W6PSPO Meeting Notes – March 19, 2019

March 19, 2019
Payne Elementary School, 1445 C Street, SE, 6:30 p.m. – 8 p.m.

  1. At-Risk Funding Overview – Betsy Wolf, Amidon-Bowen parent [See presentation]
  • Inequity in school funding in DCPS
    • DCPS funds look like they are equitably allocated across schools in that schools serving greater % at-risk get more funds. But schools serving greater % at-risk also serve more students with IEPs. Taking out special education funding, no longer see equitable funding across schools in DCPS.
    • Why not? Where is at-risk money going? It’s going to cover core general and special education positions in many cases. At-risk money is not truly supplementing the base funding.
  • Achievement gaps
    • DC has a large achievement gap because it has large income inequality. Nationwide, achievement gaps are the highest in places with the greatest income inequality.
  • Interventions to target achievement gaps
    • To target the achievement gap, you need to supplement instruction for the lowest performing students. Small-group instruction and tutoring have been shown to be the most impactful interventions in education research. But schools don’t have enough extra money to fund positions like reading specialists across the board.
  1. Open discussion with Chancellor Ferebee
  • Budget: trying to address decline in enrollment w/in schools in East DC vs

    Community response to Chancellor Ferebee’s characterization of FY20 budget

    overcrowding in West DC 

  • Pointed to Council legislation re: stabilization to support schools in enrollment decline (cap at 5% of resources)
  • Confusion remains around DCPS budget/follow the $?
    • Start at per pupil allocation, then add $
    • Comprehensive staffing model adds to ‘blur’
  • Re: recommended interventions to target achievement gaps (like small group/reading specialist):
    • School based decision today; do we create a model that is mandatory
    • Influence of great teachers/school leaders is not necc equitable
    • Believes in autonomy, but also in sharing with schools research-based strategies to inform their staffing and budgeting decisions.
  • Cross-sector planning (W6PSPO → community members; CF: Chancellor Ferebee)
    • W6PSPO: Proliferation of charters and impact on overall resources. CF: Approaching coordination carefully;
    • W6PSPO: Need planning and stability w/ policy around it; Need Chancellor to be ‘cheerleader’ for DCPS
  • Inequity w/in schools
    • W6PSPO: Resources/visibility w/in schools are focused on early childhood families (engagement is higher from early childhood families), but schools are being judged by test scores at 4/5th grades
  • Teacher Turnover
    • W6PSPO: When classrooms are without a teacher for extended period of time, is there an accountability model parents can follow up with beyond the principal? (Principals are not always responsive nor give priority to staffing gaps). CF: Instructional superintendents are first point of contact.
  • School Leadership:
    • W6PSPO:What can the DCPS do to strengthen teacher/principal retention? CF: Exploring multi-year principal contract (today, principal contracts are renewed -or not- annually);  Committed to engaging w/ WTU on IMPACT; Solve for great leadership
    • W6PSPO: Principals are able to use IMPACT to evaluate and retaliate against teachers; teachers don’t have a meaningful way to give feedback on principals. CF: DCPS tracks data about whether teachers return. Understand that there are independent evaluators under IMPACT. W6PSPO: Correction – WTU did not want evaluators who didn’t know them, the school community and requested peer evaluators. Suggest DCPS pursue meaningful feedback from teachers when evaluating principal’s performance;
  • Modernizations/Community Engagement:
    • W6PSPO: Modernization/PACE act – suggestion to engage parents who have gone through SIT process to get a view ‘under the hood’ how policy plays out in practice.
    • W6PSPO: What can we hold DCPS accountable for vis a vis lead in drinking water? CF: DGS/DCPS committed to communicating at each step of the process.
    • W6PSPO:  DCPS central office staff need to spend more time in the schools, understand what happens on the ground
  1. Open discussion with Jessica Sutter, SBOE W6
  • State board voting on priorities Weds, March 20
    • STAR report/dc school report card
    • OSSE survey on report cards: 3 year cycle for changes, except High school growth model
    • High school graduation requirements/Credit recovery
    • Committees
      • Teacher/leader turnover
        • Teacher/leader working group 1st friday of month 10 am
      • Research, 3rd Friday
      • Social studies 3rd Friday
      • Rich curriculum 3rd Friday
  • Ward 6 DCSBOE Rep Proposed Priorities (JS = Jessica Sutter; W6PSPO → Community members)
    • OSSE STAR Rating Feedback: JS: Will use OSSE Survey and SBOE surveys as starting point for community level discussions. How best to do the OSSE/STAR feedback for Ward 6?  W6PSPO: Best at school level; better opportunity for collecting feedback, esp from teachers. Focus group model.
    • Middle/HS paths: Ward 6 families have expressed frustration around middle and high school options. (in particular lack of strategy around dual language continuation) Middle and high schools (mostly parents from dual language programs have reached out and are dissatisfied w/ feeder options). Looking at options for bringing solutions for Tyler and Stokes communities. W6PSPO: Should start conversation with DCPS; feeders patterns would be affected.
    • Advocacy Coordination Across Sectors: JS: should W6PSPO broaden advocacy efforts to also include charters? W6PSPO: overall, priorities are not necessarily always aligned. Currently, W6PSPO has hands full w/stabilizing feeder patterns, DCPS budget, technology, etc. W6PSPO always open to coordinating with charter schools when it makes sense on specific issues common to all schools.  Some common areas might include standardizing grades (like grade middle schools start, e.g., 5th for charters, 6th for DCPS; SpEd student imbalance (neighborhood schools and open enrollment schools bear the brunt of SpEd-heavy communities, while charter and selective DCPS schools have low SpEd population).

