Status

Caryn Ernst Testimony – OSSE Performance Oversight – Feb 14, 2017

Thank you for holding this hearing and for the opportunity to weigh in on OSSE’s work to develop new school accountability measures under ESSA. OSSE has an important opportunity to shape a stronger accountability and school support system through the new federal ESSA law that will drive what our students learn and how and where they are taught for the next ten years.

OSSE’s current proposal, which keeps test scores at 80% of a school’s rating will repeat many of the same failures and negative impacts of NCLB, which over the last ten years did nothing to close the achievement gap and arguably has led to greater segregation of our schools and a narrowing of our children’s academic opportunities.  

I urge OSSE to not rush into a final plan by April 3rd, and instead to wait until the second submission window in September, and I urge OSSE to use ESSA’s flexibility to create school “Dashboards” rather than “Ratings.”

Submit Accountability Proposal in September, not April

Three critical reasons to submit proposal in September:

  1.  Take the time to gain maximum engagement from parents, educators and other stakeholders. Parents are just beginning to understand the draft plan and its impact and want more opportunity to discuss and give input to the plan. This plan is complicated and there needs to be robust discussion of its potential impacts.
  2. Take the time to work with a variety of experts on various aspects of the plan from what is best for English language learners (ELs) and students with disabilities to what are the best indicators of school success in addition to testing that are valid, reliable and can be disaggregated and differentiated.
  3. Give Chancellor Wilson an authentic opportunity to weigh in. It is unreasonable that Chancellor Wilson will not have a significant hand in shaping the new plan that he will be responsible for implementing for 49,000 students. We parents will hold him accountable for DCPS’s success. He deserves the chance to have a say in how it will be judged. OSSE released its draft plan just as the Chancellor came on board and it will be final just two months later. Chancellor Wilson needs time to understand and hear from DCPS’s 109 school leaders and educators, 8 ward education councils, numerous nonprofit partners, and tens of thousands of parents.

It is unconscionable that OSSE drafted this plan in the Chancellor’s absence and then is aiming to finish it within the first two months of his tenure. DC charter school leaders have had time to engage their stakeholders, gather experts and weigh in with OSSE since ESSA was signed in December of 2015 – over a year ago. To argue that our new DCPS Chancellor has to make the same commitments to a new system in only two months is wrong.

Use ESSA Flexibility to Create School “Dashboard” rather than “Rating”  

The ESSA legislation gives states the flexibility to create a school Dashboard, instead of, or in addition to, a school Rating. A Dashboard would present a few categories of data on each school, such as growth, proficiency, reenrollment and graduation rates, without trying to combine those categories into a final “Score” or “Rating” for each school.  

When high level data is combined to create a single rating, it obfuscates the real data behind a made up number that reflects more the percentage weight given to each data point, rather than the value of the data itself.  

The types of data collected and shared publicly under ESSA guidelines is important to guide school improvement efforts and to inform parents’ school choices. When data is combined into a final score it becomes almost meaningless for both of these purposes.  

If there is a legislative requirement to combine them into a final score, that score should only be used for federal legislative purposes, while the Dashboard of data should be used to share data with the public about school quality.

Robust, verifiable and reliable data that’s made publicly available for ALL schools on a wide-range of school performance measures would give parents, teachers, students and school leaders the shared data they need to collaborate effectively on school improvement.

The types of data that needs to be collected and made publicly available under ESSA, includes:

  1. Robust school climate assessments that provide actionable data and are administered to students, teachers and parents, like the Cal State Assessment Instrument.
  2. Teacher turnover rates and percent of teachers considered highly effective.
  3. Percent of students that leave mid-year, as well as reenrollment rates for the school.
  4. Attendance rates for both students and teachers.
  5. Number of expulsions and suspensions.
  6. Measures that would indicate the quality of science and social studies instruction, particularly in middle and high school, and
  7. List of electives and after school activities to which all students have access.

Most schools are already tracking this information in some way, it just isn’t tracked consistently or reliably and the data isn’t shared publicly. 

Taking a Dashboard approach to public education data would take the politics out of discussion of what data point has more or less meaning, and would enable an honest look at the quality and content of the education offered at ALL schools in DC.  

 ——

OSSE Performance Oversight

Every Student Succeeds Act – School Accountability Measures

February 14, 2017

Testimony by Caryn Ernst 

Parent at School Without Walls and Capitol Hill Cluster School

Status

Helena Smolich Testimony – OSSE Performance Oversight – Feb 14, 2017

Good afternoon and thank you for hearing my testimony.  

