who are a year or more behind on meeting their graduation requirements,
students may be referred to one of four Opportunity Academies (Ballou STAY, Roosevelt STAY,
Luke C. Moore, or Washington Metropolitan High School). These schools take a competency-
based approach to earning credit, which means there is no seat-hour requirement, and are
designed to support overage and under-credited students.

14. I am deeply concerned about students disengaging from school because they will not be able
to graduate this school year.
a. For each high school, please indicate how many seniors in the moderately off-track
and significantly off-track categories have more absences since DCPS enforced the
grading policy.

The in-seat attendance rate shows the percent of school days that students are present in
school. Since the increased focus on the implementation of the attendance and grading policy,

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 roughly half of students’ attendance rates have decreased, and half have stayed the same or
increased.

Percent of Students Whose In-Seat Attendance Decreased

School
After 2/5/18 (Organized by Term 3 ACGR Status
Moderately Off- Significantly Off-
On-Track
Track Track
Percent of Percent of Percent of
Students Students Students
Total Total Total
whose ISA whose ISA whose ISA
Decreased Decreased Decreased
Anacostia HS 55% 44 60% 45 85% 26
Ballou HS 49% 99 60% 102 67% 27
Ballou STAY 0% N<10 43% 14 49% 43
Benjamin Banneker HS 49% 98 60% N<10 N/A
Cardozo EC 55% 92 74% 35 75% N<10
Columbia Heights EC 40% 156 56% 66 100% N<10
Coolidge HS 58% 31 61% 23 53% 15
Duke Ellington School of the Arts 49% 99 47% 17 0% N<10
Dunbar HS 44% 108 53% 45 60% 15
Eastern HS 32% 107 49% 72 80% N<10
Luke C. Moore HS 26% 31 56% 27 50% 64
McKinley Technology HS 70% 125 58% 12 100% N<10
Non-Public N/A1 N/A1 N/A1 32 N/A1 49
Phelps ACE HS 46% 37 54% 26 100% N<10
Roosevelt HS 73% 60 78% 68 58% 12
Roosevelt STAY 57% 23 78% 27 77% 71
School Without Walls HS 57% 132 48% 23 N/A
Washington Metropolitan HS 0% 17 29% N<10 62% 29
Wilson HS 32% 317 31% 77 35% 34
Woodson, H.D. HS 43% 97 37% 35 75% N<10
DCPS 46% 1,676 53% 758 54% 408
1
Attendance data from non-public schools is available at the end of the school year.

b. What steps are you taking to prevent this from happening?

Individual Student Planning

As shared in question 12 above, at the end of Term 2 (early February), school teams prioritized
meeting with all 2018 cohort off-track students in February and continued meetings with off-
track students in the 2019, 2020, and 2021 cohorts through March. At the end of Term 3 (mid-
April), all high school students and families received their report cards and information about
student supports at their school (see below), including information about summer school. Each
of the 2018 cohort students and families also received an individual graduation status
notification letter.

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 Additionally, individualized academic planning meetings are currently underway at every high
school for all grades to prepare for next school year. During these meetings, counselors discuss
with students their paths to graduation and develop a schedule that is unique to their needs,
including enrollment in summer school, if appropriate.

Engaging and Re-Engaging Students

DCPS continues to invest in student support initiatives that have demonstrated improved
outcomes for preparing students for graduation and college and career.

All comprehensive high schools, Opportunity Academies, Columbia Heights Education Campus,
and Ron Brown College Preparatory High School implement the Pathways Coordinator model.
Pathways Coordinators are full-time, school-based staff members. They review student
academic data (through the ACGR tracker) and intensively support 30-50 off-track students who
are failing courses for the entire school year. A key element of this support is working with each
student to create and maintain an intervention plan that addresses root causes of the academic
failure and establishes SMART goals for each of the courses the student is struggling in. The
Pathways Coordinator serves as the mentor and advocate for these students and helps ensure
they receive the help they need (e.g. tutoring, enrichment, social emotional supports, mental
health services, etc.) to get back on track.

Additionally, DCPS has assigned re-engagement specialists to each high school to re-engage our
disconnected students or collect documentation for students who are enrolled in another
diploma-granting institution.

c. How are you communicating to students and families about the attendance and
grading policy enforcement, and ensuring they have accurate information?