4. Wilson Building Visits – Danica Petroshius –

  •  Friday, March 23 10AM-4PM. Danica to follow up via email to W6PSPO

5. CHPSPO’s new name →


Next CHPSPO Meeting: April 23, 2019 (Note:  4th Thursday due to spring break)

Upcoming Events

Budget Oversight Hearings – Register to testify here–>

  • March 27      State Board of Education, Office of the Ombudsman for Public Education, and the Office of the Student Advocate
  • March 29      DCPS (Public Witnesses Only)
  • April 4          Public Charter School Board
  • April 9          Office of the State Superintendent of Education
  • April 25        Deputy Mayor for Education

March 25      Capitol Hill Community Foundation Spring Grants deadline

March 29      Ferebee Friday, Pretzel Bakery, 8 – 9:30 am

Visit W6PSPO on the web at


Bike to School Day is May 8, 2019 @ Lincoln Park – Save the Date!


How to plan a fantastic party on wheels with all your school friends….

  • Step 1: Mark your Calendar –> May 8, 7:30-8:15 AM @ Lincoln Park.
  • Step 2: Register your school‘s event (or your participation in the Lincoln Park event)!!
  • Step 3: Tell all your friends about Steps 1 and 2!

Brittany Wade Testimony – Roundtable on Chancellor of DCPS Dr Ferebee Confirmation – February 12, 2019

Committee on Whole and Education

Public Roundtable on the Chancellor of the District of Columbia Public Schools

Dr. Lewis D. Ferebee Confirmation Resolution of 2019

Tuesday, February 12, 2019

Good afternoon Chairman Mendelson, Chairman Grosso, and other respective council members of the committee. My name is Brittany Wade a resident of ward 7 and a very proud mother of five children that attend Stuart Hobson middle school, Ludlow-Taylor and Smothers Elementary in wards 6 and 7.

I serve with Parents Amplifying Voices in Education (P.A.V.E) on the ward 7 PLE board. I am excited to discuss the Chancellors confirmation because I can honestly say I have done my part to help in the hiring process. Or at less talk to the ones responsible for making the decision.

My vision for DCPS is simple. I want for every child no matter which neighborhood they reside in to receive the same education as all DCPS children.

As I stated before I am a ward 7 resident and only one of my children attends our neighborhood school. Since the school year has started it has been like the tale of two cities for my family. There is a great disparity between the PTO funds generated at one school versus the other. The PTO at one school is helping with field trips and activities for the children throughout the year. I want my children to attend their neighborhood schools but it’s just not in my family’s best interest to do that when I know the school is not living up to its potential because of the funding disparity.

I really hope the chancellor will work with the Mayor as well as the council to insure budget transparency and evenly distributed resources in all 8 wards of the city. Allowing families to make the most informed decisions about the decision to enroll their children at a particular school, and how to better hold the school accountable for ensuring the funding is managed appropriately.

I also hope the chancellor will pay close attention to schools in ward 7/8 to help bring more opportunities and resources needed to help our neighborhood schools perform better. More dual language programs, vocational programs that will help prepare our young people to not just go to college and the military, but that will teach them skills to create businesses and help others in their community.