I’m Helena Smolich, a parent at CHM@L, and a Ward 6 resident. OSSE is set to submit its new Education Plan to the Department of Education on April 3rd, 2017. The period for public comment and community meetings will close by March 3rd. If meaningful input is the goal, which it should be, I believe April 3rd is not sufficient time to gather and review fully the views of the community. I urge OSSE to postpone the submission and give some more thought and time to complete a comprehensive plan, designed to set our students up for success. Two overarching goals of the new Education plan are for DC to “become the fastest improving state and city in the nation in student achievement outcomes; and to ensure greater equity in outcomes for our students, by accelerating progress for those who are furthest behind”. While both are worthy, I wonder if these goals are in step with the larger context of our city. It’s generally acknowledged that academic outcomes are closely related to economic circumstances. So, from that perspective, is DC aiming to achieve the same kind of economic growth; to reduce and eliminate poverty and homelessness in our city, thusly facilitating academic growth of our students? In absence of such coordinated efforts, the new education plan could put unfair pressure on our teachers and students to treat the symptom, rather then the cause. 

Proposed accountability measure is composed of 80% standardized test scores, 15% school environment, and 5% English language proficiency (for K-8 grades). The school environment includes attendance, in-seat attendance, and re-enrollment. Is standardized test score the most important measure of school’s success? My family lives half a block from Brent Elementary, a highly coveted elementary school in ward 6. Rather then enrolling my sons at Brent, we make a trek across the Hill to CHM@L. And I can tell you, it is not because of the test scores. I worry that with this great emphasis on test scores, our schools will become corporatized, overly focused on their quarterly financial statements, and making the numbers look good, so to speak.  

There are so many aspects of what makes a school a good school, which could be quantified and used for overall school grade. Student satisfaction, parent satisfaction, teacher satisfaction, teacher turnover, teacher education level, expulsion rates, reported incidences of bullying (and the reduction of the same), even the number of students on the wait list can be an indicator of the school quality. None of these are part of the proposed accountability measure. 

I would like to end by reading a post from the list serve I belong to, that reflects a thought process of a parent entering the school system for the first time: “I’m curious about folks’ thoughts on some of the charter or public schools in our area that do not seem to have as high of demand ….For example, [Kipp Connect PCS] seems to be rated very highly per the Charter School Board system, but it had only a single digit waitlist. “ Is this a good school? I don’t know, but I do know parents look for far more then test scores when deciding on their children’s education. 

Thank you for your time. 

———

Testimony of Helena Smolich 

Parent at Capitol Hill Montessori @ Logan OSSE Performance Oversight Hearing

Committee on Education 

February 14, 2017  

Status

Danica Petroshius Testimony – OSSE Performance Oversight – Feb 14, 2017

Thank you for holding this important hearing. I’m Danica Petroshius, parent of two at Capitol Hill Montessori at Logan (CHML), LSAT committee member, and a Ward 6 resident.  

As you all know, OSSE has an important opportunity to shape a stronger, more modern accountability and support system through the new federal ESSA law.  

The risk is that the new plan will define and drive our school accountability and support system for the next 10 years, at least. We know that major federal education laws take ten years or more on average to overhaul. While the federal Department of Education may allow some adjustments and changes to DC’s plan during the next 10 years, the bulk of the plan will stay the same until the ESSA law changes.   

To ensure that the ESSA opportunity outweighs the risk, we should not rush into a final plan by April 3rd; we should wait until the second submission window in September for three critical reasons: 

  1. Take the time to gain maximum engagement from parents, educators and other stakeholders. Parents in my community are just beginning to understand the draft plan and its impact. They want to attend the outreach sessions and then go back again for more discussion and input because this plan is complicated and has direct impact on our kids, teachers and schools. 
  2. Take the time to work with a variety of experts on various aspects of the plan from what is best for English language learners (ELs) and students with disabilities to what are the best indicators of school success, in addition to testing, that are valid, reliable and can be disaggregated and differentiated. 
  3. Give Chancellor Wilson an authentic, community-based opportunity to weigh in. It is unreasonable that Chancellor Wilson will not have time to get to know our school communities and use that new information to help shape a plan that he will implement for all 49,000 students. OSSE released its draft plan just as the Chancellor came on board and it will be final just two months later. Chancellor Wilson needs more time to understand and hear from DCPS’s 109 school leaders and educators, 8 ward education councils, numerous nonprofit partners, and tens of thousands of parents. We parents will hold the Chancellor accountable for DCPS’s success; he should have time to work with us before weighing in. DC charter school leaders have had time to engage their stakeholders, gather experts and weigh in with OSSE since ESSA was signed in December 2015 – over a year ago. To argue that our new DCPS Chancellor has to make the same commitments to a new system and a new community in only two months is wrong.  

