The District of Columbia

Promising Practices Forum: A Technical Assistance Workshop for DC Charter Schools   Old Executive Office Building Washington, D.C. August 4, 1998   Summary of Session Proceedings Documented by Jennifer Elcano The Region III Comprehensive Center   Co-sponsored by the: U.S. Department of Education District of Columbia Public Schools Region III Comprehensive Center

Table of Contents Acknowledgements Welcome Remarks by First Lady Hillary Rodham Clinton Overview and Introductions A Discussion with Charter School Leaders Questions and Answers Discussion with Representatives from DC Public Schools Questions and Answers Closing Remarks Acknowledgements The Promising Practices Forum: A Technical Assistance Workshop for DC Charter Schools was co-sponsored by the U.S. Department of Education, District of Columbia Public Schools and the Region III Comprehensive Center. Held in the Indian Treaty Room of the Old Executive Office Building, the event involved the participation of educators from 22 of the District of Columbia's public charter schools and representatives of the D.C. Board of Education and the Public Charter School Board. The organizers are indebted to First Lady Hillary Rodham Clinton for her participation and to Neera Tanden and other members of Mrs. Clinton's staff for their assistance in arranging the meeting site and other logistical matters. Special thanks to members of the charter school expert panel that included Milo Jane Cutter, the City Academy; Richard Farias, the Raul Yzaguirre School for Success; Mike Munier, the Jefferson Academy Charter School; Joe Lucente and Irene Sumida, the Fenton Avenue Charter School; and Katrina Wilson-Davis, the Liberty City Charter School. Within the U.S. Department of Education, several individuals contributed to the event and included Assistant Secretary Mike Smith; Deputy Assistant Secretary Judith Johnson; Director of the School Improvement Program, Arthur Cole, and staff assigned to charter school issues who included John Fiegel, Janice Williams-Madison, Alex Medler, and Mikel Morton. The District of Columbia Public Schools panel contributions were made possible by Deputy Superintendent Elois Brooks who represented Superintendent Arlene Ackerman; Mitzi Beach, Director of Categorical Programs and Development; and Gloria Browner, Coordinator of Categorical Programs and Development. Region III Comprehensive Center Director, Charlene Rivera, and staff which included Nicole Chase, Judith Gonzales, and Kwesi Rollins provided support in planning, logistics, and preparation of resource materials, as well as documenting the event. Promising Practices Forum: A Technical Assistance Workshop for DC Charter Schools Summary of Session Proceedings   Welcome Judith Johnson, Deputy Assistant Secretary, and Mike Smith, Acting Deputy Secretary of Education Ms. Johnson opened the half-day conference, calling this an "exciting time" for those who have dedicated their lives to the education of children. She introduced Mike Smith, Acting Deputy Secretary of Education, who recognized the importance of this forum, designed to further information sharing on promising strategies from successful charter schools as well as convey timely technical information from the District of Columbia Public Schools (DCPS). He noted that because DC charter schools face inevitable problems and challenges as the school year begins, all present stood to benefit from the shared expertise and ideas of invited guests, whose insights might help the DC schools become models for the nation. Mr. Smith then introduced First Lady Hillary Rodham Clinton, calling her a passionate supporter and advocate for children and education, and a friend to charter schools. Remarks by First Lady Hillary Rodham Clinton Mrs. Clinton thanked the Acting Deputy Secretary of Education, the Deputy Assistant Secretary of Education, and representatives from the DC Public Schools, conference co-sponsors with the U.S. Department of Education, for all their efforts on behalf of children and education. She noted the importance of making DC charter schools as successful as they need to be for children, their families, and for the future of all involved. She thanked the various conference participants, including charter schools, charter school boards, and invited expert panelists-whom she called "passionate advocates" for charter schools-prepared to offer their wisdom and best practices for DC schools to draw from. She recognized that while certain challenges and difficulties were inevitable, this first-hand knowledge from those at the "front lines" would help DC charter schools get off to the best possible start. Mrs. Clinton also applauded the efforts of Mrs. Arlene Ackerman, Superintendent of DC Public Schools, for bringing new vision and great energy to her position and to the charter school initiative. Absent because of a family commitment, Mrs. Ackerman was represented at the conference by Elois Brooks, the Deputy Superintendent. Mrs. Clinton expressed her appreciation for all those taking time out to attend this forum, saying that all were there for one reason: the future of our children. We cannot afford to write off any child's future, she stressed, as all children