Being the Chancellor of Washington, DC is a huge task that I am sure Dr. Ferebee has now realized. I just hope that he continues to understand DC’s ever changing landscape but also keeps our children’s needs at the for front of his mind.

Thank the committee on the Education and committee of the Whole for allowing me to testify and share what I want to see for our kids and our city.




Katy Thomas Testimony – DCPS Performance Oversight Hearing – February 26, 2019


kazt1978 [at] gmail [dot] com





FEBRUARY 26, 2019

Chairman Mendelson, Chairman Grosso, Councilmember Allen and committee members, thank you for the opportunity to testify today. I am the mom of two current Miner ES students (1st grade and PK4) and a rising PK3 student. I serve as the PTO’s Vice President and Community Engagement Committee chairperson.  


In May 2018, Councilmember Allen announced he had secured $3 million in FY2019 funding for new playgrounds at Miner and Tyler elementary schools in Ward 6.  The Miner community was thrilled, as making improvements to our outdoor campus had been a top priority. When the announcement was made public, we were in the midst of working closely with DCPS to plan for improvements to our outdated ECE playground over the summer months.  We thought having such great advance notice and already established contacts with the right people at DCPS would give us a leg up in being able to thoughtfully plan and design our new $1.5 million outdoor renovation.

Our school community came together in early September for an initial meeting with DCPS to learn the timeline, expectations and process for a project of this scope.  Our students would be engaged in helping determine playground equipment while parents, teachers, staff and broader community members would participate in PTO-driven feedback sessions.  Meanwhile, DCPS would begin the process of securing a designer in October so that a contractor could be hired in December, equipment ordered by January and the project finished in time for the launch of SY19-20.  After hearing nothing from DCPS through October and most of November, and connecting with a parent leader at Tyler, who had also heard nothing in terms of an update/progress on their project, I reached out to DCPS in late November to find out what was going on and to express concerns about heading down a path of delays, rushed planning and little-to-no engagement with the school community in the process.

In response to my outreach, I was informed a decision had been made to hire a landscape architect vs a design+build contractor in order to ensure the landscape architect would be an advocate for the project throughout construction rather than merely a subcontractor of the general contractor.  We scheduled an in-person meeting for December 12; during that meeting both DCPS and DGS staff were in attendance to announce a RFP had just been released for landscape architects for both Miner and Tyler as a “bundle” project and to expect construction to start in June with final delivery by October 2019. A contract would be awarded to a landscape architect for the projects in early January 2019 and our school community would meet with them in January to review their initial plan, which would be based upon all the feedback our students, families and staff had submitted.

You can imagine my surprise when our principal announced at the February 2019 PTO meeting that no landscape architect had been hired and essentially zero progress had been made on the project.  I again reached out to DCPS who stated they and DGS were unable to complete the procurement process of a landscape architect in a timely manner, so had instead decided to pursue a design+build contractor.  I am unable to see the logic in switching gears at this point in the process and essentially have had confirmed that this process will be rushed, with little planning and engagement with the school community.  

The lack of communication, lack of engagement and lack of a consistent process is frustrating to say the least.  When the FY2019 began in October, our school community felt like we were ahead of the curve, ready to work collaboratively with DCPS/DGS to create a great product our students and be something our community could feel proud of and excited about.  Instead we are reeling in the dark and extraordinarily frustrated by the lack of communication, engagement, progress and planning to date. Now as we approach the six month mark since our initial planning session and there has been no visible progress made on our project, I urge the committee to hold DCPS/DGS accountable.  When CM Allen fought to get this funding in the FY19 budget, I can’t imagine his expectation was there would be approximately zero progress made as of February 26, 2019.


Miner’s PTO is a proud participant of the Digital Equity in DC Education coalition of parents, teachers and public education advocates from all Wards.  The group has been advocating for digital equity and technology reflective of the 21st century. The coalition sent to Mayor Bowser on January 10, 2019 outlining the failure of the city in preparing our children for the jobs of the future.  Specifically, the letter outlined the following urgent issues:

  1. Include dedicated and sufficient funding in the FY2020 DCPS budget to meet school technology needs equitably across the city;
  2. Direct DCPS to release a comprehensive, multi-year technology plan to define and provide adequate technology to every school, as recommended by the Office of the District of Columbia Auditor (ODCA) in 2017; and
  3. Ensure the capacity to maintain functional, up-to-date technology equitably across all schools.

