Annual Report 2019-2020

Cesar Chavez Public Charter Schools for Public Policy 3701 Hayes Street NE | Washington, D.C. 20019| (202) 547-3975 Co-Board Chairs: Andre Bhatia & Bethany Little

Table of Contents

ANNUAL REPORT NARRATIVE...... 2 I. SCHOOL DESCRIPTION...... 2 A. Mission Statement...... 2 B. School Program...... 2

II. SCHOOL PERFORMANCE...... 5 A. Performance & Progress...... 5 B. Unique Accomplishments...... 9 C. List of Donors...... 13

DATA REPORTS...... 15 PARKSIDE MIDDLE SCHOOL CAMPUS ...... 16 PARKSIDE HIGH SCHOOL CAMPUS ...... 17

APPENDICES ...... 18 APPENDIX A: STAFF ROSTERS ...... 18 APPENDIX B: 2019-2020 BOARD ROSTER ...... 20 APPENDIX C: UNAUDITED YEAR END FINANCIAL STATEMENT 2018-2019 ...... 21 APPENDIX D: APPROVED SY20-21 BUDGET ...... 23

ANNUAL REPORT NARRATIVE ​ ​ ​ ​ ​ I. S chool Description

A. Mission Statement Mission: Chavez Schools’ mission is to prepare scholars to succeed in competitive colleges and to ​ empower them to use public policy to create a more just, free, and equal world.

Vision: Our vision is that all Chavez alumni have college degrees and lead lives of personal achievement ​ and productive engagement in local and national public policy challenges. Further, elected officials, civic leaders, community organizers and the media seek Chavez scholars out when they are seeking student voices on public policy issues.

Approach: We accomplish our mission by challenging our students with a rigorous college preparatory ​ and public policy curriculum – focusing on real-world public policy experiences – that foster critical and disciplinary thinking, deep knowledge of our country’s founding principles, and strong advocacy skills.

B. School Program

1. Summary of Curriculum Design & Instructional Approach Curriculum: For the 2019-2020 school year, Chavez Schools continued to implement and refine a ​ curriculum aligned with the Common Core State Standards (CCSS) for Math and ELA, DC Learning Standards in History, and the Next Generation Science Standards (NGSS) for our science classes. These standards demand an increased proficiency in problem solving, critical analysis, and evaluating strength of supports and claims through the quality of evidence provided and utilized. The Common Core State Standards also promote an increased focus on scholars’ proficiency with conceptual knowledge, application, analysis, and evaluation, while the Next Generation Science Standards place an emphasis on science and engineering practices that help students build a deep understanding of science over the years at Chavez.

In order to meet the increased demands of the CCSS and the NGSS, Chavez uses an aligned curriculum for core courses. Chavez partnered with leading providers for high school English, math, and science curriculum and continued to use and refine an internal history curriculum. For English, students engaged with the College Board’s Springboard. In math, our high school scholars engaged for the second year with our Agile Mind curriculum, focusing on conceptualizing core content while our middle school scholars engaged with Illustrative Mathematics. Our science teachers 8-12 used Discovery Education to guide NGSS-aligned instruction.

Instructional Approach: Chavez teachers use instruction to empower students with the critical and ​ disciplinary thinking skills necessary to tackle complex, novel situations. A key component of that instruction is a focus on authentic intellectual work that focuses on students constructing their own knowledge through learning tasks that require higher-order critical thinking. In order to bring this focus to life, teachers use a variety of instructional methods and strategies to ensure that all students have

2 access to quality, rigorous instruction. In addition, Chavez places a heavy focus on developing its teachers both in pedagogy and content knowledge.

At Chavez, instructional planning is key to improving students’ learning. In order to ensure that instruction is effective, we employ the research-based model of backwards design. In this model, teachers must first understand the curricular goals, have clear assessments to measure those goals, and then determine what learning opportunities scholars will need to meet those goals and succeed on the correlated assessment. Finally, teachers and leaders use data from assessments to give feedback, re-teach, or move to the next level.