DCPS is committed to transparency so that students and families have accurate information
about our policies, supports, and their paths to graduation. DCPS has taken several steps to
communicate with students and families:
• At the end of Term 2, DCPS sent a letter to families about the resources available to
them and shared a FAQ on graduation related policies to answer the most commonly
asked questions, and updated the DCPS graduation website with associated forms.
• Scheduled individual meetings with every student and their parent/guardian to ensure
that all students understand the steps they need to take to graduate.
• Hosted resource fairs at every comprehensive high school to inform students and
families of opportunities with community partners and city agencies.
• At the end of Term 3, DCPS sent students and families their report card; a graduation
status notification; information about student supports available at their school; an
attendance policy reminder and overview; and, a grade appeals due to absences process
overview.

d. How are you ensuring that teachers and school staff are communicating correct
information?
DCPS is emphasizing consistent and ongoing internal communications to ensure school-based
staff are communicating accurate information. Guidance and resources are regularly shared via
a weekly communication to principals that they can share directly with their staff. Additionally,

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 Instructional Superintendents follow-up directly with principals, and central office staff follow-
up with counselors, to ensure key communications and resources are distributed. DCPS has also
sent communications directly to teachers from the Chancellor and Deputy Chancellor of Social
Emotional Academic Development to communicate the agency’s priorities and to emphasize
how pivotal the teacher’s role is in supporting students who are struggling.

15. When can we expect the next progress report on the 2018 graduating class?

We anticipate being able to share the next graduation update in mid-June, which will include
term 4 data.

16. How many seniors in the SY2016-2017 cohort did not graduate? Of that number, how many
seniors:
a. Re-enrolled for 12th grade at their original school, another school in D.C., or another
jurisdiction;
b. Completed summer school; or
c. Enrolled in DCPS opportunity academies or an adult or alternative public charter
school?

1,019 students in the 2017 cohort did not graduate in June 2017. Among them:

• 493 students (48 percent) re-enrolled in their original school, another school in D.C., or
an alternative option (DCPS Opportunity Academy or adult or alternative public charter
school). The table below details whether they enrolled in the same DCPS school, a
different school, or alternative option.
• 146 students (14 percent) graduated in August 2017, and most of those students (131)
completed summer school. 15 students attended non-public schools whose credit
information was provided to DCPS following the June graduation, and the students were
able to graduate in August 2017. DCPS is working to improve timeliness of data
reporting by non-public schools.
• 375 students (37 percent) did not re-enroll in a school in DC, according to DCPS and
OSSE records, and 5 students (<1 percent) transferred out of state.

Did Not Take or

Did Not Earn Earned Summer Total Non-
Summer Course Credit Graduates (June)
Credit
Graduated in August 2017 15 131 146
Summer Graduate 15 131 146
Currently Enrolled in SY2017-18 246 36 282
Same School in DCPS (Still
149 28 177
Enrolled)
Different School in DCPS (adult
56 8 64
or alternative) – Enrolled
Transfer to Degree-Granting
10 N/A 10
(Charter LEA)*
Transfer to Non-Degree- 31 N/A 31

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 Did Not Take or
Did Not Earn Earned Summer Total Non-
Summer Course Credit Graduates (June)
Credit
Granting
Enrolled in SY2017-18, but
193 18 211
Withdrew
Same School in DCPS
109 13 122
(Withdrew)
Different School in DCPS
35 1 36
(Withdrew)
Different School (adult or
49 4 53
alternative) – (Withdrew)
Transferred 5 N/A 5
Transferred Out of State 5 N/A 5
Did Not Re-Enroll in DCPS 373 2 375
Left DCPS/Disengaged 373 2 375
Total Non-Graduates (June) 832 187 1,019
*Based on OSSE’s SY2016-17 ACGR Qlik Application

17. Please share the number and percentage of students in grades 9 through 11 that are “on-
track”, “moderately off-track”, and “significantly off-track” to matriculate to the next grade.

Note that students obtain promotion in high school based upon earning the number of credits
required to be promoted to the next grade.

Number of Students Estimated On-Track to Promote to the Next Grade

Total Cohort On-Track Off-Track Transfer or Withdrawn

Class of 2021 (9th Grade Cohort) 2,766 1,947 628 191

Class of 2020 (10th grade cohort) 3,384 1,982 873 529

Class of 2019 (11th Grade Cohort) 3,942 1,920 966 1,056

Percent of Students Estimated On-Track to Promote to the Next Grade

Total Cohort On-Track Off-Track Transfer or Withdrawn

Class of 2021 (9th Grade Cohort) 2,766 70% 23% 7%

Class of 2020 (10th grade cohort) 3,384 59% 26% 16%

Class of 2019 (11th Grade Cohort) 3,942 49% 25% 27%

a. What number and percentage of these students are in these categories due solely to
absenteeism?