OSSE may argue that by waiting until September, we are delaying a better system for kids. The reality is that whether a state applies in April or September, the 17-18 school year is a planning and transition year. Either way, the 18-19 school year is when the new plans begin to really take hold.  

We as a city must give ourselves time to get this right and ensure stakeholder buy-in so that there is widespread commitment to its success. This is a plan that will drive how my children and many others are educated and supported, their teachers valued and their schools judged though their high school graduation day. We should be willing to wait a few months to make sure the next 10 years are the best they can be. 
———–

Testimony of Danica Petroshius 

OSSE Oversight Hearing in the Committee on Education 

February 14, 2017  

Status

Suzanne Wells Testimony – OSSE Performance Oversight – Feb 14, 2017

Thank you for the opportunity to speak today at the Office of the State Superintendent of Education (OSSE) Performance Oversight Hearing. I am going to focus my remarks on the important work OSSE is doing to develop school accountability measures under the Every Student Succeeds Act (ESSA or the Act). The Act provides us a welcomed opportunity to make meaningful changes in how school quality is accessed, and we owe it to our students, teachers and school administrators to make thoughtful changes. 

In June, representatives from the State Board of Education came to the monthly meeting of the Capitol Hill Public Schools Parent Organization (CHPSPO). At that meeting, parents shared their ideas on what they think makes a great school. You may be surprised, but not a single parent at the meeting said that high test scores made a great school. In fact, parents expressed concern that their children are being tested too much, and it comes at the expense of a well-rounded, academically challenging educational experience. Parents wanted to see testing used by teachers to assess students so the teacher could better target the areas where a student needed to improve rather than testing done primarily for the purpose of evaluating an entire school.
When parents were asked what made a great school, they spoke to issues that relate to the school climate. Is there trust between the principal and the teachers? Do students feel welcomed and excited about their school? Are the parents encouraged to be involved with the school? Does the school offer a challenging curriculum beyond English language arts and math? Does it have rich programs in arts, music, science, history, foreign language, physical education, and library studies? Does the school do a good job of creating a social/emotional climate that promotes conflict resolution, bullying prevention, and social/emotional learning? And, how does the school work to support its most vulnerable students; the students who are homeless, those whose parents are getting divorced, those whose parents are incarcerated or have substance abuse problems?

There are three things I want to encourage OSSE to consider as it develops its final plan for measuring school accountability: 1) the weight allocated to testing, 2) the consideration of school climate measures; and 3) the date OSSE submits its school accountability plan to the Department of Education.   

ESSA requires that the majority of the weight for school accountability be allocated to test scores. OSSE’s current proposal would give 80% of the weight to testing; 40% to the test scores, and 40% to growth in test scores. Devoting such a large percentage to test scores is concerning for several reasons. First, think back to when you were in school. Most often a grade in an individual class was determined based on the homework you completed, the written assignments, class participation, a mid-term exam, and a final exam. Maybe your final exam accounted for 40% of your grade, but rarely was the final exam 80% of your final grade. Why would we want to make test scores 80% of our school accountability measure? Second, the PARCC test scores are based on English and math. Why would we choose to ignore everything else that is taught in school throughout the year, for example, social studies and science?  

It is hard to underestimate the importance of school climate as it relates to student learning. Students learn a lot more when they attend school every day, and feel safe and welcomed at the school. Schools where teachers collaborate with each other, and where there is low teacher turnover can provide better instruction for their students. Schools where principals gather data to understand the school’s strengths and weaknesses in order to continually improve a school are more likely to be successful. School climate surveys exist which can be used to gather meaningful data to both hold schools accountable, and also to continual improve a school. Because the new school accountability measures will not go into effect until the 2018-2019 school year, there is time to pilot test the use of school climate surveys as an instrument to both gather information on school accountability and to develop actionable items that can be used to improve individual school performance.