Assessments: At Chavez, teachers use a variety of assessments to measure student progress, design ​ appropriate instruction, and determine professional development needs. We employ both formative and summative assessments that span the spectrum from informal and frequent teacher-developed checks-for-understanding to the state-mandated PARCC Assessment. Teachers and staff use the data from these assessments to inform instruction as we strive to provide the best possible education to our students.

In the 2019-2020 school year, we used data points from multiple assessments to gauge scholar progress, trigger immediate professional development needs, and inform adjustments that needed to be made in instruction. Following is a summary of the major assessment tools, both internal & external, used at Chavez Schools.

Note that due to COVID-19, remote learning began on March 17, 2020 and disrupted some scheduled assessments as are noted below.

3

AP Tests - Grades 11 and 12 aligned with the 21st Century skills that colleges ​ ​ ​ Advanced Placement Tests, or AP Tests, are require. administered typically in May, to those scholars who Measures of Academic Progress (MAP) – Grades 8-10 took AP courses throughout the year. College credit ​ ​ can be earned if a scholar obtains a score of 3 or Measures of Academic Progress (MAP) assessments in higher on an AP exam, depending on the university. reading and mathematics are administered three times a year to all Chavez scholars in grades six PARCC – Grade 8, high school students through 10. This computer-adaptive test—where ​ ​ All middle school, and high school scholars in the subsequent questions rise in difficulty for each correct required courses take this mandated standardized test student answer and become less difficult for incorrect as determined by the District of Columbia to assess answers—can be used to measure scholar mastery of mastery of content standards in reading and math. the CCSS to show academic growth between The PARCC assessment is administered to determine administrations of the test, and can provide students’ mastery/ proficiency of the Common Core comparative data by both school and scholar based on State Standards. the assessment’s normative scales. Note: Due to COVID-19, PARCC was not administered Note: Due to COVID-19, MAP was administered 2 in the 19-20 school year times in the 19-20 school year

DC Science– Grade 8 & Biology Students Formative Assessment – All Grades ​ ​ ​ ​ All eighth grade scholars and high school scholars Teachers develop and use a variety of formal and enrolled in Biology take this District of Columbia informal assessments to measure students’ progress mandated statewide test to assess mastery of content throughout the quarter. These assessments include standards in science outlined in the Next Generation pre-assessments, exit tickets, quizzes, unit tests, and Science Standards. academic notebooks. Teachers use the data gathered Note: Due to COVID-19, DC Science was not from these assessments to tailor their instructional administered in the 19-20 school year planning to students’ needs.

PSAT – Grades 10 and 11 ​ The Preliminary SAT/National Merit Scholarship Unit Assessments—Science, Social Studies, Math and ELA, All Grades Qualifying Test (PSAT/NMSQT) is a program ​ ​ co-sponsored by the College Board and National Merit In English, Math, and science, Chavez contracts with Scholarship Corporation (NMSC). It is a standardized partners to provide curriculums which include unit test that provides first hand practice for the SAT in assessments for content and standards aligned to unit critical reading, math and writing. standards. In History, Chavez curriculum managers have created unit assessments and performance tasks SAT – Grades 11 and 12 to assess CCSS at the end of each unit. ​ ​ The SAT Reasoning Test (formerly Scholastic Aptitude Test and Scholastic Assessment Test) is a standardized test that measures college readiness. The SAT is used for college admissions in the United States and is

2. Parent Involvement Efforts Chavez Schools employ several strategies to increase parental involvement. We offer families support through our mental health and student support services with parenting and child-rearing skills that include encouraging and sharing ways families can be involved in learning activities at home. We communicate frequently with families about our school programs, student progress, and needs regarding academics, attendance, discipline, community service, and enrichment opportunities. We have continued to improve recruitment, training, and scheduling to ensure the involvement of families as volunteers in school activities and parent participation in important school decisions via our family

4 engagement activities. Chavez also coordinates with businesses and agencies to provide resources and services for families, students, and the community. Finally, our high schools offer financial aid and college planning sessions for parents of upperclassmen.