deserve a public education as part of their birthright. The remainder of Mrs. Clinton's presentation is summarized under bulleted headings below. The uniqueness of charter schools. Charter schools can revitalize and strengthen public schools today. They are more flexible in meeting the needs of children and focus more sharply on establishing goals, getting results, and providing choices aimed at meeting children's individual needs. Mrs. Clinton said that both she and President Clinton believe that charter schools bring teachers, parents, and students together again. That parents have a stake in the success of charter schools is another of their distinguishing characteristics. The success of charter schools. The number of charter schools has grown greatly during the Clinton presidency and now stands at approximately 1,100. Many of these schools have demonstrated successes in meeting the needs of children who have trouble succeeding in traditional school settings. Mrs. Clinton gave the example of a charter school in a depressed area of California where parents were inspired to become increasingly involved with their children's education, even tearing down a crack house next to the school. They also participated as cooks, carpool drivers, and teacher helpers, combining their efforts to create not just a better school but a better community. Another example in Wilmington, Delaware, fostered a business-community partnership through charter school involvement. Share, listen, and learn. Observing the charter school movement to be still in its infancy and full of daunting challenges, Mrs. Clinton called for participants to "lay it out on the table." She again recognized opportunity for the sharing of innovations, results-oriented successes, and accountability measures from representatives and leaders of several top charter schools from around the country. Recognizing that while some charter schools have succeeded and some have failed, some have had good leadership and some bad, she said all present were here to listen and learn. She implored those who need help in particular areas to ask for it. The challenge of funding. Mrs. Clinton said the Administration is working with Congress to overcome the challenges of getting proper and adequate funding for public and charter schools-to get DC the money it needs. A sacred public trust. Mrs. Clinton reminded DC charter school representatives that they hold a sacred public trust and that without accountability through outcomes, students lose. Accountability plans used by successful charter schools can serve as a model for DC and the nation. A shared stake. "We all have a stake in your success," Mrs. Clinton told conference participants, adding that the children in the DC districts have just as much potential as children anywhere in this country. "You are helping make what we believe to be true a reality across our nation," she said. She thanked participants for believing in public education for our children and for being willing to "stretch" to get the job done. Mrs. Clinton concluded her remarks by reassuring participants that the President and the Secretary of Education, along with herself, were all behind this effort and those leading it. She spoke of seeing the charter school classrooms, with their approaches and strategies that allow our kids to be all they can be. Overview and Introductions Judith Johnson, Deputy Assistant Secretary, Office of Elementary and Secondary Education Ms. Johnson commented that all present were working together for the common good of children, so that no child passes through the school system unprepared to take on his or her destiny. Noting the conference's interactive format and intent, she called for a working partnership between the Department of Education and DC public and charter schools. The interactive format would also enable participants to learn about the successes of select charter schools providing opportunities never before seen all across the country. Ms. Johnson observed that invited panelists representing such schools could provide opportunities for participants to hear what has worked well, what to keep in mind, and what might be done differently. Charter schools stand poised to serve as a model for public schools, she said, adding that some public schools offer innovative approaches as well. The key is partnership and continued striving for excellence. Ms. Johnson asked participants to identify on a distributed form the issues and questions they would like to see addressed now and over time. She concluded by reaffirming her desire for a long and fruitful partnership. A Discussion with Charter School Leaders Katrina Wilson-Davis, Liberty City Charter School, Miami, Florida; Milo Cutter, City Academy, St. Paul, Minnesota; Mike Munier, Jefferson Academy Charter School, Broomfield, Colorado; Joe Lucente and Irene Sumida, Fenton Avenue Charter School, Lake View Terrace, California; Richard Farias, Raul Yzaguirre School for Success, Houston, Texas. In this interactive panel session, panel members were asked to consider "what I wish someone had told me before I started my charter school." They were also to share their experiences with such important issues as accountability and assessments, relationships