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 Number Off-track to promote students receiving FA's and other F's
Both Automatic
Failures Due to Failures or
Absence and Missing
Only Automatic Failures for Credits for Total
Failures Due to Academic Academic
Absence Reasons Reasons

Class of 2021 (9th Grade

31 163 434 628
Cohort)

Class of 2020 (10th grade

69 301 503 873
cohort)

Class of 2019 (11th Grade

64 373 529 966
Cohort)

Percent Off-track to promote students receiving FA's and other F's

Both Automatic
Failures Due to Failures or
Only Automatic Absence and Failures Missing Credits
Failures Due to for Academic for Academic
Absence Reasons Reasons

Class of 2021 (9th Grade Cohort) 5% 26% 69%

Class of 2020 (10th grade cohort) 8% 34% 58%

Class of 2019 (11th Grade Cohort) 7% 39% 55%

18. Please share the number and percentage of students in grades kindergarten through eighth
grade that are “on-track”, “moderately off-track”, and “significantly off-track” to matriculate
to the next grade.
a. What number and percentage of these students are in these categories due solely to
absenteeism?

DCPS students in grades kindergarten to eighth do not earn credits that are tracked like high
school students. Decisions regarding the promotion and retention of DCPS students in these
grades are made by the student’s principal, based upon the recommendation of the student’s
teacher and in consideration of the promotion requirements set forth in DCMR, including
proficiency in core subjects and meeting attendance requirements. For students in elementary
and middle school, these decisions are determined at the end of the school year to allow for a
holistic evaluation of students’ academic and social emotional development.

D.C. Code and D. C. Municipal Regulations (DCMR) set forth requirements related to student
promotion and retention. This framework is intended to ensure that decisions are made after

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 intervention and support has been provided to students in an individualized manner, in
consultation with staff who have knowledge of the child’s strengths and challenges.

19. Is there an appeal process for a student who is set to have their grade or ability to pass
affected by unexcused absences? Please explain this process.
a. How have you communicated that appeal policy to schools, students, and families?

The grade appeals due to absence policy has been shared with school leaders and staff through
the policy trainings outlined in questions two and three. DCPS first communicated to families
about this process at the end of Term 2, through a family letter and Secondary Schools Grading,
Attendance, and Credit Recovery FAQ. A reminder was also sent to families with Term 3 report
cards in mid-April. The grade appeals form is also available on our website at
dcps.dc.gov/graduation.

When families choose to file an appeal on behalf of a student receiving a reduced or a failing
grade due to unexcused absence(s), DCPS follows the process outlined in 5-E DCMR § 2103.13.
It’s important to note that this process is distinct from all other challenges to education records,
which must follow the requirements of 5-E DCMR § 2602.

A student or parent/guardian may appeal a grade reduction or failure due to unexcused

absences for the following reasons:
1. A computational or procedural error in counting the number of unexcused absences
that resulted in assignment of the reduced or failing grade (mark).
2. The student and/or parent/guardian disputes the school’s designation of any day(s)
absent as unexcused instead of excused.

5-E DCMR § 2103.14 provides that an appeal filed to challenge a reduced or failing grade(s) due
to unexcused absence(s) shall be submitted to the principal of the school involved within 10
business days after receipt of the failing grade(s). DCPS has posted a Grade Appeals Due to
Absence Form on the graduation website; however, a written appeal in any format is acceptable
as long as it contains the relevant information for follow-up.

Upon receipt of such an appeal, in accordance with 5-E DCMR § 2103.15, the principal shall:
• Appoint an appeals panel, and
• Forward all written appeal requests to the panel chairperson within three (3) business
days.

In accordance with 5-E DCMR § 2103.16, the appeals panel shall consist of not less than three
(3) members to be selected from the following:
a. The principal’s designee, who shall be the panel chairperson;
b. A guidance counselor;
c. A department chairperson;
d. A teacher, other than the one involved;
e. An attendance person;
f. A student body representative; or
g. A parent body representative.

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 Please note that appropriate substitutions may be made when necessary, in accordance with 5-
E DCMR § 2103.17. In accordance with 5-E DCMR § 2103.18, the appeals panel shall hold a
hearing within ten (10) calendar days after its appointment by the principal.

The panel shall hold a hearing in accordance with procedures outlined in 5-E DCMR §§ 2103.19
to 2103.21:
• The student, parent, or representative will appear at the hearing and be afforded an
opportunity to present the student’s case and question the involved teacher upon
request.
• After hearing the student’s case, the panel will take a vote on a recommendation. Each
panelist, including the Chair, shall have one vote each.
• In the event of a tie vote, the panel’s recommendation shall be to uphold the initial
grade.

In accordance with 5-E DCMR § 2103.22, the panel’s recommendation shall be forwarded
immediately to the principal, who shall issue the decision within ten (10) calendar days after the
hearing. The principal’s written decision must provide a notification of appeal rights.

If the student or his/her parent/guardian are not satisfied with the decision of the appeals
panel, then a written appeal may be submitted to FAGradeCentralAppeal@dc.gov within ten
(10) calendar days after receipt of decision. DCPS shall convene a hearing before an
independent hearing officer, who shall issue the final administrative decision in the matter.

As always, we appreciate your interest in and support for DCPS schools.

Sincerely,

Amanda Alexander
Interim Chancellor

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