When DCPS finally released its initial allocations for the FY20 budget last week, they proudly announced a $4.6 million investment for student laptops.  I’m not one to kick a gift horse in the mouth, so was glad to see this investment being made for students and the public recognition that DCPS is failing its students with respect to providing the tools necessary to learn. However, it’s a small step in the marathon we’re facing to ensure our students are being set up for success vs failure in today’s digital world.  To date, DCPS has released no Technology Roadmap, has no plan or resources to ensure adequate support for existing and new devices to be maintained, remains silent on all instructional technology needs and continues to avoid working in tandem with OCTO to resolve the current pitiful strategy of school-level tech support.

I feel like a broken record, having testified on this specific issue a number of times before this audience and to DCPS. In the fall of 2017, the ODCA released a budgeting report, Budgeting and Staffing at Eight DCPS Elementary Schools. Miner was one of the eight schools reviewed. In response to the Auditor’s report, then-Chancellor Wilson sent a letter to Auditor Patterson stating, “DCPS agrees with recommendation #4. Prior to the issuance of this draft audit report, DCPS’ Office of Information Technology began work to develop a comprehensive Technology Roadmap. Our roadmap includes five key areas: devices, infrastructure services, shared technology platforms, technology proficiency and data reporting. These core focus areas will provide mass enhancements in all areas of concern as detailed in the report. To date, the initial draft of our Technology Roadmap has been shared internally within DCPS’ central administration to obtain feedback from internal stakeholders. Additional feedback will be sought from school-based leaders, teachers, students, parents and members of the community. Upon completion and approval of the Technology Roadmap, the associated funding requests will be presented during the FY19 budget process.

According to the Auditor’s office, in late November 2018, after more than a year had passed since Chancellor Wilson stated a plan was already drafted and being circulated internally, DCPS decided it needs “more focused expertise to build a comprehensive technology roadmap spanning over the next several years and would be hiring a new Chief of Data and Strategy to lead the effort.” That new Chief was set to start December 10, 2018 and according to DCPS would be better able to move closer to defining the technology road map.

Admittedly, I am not familiar with the DCPS flow chart, but if the previous Chancellor tasked the Office of Information Technology to draft a comprehensive roadmap in 2017, how does the system decide a year later, in the absence of a permanent leader, that a new Chief has to be hired to redo this work?  Where is the 2017 initial plan? Why is DCPS hiring more central office staff to do a job already initiated?

Specific requests for the Education Committee and COW:

  1. Hold DCPS accountable to release a Technology Roadmap, which former Chancellor Wilson stated was drafted in 2017, share a timeline for engagement with school-based leaders, teachers, students, parents and members of the community and indicate how long students and schools will have to wait before the overwhelming need for technology is addressed.
  2. Ask DCPS to release details on its current 1:1 proposal. Released information should include a detailed breakdown of the components of their tech budget initiative and a funding profile showing the total cost over 3-5 years.
  3. Fully fund the new proposal put forth by DCPS for FY20 with the addition of resources fo adequate tech support and instructional investments.
  4. Require DCSP and OCTO to willfully collaborate on how to better support technology in schools.  This may require a modification to the existing MOU between the agencies and a full restructuring of how tech support is currently deployed.


I grew up on a farm in northwestern Minnesota and assumed most kids had a couple deep freezers in their garage filled with homegrown meats, tended a huge garden all summer and spent time freezing and canning fruits & vegetables to get through the long winters.  That bubble burst as I got older and as a college student had to learn how to buy food at a grocery store. As a parent raising kids in an urban environment, who’s kids often think milk comes from the store, apples come sliced in a sealed bag and the only carrot that exists is considered a “baby”, I find it disturbing how little we are doing to expose today’s kids to where their food comes from, how to grow it or empower them to make healthy choices.  A handful of schools in D.C. have been lucky to engage in amazing programs like FoodPrints or FoodCorps to help increase students knowledge on fresh fruits and vegetables, get kids cooking in the kitchen so they can figure out that real food is cooked from scratch, not warmed up from a package and utilize real-world applications of math, science, reading, writing, social studies, etc.

Every parent and child that I know who has FoodPrints/FoodCorps programming at their school rave about how amazing it is – kids come home asking for ABC (apple-beet-carrot) salad, bursting with pride when one of the carrot seeds they planted starts popping up through the soil or tastes kale for the first time and realizes its not poison!   Imagine the academic gains that could be achieved if every child was exposed to and provided real food, cooked from scratch and empowered to build skills and celebrate healthy food choices. I urge committee members to go to a DCPS school with FoodPrints or FoodCorps and observe the excitement, growth and development students have toward healthy food choices.   