ESSA allows for school accountability plans to be submitted in either April or September of 2017. Since the school accountability plans won’t go into effect next year, but rather in the 2018-2019 school year, there is no reason for OSSE to rush submission of its school accountability plan. I recommend the school accountability plan be submitted in September of 2017. This will allow OSSE time to thoughtfully evaluate the substantive comments it has received on the school accountability measures. It will also give the new DCPS Chancellor, Antwan Wilson, time to weigh in on the school accountability measures and how they will work to support his efforts to close the achievement gap.

In closing, I’d like to provide some specific suggestions for OSSE to consider before it submits its plan to measure school accountability. I encourage OSSE to:

  • Place the lowest weight allowed by the Every Student Succeeds Act on test scores while allowing student growth to play a large role in the weighting of test scores, and seek to find ways to express accountability in subject areas beyond English and math;
  • Pilot test a school climate survey instrument that will allows schools to gather actionable data on improving the school; and submit the school accountability measures in September 2017.

—–

Testimony

Suzanne Wells

Capitol Hill Public Schools Parent Organization (CHPSPO)

before the 

Education Committee

Office of the State Superintendent of Education (OSSE)

Performance Oversight Hearing

February 14, 2016

Status

Suzanne Wells Testimony – DCPS Chancellor Hearing – December 8, 2016

DC City Council Committee on Education Public Hearing

Chancellor of the District of Columbia Public Schools Antwan Wilson

Confirmation Resolution of 2016

December 8, 2016

Suzanne Wells

Eliot-Hine Middle School Parent

Founder, Capitol Hill Public Schools Parent Organization (CHPSPO)

Thank you for the opportunity to testify at today’s hearing on the confirmation of Antwan Wilson as the next Chancellor of the District of Columbia Public Schools (DCPS). 

On August 11, 2016, the Coalition for DC Public Schools and Communities sent a letter to Mayor Bowser identifying qualities the public school education advocacy groups felt were appropriate for the next Chancellor.  These qualities included:

  • Experience as a professional educator and administrator;
  • Tenacity in advocating for current and former DCPS families;
  • Commitment to healthy and productive relationships with principals, teachers, communities, parents and students;
  • Management skills encompassing core school business functions; and
  • Demonstrated support for a well-rounded education for every student.

Since Mayor Bowser announced the selection of Mr. Wilson on November 22, 2016, I have had the chance to read newspaper articles about his tenure in Oakland, attend a meet and greet with him, and speak to a parent from Oakland.  What I have learned is that Mr. Wilson is in fact a career educator who has experience working in and leading a large public school system.  He has experience bringing about positive change in low-performing schools, and seems genuinely committed to meeting the educational needs of all students and ensuring they get a well-rounded education.

Areas where I believe the Education Committee should take a close look at Mr. Wilson are his 1) tenacity in becoming an advocate for DCPS and 2) commitment to healthy and productive relationships with principals and teachers.

In DC, where we have a strong and robust public charter school sector, and where choice is strongly promoted through efforts like My School DC, it is absolutely imperative that the next Chancellor be a tenacious advocate for our city-run public schools.  At your roundtable last week, Cathy Reilly testified that Mr. Wilson should be held accountable for increasing the enrollment of the students in DCPS and she suggested a modest and achievable growth rate of 3% a year.  I believe this is a very sound recommendation that absolutely should be included in Mr. Wilson’s contract.  If he is true to his word about lifting up low-performing schools, he should be successful in attracting families to their neighborhood schools.  If he is true to his word about meeting the educational needs of all students, he will keep families committed to DCPS.  Increasing enrollment in DCPS will be one of the surest benchmarks  Mayor Bowser and the Education Committee will have to evaluate whether Mr. Wilson is successfully performing his responsibilities.

Many have read the March 4, 2016, article about Mr. Wilson’s efforts to bring closer coordination between the Oakland charter schools and the district run public schools.  Some of the things Mr. Wilson tried to achieve in Oakland, e.g., a common enrollment system, are already in place in DC.  Mr. Wilson appears to want to level the playing field between charter schools and district-run schools by promoting the same criteria for academics, discipline and enrollment.  In doing this, we should hope Mr. Wilson will bring insights that will encourage comprehensive planning between the Public Charter School Board and DCPS before new schools are opened or schools are closed.  I hope he will be successful in working with the charter school community to address public charter school practices that work to the detriment of DCPS — such as starting middle school at 5th grade instead of 6th grade, counseling low-performing students to leave individual charter schools (to be accepted back to a DCPS school) before testing begins, and suspending low-performing or difficult students without working to address their individual needs.