with sponsors, special education, and responsibilities of charter schools as Local Education Agencies (LEAs). Dr. Arthur Cole, Director of School Improvement Programs in the Department of Education's Office of Elementary and Secondary Education, called the charter school initiative one of the fastest growing programs in the Department. Expressing his enthusiasm for the panelists' participation as representatives of successful charter schools, he said they would try to do two things: (1) explain how their schools work and (2) say what they "wish their moms had told them before they started." Dr. Cole then briefly introduced the four panel members, beginning with Milo Jane Cutter, whose school, City Academy Charter School in St. Paul, has the distinction of being the nation's first charter school. He then introduced Katrina Wilson-Davis, principal of Liberty City Charter School in Florida, that state's first charter school. Mike Munier, principal of Jefferson Academy Charter School, has a waiting list of more than 1,000 kids for his school, which was started in 1994 by a group of parents desiring a more academically rigorous program. Joe Lucente and Irene Shigeko Sumida, representing Fenton Avenue Charter School-the largest public elementary school in the nation for pre-k through fifth grade-had their charter renewed on the strength of their evaluation, making them good advisors on accountability. Finally, Richard Farias, founder and chief operating officer of the Raul Yzaguirre Charter School for Success, has opened three schools in 3 years.   Milo Jane Cutter, City Academy Charter School, St. Paul, Minnesota Ms. Cutter said that her school's original purpose was to return children who had left public school, for whatever reason, to where they could achieve post-secondary goals. The target age for the school is between 16 and 21, and the school's major partner is the city of St. Paul. Services are offered at the school from 7 a.m. to 8 p.m., including career-related work experience designed to engage students in real-world activities. Ms. Cutter highlighted the importance of frequently revisiting the school's mission, as doing so helps the staff and parents stay focused on what is in the children's best interest. Revisiting mission requires listening to kids and to what they want and need, rather than forcing them into a predetermined curriculum. In other words, their school's mission requires choice. Accountability is a big issue at City Academy. "Accountability is our friend," Ms. Cutter observed, as it provides proof of and gives credibility to the innovative and effective means being used to educate and empower children. Her school uses test scores, along with other measures.   Katrina Wilson-Davis, Liberty City Charter School, Miami, Florida The Liberty City Charter School accepts children from kindergarten through the fourth grade and is open to all of Dade County, Florida. Ms. Wilson-Davis said she would like to have known that as a charter school principal, she would wear many hats-from custodian to substitute teacher to financial manager. She advised participants to operate their schools as they would a business, being mindful of resources and of getting the most bang for the buck in accomplishing the many tasks a school requires. "Get ready to redefine your role," she said. Ms. Wilson-Davis also spoke of the need to resurrect emotion and passion, saying that people want substantive, tangible items they can "feel."   Mike Munier, Jefferson Academy Charter School, Broomfield, Colorado Mr. Munier noted that this is the 5th year of operation for his school, which teaches mainly kindergarten through sixth graders, along with about 100 junior high students. As a core knowledge school, Jefferson Academy is curriculum-intensive. While agreeing with Ms. Wilson-Davis that a principal or director must understand all facets of a school's operation, he also stressed the importance of finding the expertise to help out in those areas where help is needed. He urged participants not to underestimate the value of partnering and of reaching out to district personnel, be they superintendents, directors, or executive directors of their organizations. Mr. Munier said his school uses test scores as part of a variety of assessments, including outside audits, all of which help to promote accountability, critical to success.   Joe Lucente and Irene Shigeko Sumida, Fenton Avenue Charter School, Lake View Terrace, California Presenting themselves as a team, Mr. Lucente and Ms. Sumida said one lesson they have learned is the importance of being a team and having good division of labor. Fenton Avenue is the largest charter school in the nation, with 1,300 students in kindergarten through the fifth grade. Teaching a diverse population, the school has shown tremendous growth in the area of technology. Lessons learned include the seemingly limitless capacity for achieving beyond expectations. Other lessons include a recognition that yesterday's adversaries can be tomorrow's greatest supporters. Mr. Lucente gave the example of the Los Angeles Unified School District partnering with the California public charter school program in a lawsuit against the school. Mr. Lucente also urged participants to put children first-a major conference theme-and to not get hung up on the adult issues. Children must be the central focus. Ms. Sumida urged participants not to say "no" to people wanting to see, participate, offer suggestions, etc., relative to their schools, as being a "fishbowl" can lead to offers for help and other good intentions.   