Once you’ve seen the magic happening, I hope you will join the many parents, principals, teachers, advocates and kids who celebrate this type of instruction and life skill building and make it a right, not a privilege to have a FoodPrints/FoodCorps type of program at each school. Miner is not one of the lucky schools able to bring in a FoodPrints/FoodCorp program to date, but I intend to continue striving toward increasing students exposure to our school garden, finding outside partners who actively help teachers get out of the classroom to utilize real-world academic applications and build awareness among our school community on the significant positive impacts of healthy food choices.

Thank you for the opportunity to testify today, I’m happy to answer any questions.

Serenity Rain Testimony – DCPS Performance Oversight Hearing – February 26, 2019

Serenity Rain

Ward 7 Resident

Parent and LSAT Chair, Anne Beers Elementary School

Testimony on the DC Council Committee of the Whole and Committee on Education

Performance Hearing on the District of Columbia Public Schools

Tuesday, February 26, 2019

John A. Wilson Building, Room 500


Thank you for the opportunity to testify today. My name is Serenity Rain, and I am a parent at Anne Beers Elementary with kids in Pre-K 3, Kindergarten and 3rd grade. I am here today to speak in support of the FoodPrints program as a parent, teacher, LSAT chair, community advocate, and trained social worker.

Two years ago, I began as the community advocate for the Beers Farm Share program and a Foodprints assistant teacher. The FoodPrints program was so compelling to me that last year, I left my job to begin a position as the Lead FoodPrints teacher at Anne Beers.

From my perspective as a parent, Anne Beers students are learning critical thinking, problem solving, team building and essential life skills in FoodPrints. This whole-child approach to education is very important to me and one of main reasons why I choose Anne Beers for my children.

From my perspective as a teacher, I’ve witnessed the impact FoodPrints has on the entire school. Everyone at Beers from the Principal to the Custodial Staff loves FoodPrints and are always eager to see what we are cooking next. We’ve got the whole school loving Kale and saying “Kale Yeah!” and being open to trying new healthy foods. Foodprints is the highlight of everyone’s of the day, and I feel like a celebrity when I push my cooking cart through the school.

From my social worker perspective, FoodPrints is healing. This is especially important at schools in which so many students are impacted by trauma, challenging childhoods, mental, physical and learning disabilities.

I’ve seen how a student experiencing stress is relaxed by digging in the soil, watering a plant, cutting vegetables, or grinding wheat berries into flour. And how students are excited they created something delicious and nutritious together! Just by participating in FoodPrints, children feel a sense of belonging, teamwork, and that they matter.

From my perspective as a community health advocate, FoodPrints and our farm share grants our school community access to fresh produce and healthy eating in a place known as a “food desert” with high rates of obesity and diabetes. Seeing students come to school eating honey buns and donuts for breakfast and having a packed lunch of processed foods and snacks is disheartening. Students are excited to try new healthy foods in FoodPrints because they are part of the process to harvest and cook the food.

Though Foodprints is amazing at our school, we face funding limitations. Currently only students preschool through 1st grade gets the full Foodprints experience. Upper grades participate on a very limited basis and students and teachers – and parents – continually ask if they will be able to participate more frequently. Limited funding is constantly looming over us and it’s a fear year to year whether or not we will be able to continue our FoodPrints program. We hope the city can invest in this program so that all our students can benefit. There is so much research out there that proves that a model like this works, and our students deserves the best we can give them!

Jennifer Mampara Testimony – DCPS Performance Oversight Hearing – February 26, 2019

Jennifer Mampara

FRESHFARM FoodPrints Program Director

Testimony on the DC Council Committee of the Whole and Committee on Education

Performance Hearing on the District of Columbia Public Schools

February 26, 2019

John A. Wilson Building, Room 500

Thank you to the Committee for holding this hearing and listening to community voices on our DC public schools.

I am Jennifer Mampara, the Director of Education at FRESHFARM and manager of the FoodPrints program. We currently partner with 13 DCPS elementary schools across the city to provide regular hands-on food, gardening, and nutrition classes throughout the school year. We have developed curriculum that is aligned with local and national science, math, ELA and health standards, as well as with the DCPS curricular scope and sequence at each grade level and local Environmental Literacy goals.