Some campus specific activities from the 2019-2020 school year are included below:

● Family Enrollment Nights ● Family Resource Night (hosted by our Mental Health Team) ● College Information Nights and Workshops ● Back to School Nights ● Parent Teacher Conferences ● Open Houses ● Junior and Senior Parent Nights ● Family Game Nights ● Recruitment/ Enrollment Saturday Fair

3. COVID-19 Response - An explanation of how the LEA responded to COVID 19, including a ​ description of the distance learning program it offered and how it monitored student progress. Prior to the decision to close schools on March 13, 2020, Chavez Schools took several steps to prepare in case of closure. During a staff meeting, a training was conducted on Google Classroom and all staff members created classrooms for each of their sections. A survey was distributed to all students to determine the technology needs of each scholar, including questions regarding device access and internet access. On the school days leading up to closure, teachers assisted students in logging into the newly created Google Classrooms and conducting a short training, and on Friday, March 13th, computers were disseminated to 75 scholars who identified a need for a school device. Distribution of computers continued the next week with over 150 devices deployed by March 20, 2020. The school was open at least once a week throughout the remainder of the school year for device support and for hot spot distribution, which were received the last week of March.

Chavez’s approach to distance learning and the school community at large in the spring was focused on three areas: the well-being of scholars and staff, providing a continuity of instruction, and the consistent engagement of scholars. The academic schedule included no classes on Monday to allow for staff meetings, professional development and Teacher Office Hours. Teachers were required to hold their synchronous classes for 30 minutes Tuesday through Friday, covering both review and new material during assigned times - 10:00 am, 10:30 am, 2:00 pm and 2:30 pm each day alternating for the A/B schedule followed when in person. Scholars were not required, but encouraged to sign on for these live classes, however they had the freedom to access and complete the assigned work over the course of the week as all assignments were uploaded to Google Classroom by Monday each week. Grades for all completed work had to be entered into PowerSchool the following Wednesday and teachers were required to follow up with scholars who had missing assignments.

5

Prior to the pandemic, Chavez had been utilizing Math, English and Science curricula with online platforms (Agile Minds, Spring Board, Discovery Ed). Scholars’ and teachers’ prior familiarity with these platforms facilitated the transition to distance learning.

See below for a weekly schedule for distance learning in the Spring of 2020:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Asynchronous Day

Assignments Uploaded 9th Grade Team 8th & 10th Grade Team 11th Grade Team 12th Grade Team 9:00-10: Meeting Meeting Meeting Meeting 00AM Monday Morning Meeting w/staff Morning Morning Morning Morning Announcements Announcements Announcements Announcements

Teacher Professional Online Sessions with Online Sessions with Online Sessions with Online Sessions with 10:00-11 Development Teachers: Teachers: Teachers: Teachers: :00AM 10:00-Period 1A 10:00-Period 1B 10:00-Period 1A 10:00-Period 1B 10:30-Period 2A 10:30-Period 2B 10:30-Period 2A 10:30-Period 2B

Lunch Lunch 11:00-2: Lunch Distribution Lunch Distribution Lunch Distribution 00PM Distribution 12:00PM-Culture Block Distribution 12:00PM-Culture Block

Chavez Power Hour: Online Sessions with Online Sessions with Online Sessions with Online Sessions with 2:00-3:0 Scholars check-in with Teachers: Teachers: Teachers: Teachers: 0PM teachers 2:00-Period 3A 2:00-Period 3B 2:00-Period 3A 2:00-Period 3B 2:30-Period 4A 2:30-Period 4B 2:30-Period 4A 2:30-Period 4B

3:00-4:0 8th Grade Social Block 9th Grade Social Block 10th Grade Social 11th Grade Social Block 12th Grade Social Block 0PM Block

To support teachers during this time, Chavez continued to provide weekly coaching and feedback meetings, content meetings and grade level meetings. Weekly staff meetings were held each Monday to provide regular updates and to provide all staff an opportunity to connect, reflect, and celebrate distance learning accomplishments. Weekly professional development sessions on topics including Zoom and Loom were held on tools to help teachers feel more adept and successful in online instruction.