Richard Farias, Raul Yzaguirre Charter School, Houston, Texas The Raul Yzaguirre Charter School is addressing problems associated with a variety of school-related failures, such as school violence. Calling himself an "education facilitator" and not an educator, Mr. Farias spoke of the importance of involving parents and of addressing the individual issues and problems that children present. He has hired a bilingual staff to teach middle and high school students, whose number has grown to 450. Children must not merely be educated, Mr. Farias contended, they must also be cared for. He stressed the need for a comprehensive system that addresses the whole child and the whole community. He noted the importance of having a solid foundation and a strong guiding force for establishing a charter school. Educators can learn from charter school "pioneers" and vice-versa, he explained, citing his own education savvy-though he is not an educator. Questions and Answers Panelists and Conference Participants Following their brief presentations, panelists answered questions from the audience. These are summarized below. Q. What impact is the funds initiative having on your schools in California? [Irene Sumida]: Although initiative 227 presents a major issue for our schools, parents can still ask for a waiver, allowing our charter schools to continue. We are also hopeful for a Title 7 grant we have written.   Q. The academic achievement of all of our children is an issue that has not been addressed. We need real, authentic measures, such as essays, not multiple-choice test scores to determine achievement. Comment? [Mike Munier]: Authentic assessment is important. Jefferson Academy evaluates students twice a year on the basis of writing assessments. Additionally, students are asked to conduct self-assessments through surveys given to both kids and parents. A key assessment indicator for our school is whether we are making our "customers" happy. [Katrina Wilson-Davis]: I agree with the need for authentic assessment measures. We do our own internal assessments at Liberty City. We work to find assessments on which both we and our school districts can agree on and often can come up with alternatives, such as electronic portfolios. You must set the precedent for establishing viable alternatives that allow for authentic assessments. [Irene Sumida]: We use standardized tests, as well as have portfolios on each child that follow them through school. We also compare our students with established benchmarks.   Q. How can you show that alternative, school-developed measures are valid? [Irene Sumida]: We teach our students how to take tests. You have to work to translate the success you see and know into tangible proof to show others. [Milo Jane Cutter]: City Academy uses the standardized state tests as another method for students to view their own strengths and weaknesses and to build up areas where they see deficiencies. Portfolios are good for their comprehensiveness in that they cover many areas. But children still need to take the state tests and to learn how to take them and use the results. [Richard Farias]: I really hate the state tests. We need to do something to show that they are not accurate measures of what our students are learning.   Q. What advice do you have for how to start, staff, and run oversight boards or boards of directors? [Irene Sumida]: It is extremely difficult to have a really good board of directors when you are a charter school. It is therefore important to provide board training as quickly as possible for your board. Bring in resources to talk to your board members about education and policy. [Joe Lucente]: We had seven governing councils when we became a charter school. We have since pared that number down to four, all of which are decisionmaking councils and boards with participation by teachers, parents, and the community. You must assess your own community to know what is needed to make residents feel comfortable and to bring them up to speed-starting with basic needs. Sometimes you must start at the level of providing food banks or English classes and gradually offer more sophisticated classes and education seminars (for example). [Mike Munier]: Jefferson Academy has educated its board to become more proficient. You must show compassion and understanding in your dealings with people, so there can be cohesion with the board, the school, and the community. [Milo Jane Cutter]: At City Academy, we are the board, which is made up of licensed teachers. We developed a school policy board, and everyone serves on the committee that makes recommendations to it. [Richard Farias]: Remember that charter schools are a public entity. It is therefore important to keep your board and other meetings open to the public. [Katrina Wilson-Davis]: Make sure your board membership is reflective of the goals of your school, e.g., include computer experts if you are a technical school. Whether technical experts, parents, or banks, representatives should reflect your school's mission. Ask for advisors to serve on your board as resource persons for important areas. [Milo Jane Cutter]: Bring in people who share the ownership of your dream. [Joe Lucente]: Look for people who will support the mission and vision of your school. Access the expertise available in your communities, thinking both long- and short-range. [Mike Munier]: You must decide whether the board will be a policymaking board or a hands-on working board. You must also define the board's relationship with the school administrator.   