In closing, I hope Mr. Wilson has learned from his experience in working with parents and communities in both in Denver and Oakland that while we may not always agree with each other, it is important to invest the time to listen to each other and sincerely seek to understand other’s perspectives.  Parents and communities can bring enormous support to Mr. Wilson if he works with them as partners, and not as adversaries, such that the changes he may want to bring about can be fine-tuned to address genuine concerns.

If confirmed, I wish Mr. Wilson the best of luck in his new endeavor, and I personally look forward to working with him as a parent of a DCPS student.

Status

Max Kieba Testimony – DCPS Chancellor Hearing – December 8, 2016

Testimony by Max Kieba, Maury parent

DC Council Committee on Education Hearing: PR21-1040 – Chancellor of the District of Columbia Public Schools Antwan Wilson Confirmation Resolution of 2016

December 8, 2016

Thank you for the opportunity to testify on the proposed confirmation of Antwan Wilson as Chancellor of the District of Columbia Public Schools.  My name is Max Kieba: I’m a parent at Maury Elementary, serve as the School Improvement Team (SIT) Co-Coordinator for our upcoming renovation project and one of Maury’s representatives in the Capitol Hill Public Schools Parent Organization (CHPSPO).

I wasn’t directly part of the selection process other than through CHPSPO we did provide some input on what we hope to see in the new chancellor.   While we’re collectively still getting to know each other better and look forward to learning more from him today, many aspects of his background and skill sets appear to address many of traits we asked for in a new chancellor and areas in which we can continue to improve… communication, helping to address the achievement gap, and equity for high quality education for all students.

We look forward to working with him with an open mind and hope he will do the same in working with us.   We also want to make sure he’s aware that while he is coming into a system that has improved in many ways, it also has room for improvement elsewhere.     Among some areas of improvement I’d like to highlight and which we’d like to better understand his approach and any thoughts he may have based on his introduction to the district and DCPS so far:

Improving Trust within the System

We are all part of the system, whether it’s DCPS front office, the schools, families or other agencies/stakeholders that may interact with one another.  DCPS is a key interface for so many processes, but there are unfortunately a lot of apparent trust issues at play that seems to go both ways… there is a lack of trust families have with DCPS, and apparent lack of trust DCPS has with its schools and families.  Many of these issues involve communication and effective community engagement, but at a high level the general perception is DCPS seems to believe it knows what’s best for the schools, makes decisions with little to no true engagement and the schools and families should just fall in line with decisions that are made.    It’s difficult for schools and families to trust DCPS if DCPS doesn’t trust its schools and families in the communication and engagement process.

Communication and Effective Community Engagement

We continue to have issues with open communication and truly effective and robust community engagement.   Most of my experience has been with the modernization/SIT process, but it seems to manifest itself in other processes as well.  While this can’t all be put on the chancellor position, there appears to continue to be a less than healthy culture at DCPS with respect to communication and engagement within and across certain offices (the silo effect), with other key agencies like DGS and externally with schools and their families.    Information is rarely shared in a timely fashion, or when information is pushed out it comes with little to no raw data with it or substantive rationale for the decisions.  In most cases, schools and families are then asked to provide quick feedback based on limited information because we don’t have time to discuss in detail.  When questions are asked in an attempt to have a constructive dialogue, the answer is usually they’ll get back to us (rarely do they in a timely fashion) or it involves another office we need to contact.  When we contact that office, no replies and the cycle repeats itself.    When we ask for public meetings to discuss further, little to no action is taken or schools have to take it upon ourselves to share information publicly or engage in discussions with others, again though with more questions than answers on what DCPS is thinking.  When someone from DCPS does attend a meeting, it’s usually not the people with decision making authority and the cycle continues.   We want to do what we can to be a team player, follow the process and have DCPS take the lead, but they sure make it tough. 