To support scholars and families, Chavez created virtual opportunities for scholars to engage online, in unstructured and positive ways including weekly social blocks for each grade, daily morning announcements posted to social media - announcements included celebrating scholar achievements, birthdays, and college acceptances in addition to general schedule announcements. The Culture team created daily content for Social Media including cooking lessons, self-care routines, mindfulness moments, and drawing demos to provide enrichment opportunities virtually. Additional events included a virtual talent show and an Instagram Live for Senior Decision Day in addition to several scholar Town Halls. Scholar engagement was tracked weekly by teachers and administrators. Disengaged scholars were contacted each week by the Scholar Outreach Committee which consisted of members of the

6

Culture team and other administrative staff. Over the course of Distance Learning, 99% of Chavez scholars engaged with online learning and/or cultural events.

Chavez regularly engaged with parents throughout the spring through Parent Town Halls held at least once a month in March, April, May and June. Faculty and staff were in regular communication with families via email, text and phone to check-in with scholars and families and to offer assistance wherever we could. Feedback from parents was gathered via two school specific parent surveys and then a city-wide Parent Survey. The school-specific parent survey gathered information about parents’ experiences with distance learning and gauged their interest in in-person learning opportunities. The school’s website was regularly updated with information on meal distribution websites, information on SNAP/TANF benefit expansion, and additional resources.

The school’s grading policy was revised as a result of the COVID-19 closures and distance learning implementation. The policy sought to ensure scholars’ grades were not negatively impacted by school closure and distance learning. Further, the policy recognized the need for scholar final grades for purposes such as GPA calculations, college admission, and high school admissions. The grading policy was published and shared with faculty, students and families in April, 2020.

The revised SY19-20 grading policy is included below for reference:

Table 1: Chavez Schools Grading Scale (per Chavez Course Offerings SY 2019-20) ​ Regular Grading Scale AP Grading Scale

Letter Grade Percentage Grade Points Letter Grade Percentage Grade Points

A 90 – 100 4.0 A 90 – 100 5.0

B+ 87-89 3.5 B+ 86-89 4.5

B 80-86 3.0 B 80-85 4.0

C+ 77-79 2.5 C+ 76-79 3.5

C 70-76 2.0 C 70-75 3.0

F 0 – 69 0 F 0 - 69 0

SY19-20 GRADING POLICY The following policies will be implemented for scholar grading for SY2019-20 for all scholars enrolled at Chavez Schools on March 16, 2020.

Quarter Grades

7

Chavez Schools will evaluate scholar grades based on the following criteria for SY2019-20 for any scholar enrolled at Chavez Schools on or after March 16, 2020.

1. All grades for Quarter 1, Quarter 2, and Quarter 3 will remain unchanged. 2. Grades for Quarter 4 in each class will be issued using a Pass or Fail grade with no numeric or letter grade equivalents for both full year and semester classes. a. A passing grade will be issued if all of the following criteria are met: i. A scholar completed and submits at least two-thirds of all assignments in Google Classroom ii. The scholar’s quarter average is at least 60%

Further, for Quarter 4, the following criteria have been established for scholar grading: ● Scholars receive two grades for each assignment (mastery and completion) ● Participation points in hangouts and opportunities for social engagement can be counted as extra credit but not required of scholars. ● Any assignments that are not attempted or submitted should be coded with the “Missing” code in PowerSchool.

Final Year-End Grades Final grades for scholars will be calculated for all scholars enrolled on March 16, 2020 through the final day of the 2019-20 school year. Each scholar will receive a final numeric grade that will equate to a letter grade (A-F) with corresponding GPA points for full year and semester long courses. Final grades will be calculated in the following way for each course:

Full-year courses 1. Numeric Average of Quarter 1 to 3. ​ a. Quarter 1 to Quarter 3 numeric average is 70% or higher.Any scholar with a passing ​ numeric average for Quarter 1 through 3 will earn a PASSING grade for the final grade. b. Quarter 1 to Quarter 3 numeric average is 60% to 69%. For any course grade that a ​ scholars’ average for Quarter 1 to Quarter 3 is between 65% and 69.5% and the scholar earns a passing grade for Quarter 4, the scholar will earn a PASSING grade for the final grade of a 70%. c. Quarter 1 to Quarter 3 numeric average is lower than 60%. For any course grade that a ​ scholar earned a failing grade for all three quarters (i.e.. Quarter 1, 2 and 3) and the scholar earns a failing grade for Quarter 4 the scholar will earn a FAILING grade or “F” for the final grade. Scholars who earn a passing grade for Quarter 4 will receive an “I” for a final grade and qualify for Credit Recovery.