Q. We need parent involvement. Do you have suggestions for soliciting it? [Mike Munier]: Jefferson Academy holds a weekly parent coffee, which provides a forum to discuss school issues and to recruit more parental involvement. The informal coffees also provide opportunities for parents to take ownership of our mission. The school administrator must start the process. [Irene Sumida]: Fenton Avenue asked parents what kinds of classes they wanted. In offering classes, we built in flexibility in the form of theme options, alternative class times, and babysitters. We also provide resources through our Family Center to meet basic health and "life" needs of families. In return for these services, we ask people to come in and help the school in some capacity. Volunteering is required in pre-kindergarten classes. Award ceremonies are also good ways to gather families. The school's parent volunteer program has garnered hundreds of parent volunteers, and all our classes now have a parent volunteer who helps the teacher. Fenton also offers Saturday classes for parents . [Katrina Wilson-Davis]: Liberty City contracts with parents for 30 volunteer hours. We had to redefine what "volunteerism" meant at our school. We also had to become more parent-involvement friendly by doing such things as removing the counters in our office, avoiding educator jargon, and letting parents volunteer in ways that make them comfortable. To elicit parent involvement, charter schools must be accessible, flexible, and welcoming. Knock down barriers and let your staff know they need to communicate on real terms with parents. [Richard Farias]: In Houston, I had to dispel the myth that Hispanic parents do not care about their children's education. Adopting a kind of "tough love" policy, we demanded 36 hours from parents, or their children fell to the bottom of the list for returning to school. Our parents also helped to fill a funding gap. [Joe Lucente]: We have a school contract at Fenton, with minimum hours required for parent involvement; however, we also realized that some parents either cannot or will not participate. We do not disenroll their children, because sometimes we are their last and greatest hope. Instead, we work with their parents to try and increase participation.   Q. How do you motivate and keep up the self-esteem of a child with special needs without labeling them as such? [Irene Sumida]: Fenton offers after-school classes, intensive teacher help, phonics training, and help with homework. Teachers are compensated for this extra time. [Mike Munier]: Jefferson Academy offers educational assistance in classrooms 5 hours each day. This supplemental study has had an amazing impact on kids who are struggling. But you must have the manpower available to offer it. [Richard Farias]: There is no one way to help children who need extra attention. Rather, the individual needs of a child must be considered. At Raul Yzaguirre, we have an extended day program and a video-based program to give extra help to students. [Katrina Wilson-Davis]: It is important not to label children. You can provide pull-outs for children at all different learning levels. Do not label and group, just help.   Q. We need to develop outcome measures to assess action-oriented successes, such as those related to cooking, developing a business plan, or other real-world activities. Comment and suggestions? [Katrina Wilson-Davis]: You are absolutely right. Assessments for charter schools must be different than for traditional schools. You should serve as resources for one another and champion your "tried-and-true" assessment approaches and strategies. Your entrepreneurial program, for example, could be tailored and developed as an assessment tool for DC charter schools. Assessment is a huge undertaking for anyone. Join together with your concepts and invent and share. [Milo Jane Cutter]: Educators are learning, too. All your ideas should light a fire in us to keep learning.   Q. How do you handle discipline and evaluate the security at your school to ensure that you are providing a safe learning environment? [Richard Farias]: Remaining a small school helps, along with maintaining a low teacher-student ratio. Hire people who will work with students on an individual basis. A parent involvement coordinator facilitates parents feeling welcome and getting involved. We also provide transportation to all of our students, although this service is expensive. You must consider your whole environment and what your are creating. We have not had any major discipline problems. [Milo Jane Cutter]: At City Academy, our students helped to design our code of ethics. Respect is key, and mutual respect requires communication. Students should also have a major part in decorating and refurbishing the school as doing so gives them ownership and discourages graffiti and other kinds of vandalism. A conscious effort is needed to foster and demonstrate mutual respect in all aspects of the program.   