I am here today to share with the Committee our successes in our long-term partnership with DCPS that helps meet academic goals and the requirements of the DC Healthy Schools Act; provides opportunities for exciting, hands-on learning; and models new ways to engage with academic content for teachers. This has been an incredibly productive and successful partnership that began in 2009 and has resulted in FoodPrints programming that currently serves more than 4,500 DCPS students, 66% of whom are economically disadvantaged. We are reaching about 20% of the DCPS elementary school population at this time, and an additional 18 DC public schools have reached out to us requesting programming for their school communities.

This partnership has also resulted in DCPS school administrators, teachers, parents and students that express tremendous interest in sustained, academically integrated food, nutrition and environmental education at their schools. Year after year, many of our partner school principals choose to direct discretionary funds in their school budgets to contribute to the cost of FoodPrints programming for their schools. Year after year, parent teacher associations dedicate a significant portion of the funds they raise to make this programming possible.

An additional result is a unique and exciting collaboration with the DCPS school meals program in which recipes that students have been studying, cooking and eating during their FoodPrints sessions are prepared from scratch with the support of a chef coach once a week and served in our partner school cafeterias. This project began when the DCPS Food and Nutrition Services Director (Mr. Rob Jaber) noticed that when asking students what they would like to have more of in their school lunches, there were a few outlying schools with students requesting kale salad and apple beet salad instead of pizza and hamburgers. These outliers were students at FoodPrints schools, and since then, Mr. Jaber has been unwavering in his support for sustaining and growing the program.

In order to measure and communicate this success, we partner with researchers at George Mason University and Columbia University. Last spring, one of our evaluators, Dr. Katie Kerstetter, surveyed 150 DCPS administrators and teachers about the value FoodPrints programming brings to their schools and students.

The majority of respondents said that FoodPrints programming is “very important” or “important” (a 4 or 5 on a 5-point scale) in providing:

  • Academic Support
  • Family Engagement
  • Nutrition Education and School Gardens Engagement
  • Social and Emotional Learning

This is some of the feedback we have received from classroom teachers:

“FoodPrints allows my students to access our unit themes in new ways. It allows my students to see how our ELA and Math units align to real-life situations.” – Teacher, Tyler

“FoodPrints is designed to  allow students to revisit the concepts and topics from class and to see them from a different perspective.” – Teacher, Francis Stevens

“Families who don’t usually participate are given an opportunity to engage in FoodPrints and feel a part of the community,” – Teacher, Marie Reed

“Many of my students have tried and enjoyed foods they didn’t try before and/or thought they didn’t like previously… FoodPrints perfectly fits early childhood education as it’s all about trying new things and investigating possibilities.” – Teacher, Francis Stevens

“[Through FoodPrints,] students learn to have more independence and how to hold themselves accountable.” – Teacher, Kimball  

“[Through FoodPrints, students are] working collaboratively and working out a plan.” – Teacher, Tyler

“Taking risks and trying new things.” – Teacher, Peabody

“Building the self-confidence to try new things in a safe environment.” – Teacher, School Within School

This is some of the feedback from school principals:

“Our students and families really feel this is an integrated approach to learn about healthy food and nutrition, where food comes from, and how to grow your own food.” 

“It’s critical that this kind of program gets into schools across the city, regardless of the economic status of their neighborhood, and that it is sustained.“  

“{FoodPrints supports] negotiating peer relationships in managing the kitchen, the tools and the garden”

This is some of the feedback from parents:

“FoodPrints has helped create the collaborative, creative environment that fosters growth, curiosity and learning, and it is part of the reason that we continue to be such happy members of our school family.”

“FoodPrints has transformed my daughter’s perception of food and living organisms. As a volunteer, I had a wonderful experience learning to make healthy meals for my family. I can’t wait to participate again!”

“If DC can do one easy, tangible thing to foster a healthy community, supporting this program is it. It requires so little and it teaches so much. I feel incredibly fortunate that my children are getting a great early foundation in healthy living through it. I hope you not only continue to support this program, but commit to robustly expanding FoodPrints so every DC child has access to it. “

At at time when over 30 percent of our youth aged 17-24 are ineligible for military service due to obesity, and 1 in 3 children born today will develop diabetes, food education at an early age is critical. I thank DC Public Schools for supporting the long-running partnership between schools and the FRESHFARM FoodPrints program, and I encourage the Council to recognize the importance of this partnership as a strength of DCPS that deserves ongoing financial support from the city.