Semester long courses 1. Quarter 3 numeric average is 70% or higher. Any scholar with a passing numeric average for ​ Quarter 3 will earn a PASSING grade for the final grade.

8

2. Quarter 3 numeric average is 60% to 69%. For any course grade that a scholar earned a failing ​ grade for Quarter 3 with an average between 65% and 69.5%, and the scholar earns a passing grade for Quarter 4, the scholar will earn a PASSING grade for the final grade of a 70%. 3. Quarter 3 numeric average is lower than 60%. For any course grade that a scholar earned a ​ failing grade for Quarter 3 and the scholar earns a failing grade for Quarter 4 the scholar will earn a FAILING grade or “F” for the final grade. ​

Table 2: Scholar Grades for Full-Year Courses Calculation for SY19-20

Total Number of Pre-Q4 Percentage Points Q4 Result EOY Result Grade EOY Percentage Reflected (Q1+Q2+Q3) Assigned

270-300 PASS PASS A+ 95 FAIL PASS A 90 90% or above

260 - 269 PASS PASS A 90 FAIL PASS B+ 88 87%-89%

240 - 259 PASS PASS B+ 88 FAIL PASS B 80 80%-86%

228 - 239 PASS PASS B 80 FAIL PASS C+ 78 77%-79%

210 - 227 PASS PASS C+ 78 FAIL PASS C 70 70%-76%

180-209 PASS PASS C 70 FAIL FAIL I 60 60% - 69% (Quarter 5 Assigned)

Less than 180 PASS FAIL I I FAIL FAIL F F Below 60% (Quarter 5 Assigned)

Table 3: Scholar Grades for Semester Courses Calculation for SY19-20

Q3 Percentage Q4 Result EOY Result Grade EOY Percentage Reflected (Pre-Q4 Average) Assigned

PASS PASS A+ 95 90% or above FAIL PASS A 90

PASS PASS A 90 87%-89% FAIL PASS B+ 88

PASS PASS B+ 88 80%-86% FAIL PASS B 80

PASS PASS B 80 77%-79% FAIL PASS C+ 78

PASS PASS C+ 78 70%-76% FAIL PASS C 70

9

PASS PASS C 70 60% - 69% FAIL FAIL I 60 (Quarter 5 Assigned)

PASS FAIL I I Below 60% FAIL FAIL F F (Quarter 5 Assigned)

Incomplete Grade (I) A final grade of Incomplete (I) will be issued to students for year-long and second semester courses under the following circumstances:

1. Student has approved circumstances in writing by the principal that prevent him/her from completing the quarter on time (e.g. medical); OR 2. Student’s Quarter 1 through Quarter 3 average is between 60-69.4% and the student fails Quarter 4; OR 3. Student’s Quarter 1 to Quarter 3 course average is below 60% and the Quarter 4 grade is a passing (P).

Any course grade resulting in an Incomplete (I) must be recovered by the last day of Quarter 5 programming to earn course credit or the resulting grade will be converted to a failing grade (F). Any course grade resulting in an (I) will be converted to a letter grade corresponding to the student’s performance in the assigned Credit Recovery or Quarter 5 programming.

Quarter 5 AND/OR CREDIT RECOVERY OPPORTUNITIES FOR SY 2019-2020 Any scholar who earns a Failing (F) grade for a core course in SY 2019-20 may be eligible to participate in Quarter 5 if the student’s participation in the programming would result in matriculation or earning a diploma from a terminal grade at Chavez Schools . Scholars earning an INCOMPLETE (I) for a course grade may be eligible for Credit Recovery options provided by Chavez Schools that may include Quarter 5.

Additionally, because the Fellowship program (which is required for graduation) was canceled for SY19-20 due to the pandemic, the Chavez Board of Trustees passed a resolution to waive the Fellowship requirement for the graduating classes of 2020 and 2021 (SY19-20 juniors and SY19-20 seniors). The resolution was intended to ensure that no scholar who had fulfilled all other graduation requirements would be precluded from graduating due to his or her failure to earn fellowship credit. The resolution did not impact Carnegie unit requirements for graduation.

