Publications
Learn how to better engage communities of color. Positive Youth Development (PYD), the focus of this session, is dedicated to teaching workshop participants to model this approach for both in-school and after school services.
A high quality early care and education program has positive effects on a child’s cognitive, social and emotional development as it relates to self-confidence, curiosity, and love for learning.
This one sheet document contains a brief summary of and a few frequently asked questions regarding the District of Columbia's Interagency Coordinating Council (ICC).
What’s it like for an unaccompanied, undocumented child to be apprehended at the border? During this session, you will learn what happens when an immigrant child is taken into custody, and the services available upon his or her release.
This document summarizes requirements for the collection and governance of attendance data submitted by local education agencies (LEAs) in the District of Columbia to OSSE. It supersedes previous guidance issued by OSSE, via the Deputy Mayor for Education (DME), on Aug. 23, 2016.
This District of Columbia plan complies with Section 1111(b)(1)(B) of the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA) which requires that states indicate “how low-income and minority children… are not served at disproportionate ra
The updated edition of the District of Columbia Early Learning Standards is a response to the evolution of the standards movement in early care and education throughout the country.
How do you decide whether a student should be referred to special education or English learner services?
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