Q. Creative financing is a critical issue for us. Do you have any suggestions, e.g., how to finance the acquisition of computers? [Joe Lucente]: You have to keep trying, keep calling people and soliciting their support. Be tenacious. For a computer network, you will first need to lay down a backbone. At Fenton, GTE came to the table and agreed to finance us for 10 years. Our software was provided by the Educational Management Group. Additionally, Ms. Sumida wrote several outstanding grants that resulted in funding for our school. [Richard Farias]: Conduct public relations activities. Get in the media as much as you can and publicize your efforts. A couple of investment companies in this country are funding charter schools. Also, be prepared to write as many grant proposals as possible. [Milo Jane Cutter]: Look for who stands to benefit from your success and ask them to be partners and provide resources. That is how City Academy got $5,000 a year in utilities, because the utility company stood to benefit from our students being better prepared to enter the work force. [Katrina Wilson-Davis]: Apply for membership in your Chamber of Commerce and network with business entities. Develop a brochure to distribute. Other good strategies include holding an open house, developing a mailing list, and sending out materials, e.g. letters from kids, that convey positive points about your school and its mission. Be an advocate for your school, turn over rocks that are unturned, and write letters. [Joe Lucente]: Seek out whatever the organization is for networking in your area and get involved.   Q. On teacher recruitment, how do you attract, keep, and empower teachers? [Irene Sumida]: At Fenton, a parent group is responsible for selecting teachers. Requirements for teachers are included in our charter. We train our teachers ourselves, with the help of five mentor teachers on staff, who are compensated well ($5,000) for their efforts. We also have grade-level chairs who are compensated $2,400 above their salaries. Teachers at Fenton work hard, often on weekends. Fenton does much in the area of staff development and invests in many varied professional development opportunities. No one at our school is a member of a union or district. All are employees of Fenton. [Joe Lucente]: College career fairs are a good place to find teachers. The "fish-bowl" effect, i.e., allowing people into your schools to see what you are doing, is also a good way to find teachers. [Mike Munier]: Success draws good teachers. Jefferson Academy has yet to advertise for teachers. [Richard Farias]: Paying teachers more than the typical starting salary offered at other schools helps to attract better teachers who stay longer.   Q. Can you comment on being your own LEA versus not? Also, how are you addressing the special education needs of kids who have recognized their eligibility for special services? [Milo Jane Cutter]: Students are entitled to their civil rights. The question is how to deliver special services in the least restrictive environment. You must have the proper resources on board. Our school strives to be inclusive of children with special needs. But you must document your approach to providing special educational services and create the best "paperwork" you can on the subject. A good contact for help in this area is Kyllo at 612-645-1996. [Katrina Wilson-Davis]: Learn how to work through the maze of legal requirements for meeting the special needs of children. Failure to comply with the law in this area is a serious issue. You must sift through the requirements and know what you absolutely have to do. Summarizing this panel session, Dr. Cole observed that there are no simple, easy answers to address the complexity and variety of issues that charter schools and educators in general face. Discussion with Representatives from DC Public Schools (DCPS) Elois Brooks, Deputy Superintendent, DCPS; Mitzi Beach, Director for Categorical Programs and Development, DCPS; Gloria Browner, Program Coordinator for Categorical Programs and Development, DCPS. This panel provided updates and answered participant questions on such timely topics as parental involvement, funding, the Improving America's Schools Act (IASA) of 1994 Title I application process, and general amendments to budgets or applications. Secretary Johnson introduced the panel members, beginning with Elois Brooks, a former principal and teacher from California with 34 years in public education. Secretary Johnson praised her energy, commitment to, and high expectations for children. Mitzi Beach, with 25-plus years in public education was also noted for her "incredible energy." Gloria Browner is also a longtime DC resident and DCPS professional. Secretary Johnson said the panelists would outline their expectations, understanding, and commitment relative to DC public schools and would take audience questions following their remarks.   