Continuing to support and invest in our middle schools

DCPS needs to continue to support, invest and help improve our middle schools.  DC enrollment is increasing and the families that are coming into the system are generally more affluent, have more education (and are more white) than the average DCPS student.  Those families are demanding high quality education for their children, yes, but they understand the importance of building a system that provides equality of opportunity (and quality learning outcomes) to all students.  That demand for increased quality can benefit everyone if DCPS can appropriately channel that demand/enthusiasm. The new chancellor should build on this momentum and work with families to keep them in the system (and keep them from moving to the suburbs).  Working with those families means being more transparent on decision-making and critically, moving very quickly to improve middle schools (so those families will stay). Mayor Bowser’s promise of “Deal for everyone” does not, we presume, mean that everyone has to enroll at Deal. The Chancellor should immediately act to make DCPS middle schools competitive with charters from an academic perspective.  Many of these “new” families were lured into DCPS by free early childhood education.  DCPS will keep them if they step up their game in middle school, but it needs to happen quickly.

Middle school decisions should all happen at the same time

The new chancellor should work together with the DC Public Charter School Board to find ways how we can make the decision processes for families more fair and equitable.  One key area is helping to encourage all charters to start their entry grade in grade 6, similar to DCPS middle schools, instead of grade 5.  To be clear, we feel public charters and DCPS do have a place together in the overall education system and there are many reasons families may choose a public charter over DCPS middle school.    However, we are losing far too many families in our school and DCPS in the 5th (and sometimes earlier grades) based often on the fear that if they don’t make a move then, they may have no shot.    In the process of making those early decisions, we also suffer with issues in testing results and the overall achievement gap especially when the better performing students are often the ones leaving the DCPS system earlier.   

Improve on equity

DCPS did not go far enough in solving the problem of using the education system to redistribute how students get assigned to schools. For more affluent/high demand schools, DCPS should introduce a percentage of low-income lottery spots.  With the boundary redrawing, we’ve essentially locked in the tight relationship between income and school quality/outcomes. Schools need to be sized to accommodate both their in-bounds population as well as sub group (10%-20% of total?) of income-based out of bounds lottery winners.   We need to honor the right to attend your neighborhood school, but also recognize the need that building a highly educated society requires a diversity of experiences and background all mixed together.  There aren’t very many US cities that have done a good job with this, but surely we can improve upon the existing model by giving more of an eye to equity.  This is a challenge at Maury with its already being overcapacity and challenges in right-sizing the renovation/addition given our tight footprint, but there are ways to do it right and we embrace diversity. 

School Nurse reduction/reallocation plan

We thank Council for helping to influence in a delay in the decision surrounding resource allocation of school nurses.  We continue to be concerned about the potential for a reduction.  We’ve had multiple 911 calls, broken wrists, asthma issues, etc. etc.  It would be great to make it a priority to prevent cutting our full time nurse.  Currently the issue may be on hold but there is a concern it may be sneaked through when no one is looking (again, the trust issue).  It’s fascinating to see the number of students that have health issues that will fall through the cracks if a nurse is not here.  The solution is usually to rely on “med givers” which are four paras that get pulled out of a classroom to attend the students.  The teachers in pre k 3 and 4 cannot be alone with their students and it has caused other unsafe scenarios when it happens in today’s world.    We need more hours not less.  Or if this truly may be the best approach for multiple reasons, we at least ask for more public dialogue. 

Status

Carys Gill Testimony – DCPS Budget Hearing – April 14 2016

Testimony of Carys Gill

Student, J.O. Wilson Elementary

to the DC Council Committee on Education

April 14, 2016

For more information: iris007gill (at) gmail (dot) com.

 

Good evening Council Members.

My name is Carys Gill and I am in Ms. Gruse’s second grade-class at J.O. Wilson Elementary School.

I am proud to be here today to represent my school, my community, and my classmates.

I hope you will support J.O. Wilson Elementary School and I hope you will come to visit us.

You can see our awesome school garden— we even got chickens last week.

You can meet our cool teachers.

And you can see what a great place it is to learn.

We are a growing school that is doing well. But our school building isn’t as good as it should be.

Kids have to wait in long lines for lunch, which means we run out of time to play outside.

Kids have been hurt by the building when sinks fall off the bathroom walls.

And Kids have to take indoor recess in classrooms or hallways because we don’t have a gym.

I love my school. But right now, not everyone who wants to be a Cardinal, can be one. If kids are in wheelchairs or need help to get around, they have to go to a different school— one that has an elevator or ramps. That’s just not right!

We want our school to be a place for everyone and we want to welcome anybody who wants to come.

In our school pledge we say,

“I will act in such a way that I will be proud of myself and others will

be proud of me too. I came to school to learn and I will learn. I will

have a great day.”