Elois Brooks, Deputy Superintendent, DCPS Bringing greetings from Arlene Ackerman, Superintendent of DC Public Schools, Ms. Brooks said she was appreciative of the opportunity to work with the Department of Education to present this conference. Putting children first. Ms. Brooks reminded the DC charter school representatives present of their opportunity to engage students with their vision-to put children first and give them a chance to be productive citizens. She spoke of a moral obligation to all children, whether in DC, charter, or any public school. Accountability is key. Dr. Ackerman has infused accountability into the DC public school agenda. Without it, DC charter schools will fail. [Mrs.] Ackerman also ended social promotion, tied promotion to test scores, and enacted an accountability system for principals. Next year, DCPS will have a new information system to hold it accountable. In this country, argued Ms. Brooks, the only thing that truly matters is the test scores. Parents do not care how "bright-eyed" the children look; rather, they want a means for comparing performance on a standardized basis. Vision needed to succeed. Ms. Brooks told DC charter school representatives that while the array of ancillary services typically available to public schools and taken for granted-e.g., legal and health services-will not be available to them, they will succeed if they remember to keep children first.   Mitzi Beach, Director for Categorical Programs and Development, DCPS Dr. Beach called attention to a handout containing the parent involvement rules for Title I as well as specific responsibilities required for LEAs. Meaningful parental consultation required. Dr. Beach noted that schools must engage in meaningful consultation with parents when drafting written parent involvement policies, two of which are required-one for schools and one for LEAs. Parents must participate in drafting the policy, and schools must ensure a means for distributing it to them. Policy geared to encouraging parental involvement. A school's parental involvement policy must contain specific items, delineated in the handout. For instance, schools must hold annual meetings and provide a flexible schedule for them. These and other requirements are aimed at welcoming parents and providing them with information. Items unique to DC public schools. There are approximately 15 exceptions to Title I requirements for DC public schools, most of which Dr. Beach urged participants not to take. For instance they are exempt from parent-school compacts and from having to build capacity for parent involvement. They are also exempt from the required 1-percent agency allocation for carrying out activities related to parental involvement and parent improvement programs.   Gloria Browner, Program Coordinator, Categorical Programs and Development, DCPS Ms. Browner called attention to two handouts: an informational directory for DC public charter schools and a timeline for DC public charter schools federal grant programs. Good example of Titles integration. Ms. Browner recognized the Community Academy Charter School for providing a good example in its IASA grant application of how to integrate Titles II, IV, VI, and Goals 2000 funds to increase teacher involvement, provide parent training, and examine risk factors for drugs, for example. Assessment checklist on the way. The Categorical Programs and Development (CPD) office will be sending applicants an assessment checklist to show where improvements are needed on their applications, particularly in the area of integrating funds. For charter schools opening in September. Charter schools opening in September 1998 must submit the following to CPD by October 9, 1998, to determine the level of Title I funding: an actual student enrollment count, the number of enrolled low-income students residing in DC, and a roster of students enrolled, including name, address, sex, and grade. A detailed process for acquiring Title I funds will be disseminated to schools by memorandum. October 9, 1998, is the verification date for appropriated as well as federal funds. National School Lunch Program. Ms. Browner provided the name of Catherine Lynch, Food and Nutrition Services, as the DCPS information contact for obtaining and submitting free lunch applications. That information will be tied to the other Title I funding information (above) in determining funding levels. Process for amending applications. Application amendment must be done through forms F-1 (fund integration activities), F-2, and F-3 (budget). Applicants should send in only the amended pages, not the entire application. They may also send in changes by way of a letter, without including the entire plan. Distribution of funds. DC public charter schools opening in September are slated to receive funds by September 1, 1998. Charter schools that operated during the 1998 fiscal year will receive 25 percent of Titles I, II, IV, VI, VII, and Goals 2000 funds based on reported actual student counts. Public charter schools opening in September 1998 will receive 25 percent of the grant funds from Titles II, IV, VI, VII, and Goals 2000 based on projected enrollments. Actual student counts are reported on October 9, 1998. Title I funds will be based on the October 9 count. Questions and Answers Panelists and Conference Participants   Q. How is transportation written into Individualized Education Plans (IEPs)? (from School for Arts and Learning) [Elois Brooks]: We will provide transportation for special education students if it is specified in their IEPs. Kevin West, Transportation Branch, DCPS, is the contact person for more information. His phone number is 202-576-6305.   Q. When will Title I funds, based on the October 9 count, be distributed? [Mitzi Beach]: In approximately 30 days.   Q. Are monies from the $3 million revolving fund still applicable? [Mitzi Beach]: Allison Farris and Joyce White at 202-727-1091, both from the DC Office of Budget and Planning, are contacts for more information about the revolving fund monies. [Gloria Browner]: Monies from the revolving fund loan will be used for operational start-up costs, with 75 percent available right away and 25 percent by October 1.   Q. We were supposed to have access to those funds by July 1, and not having them is causing operational problems for us. Comment? [Mitzi Beach]: The city is taking over that responsibility from DCPS, which has caused the time lag. Call the informational contacts from the Office of Budget and Planning given above for more information. [Participant clarification]: Monies borrowed against the revolving fund at school's opening come out of the 75 percent October 1 allocation.   Q. What is required as part of the process for hiring teaching personnel? [Joe Carillo, Office of the Superintendent]: Teachers can get forms and information from the Office of the Superintendent. Tell your teachers to write me for specific hiring criteria. There is information that we need from teachers as well.   Q. What about schools-to-work funding? [Elois Brooks]: I have not yet heard that we have received that funding. We need a grant receipt letter from the Department of Education to make the award official, as there is a formal process involved. [Mitzi Beach]: Even Start and family literacy programs are offering grants and have begun soliciting Requests for Applications (RFAs). You may want to compete for these monies. Even Start will be available on August 12 and will come out of the Office of Grants Management. The Comprehensive School Reform Development Program will start at the end of August. The criteria for receiving these funds include demonstration of the following: effective research-based methods and strategies, comprehensive design, professional development for educators, verbal goals and benchmarks, wide school support of programs and reform initiatives, parental involvement, external technical support and assistance, evaluation strategies and plans, and coordination of resources for comprehensive reform. Gloria Browner and Dorothy McDowell, CPD, at 202-724-4980, are contacts for more information.   The panelists concluded by urging participants to contact any of them for additional help. (Mitzi Beach and Joe Carillo will be the "rumor breakers.") Closing Remarks Judith Johnson, Deputy Assistant Secretary, Office of Elementary and Secondary Education, U.S. Department of Education Secretary Johnson provided the following summary statements as reflecting themes emerging from this half-day conference. While there are no simple answers, the panelists contend that success is not only possible but highly probable. There is much evidence that kids can succeed, that parents will participate, and that business will get involved. If you set the expectations high, people will meet them. There is a huge network of people willing to help; seek them out. Pick up the phone and ask for help as you discover issues that need to be addressed. Pay attention to standards for promotion, training, etc., while recognizing the uniqueness of each school and its population. Accountability helps all. Testing is only a portion of the accountability piece, and performance assessments must be regarded as multilayered, diagnostic tools that can highlight areas where more help is needed. They can also help you make a case for more support in the form of money and commitment for services from the community. You do not need and should not heed the exemptions allowed. Parental involvement is of primary importance. An effective resource center comes from you, your parents, and your students. Though not addressed specifically at this conference, teacher evaluation is also an important component of a charter school program, along with curriculum development. Aligning curriculum with assessment targets is of utmost importance. At the top of your public relations packet, state what you want to accomplish and include the themes of creative thinking and of learning as being lifelong and transferable. If you that, you will get the funding you need. In concluding the conference, Secretary Johnson reminded participants that September 8 is opening day for charters. She assured them that the Department of Education would be there for them as friends and collaborators. The meeting was adjourned at 2:00 for informal conversation and networking among participants and conference sponsors.