10

II. S chool Performance

A. Performance & Progress

1. Fulfillment of Mission Our unique public policy curriculum, which spans all grades served allows us to fulfill our mission to prepare scholars to succeed in competitive colleges and to empower them to use public policy to create a more just, free, and equal world. The curriculum, which is described in this section in more detail, ​ includes high school course work such as Introduction to Public Policy and senior Thesis, and an opportunity to intern at a DC organization. Public policy is woven throughout our college preparatory program, and this combination has brought success to Chavez and our scholars

Unique Public Policy Curriculum: At Chavez Schools, we seek to empower students to use public policy to create a more just, free, and equal world. In order to fulfill that mission, we use the framework of “understand, act, and believe.” This approach recognizes that to be empowered, students must develop ​ critical and interdisciplinary skills, as well as a sophisticated understanding of the United States’ founding principles, documents, and political, economic, and societal structures. Students must also take action and, in so doing, develop effective advocacy, professional, and communication skills. Finally, students must grow to see themselves as change-agents capable of making a difference in the world. The elements of this approach are incorporated into all instruction at Chavez through a combination of authentic integration of public policy content into all courses, an advocacy project in each grade level, required public policy courses, and enriching events and opportunities throughout the year.

Authentic integration of public policy at Chavez takes many different forms. Our curriculum is focused on developing student’s critical and interdisciplinary thinking skills – both of which are key to helping students use public policy to tackle real world situations and prepare them to be college-ready.

Authentic integration connects most often with the understand element of our approach to public ​ policy, but also incorporates elements of act through advocacy projects. Each of our grade levels takes ​ part in an advocacy project where they learn about an important public policy issue (understand) and ​ ​ take action in the real world to advocate for change (act). These projects also include a reflection that ​ ​ helps students develop their identities as change agents (believe). ​ ​ In addition to the above experiences, students also use their ability to think critically to take action in the real world through public policy courses. Like advocacy projects, each public policy course helps students in the “understand, act, and believe” sectors of our approach to public policy. ​ ​ Public Policy Courses:

Chavez offers several Public Policy Courses in a traditional school year. Due to COVID-19 and the need for distance learning, CAP, CAPstone, and Fellowship did not take place during the 2019-2020 school year.

th 9 ​ Grade Public Policy Capstone [.25 credit and 15 hours of community service] ​ th ● Full time, 2-week course at the end of the 9 ​ grade year ​

11

● Students analyze a public problem, choose a solution, and advocate for change ● Employs experiential, service-learning techniques and develops activism skills in students

th 10 ​ Grade Community Action Project (CAP) [.25 credit and 15 hours of community service] ​ th ● Full time, 2-week program at the end of the 10 ​ grade year ​ ● Students present their analysis of a public policy issue and make recommendations ● Students advocate to influence positive change in society

th 11 ​ Grade Public Policy Fellowship [.5 credit and 45 hours of community service] ​ ● Full-time academic internship for an insider’s view of the public policy process ● Students gain important professional skills: resume writing, interviewing, networking ● Past Fellowship sites included: the Office of Congresswoman Eleanor Holmes Norton, the U.S. Environmental Protection Agency, the National Park Service, the Office of Councilmember Grosso, College Bound, and the Woodrow Wilson Center.

th 12 ​ Grade Public Policy Thesis and Presentation [1 credit] ​ ● In-depth analysis and culminating project ● Students research and write a public policy research paper ● Students present their research to public policy professionals and community members ● Topics for past research papers include: domestic violence, cyber bullying, the gender pay gap, ​ criminal justice reform, mental health in the black community, immigration ​ Finally, students are exposed to several public policy opportunities and events each year at Chavez. Students have unique opportunities to attend policy-related events and programs both in D.C. and across the country. In addition, Chavez Schools annually holds its Public Policy Symposium in June, where top Thesis students present their research and analysis to an audience of policy makers, board members, and volunteers. While students completed Thesis papers and research, Symposium and community presentations were canceled due to COVID-19.

Rigorous College Prep Program: Since our inception in 1998, Chavez Schools have worked diligently to ​ ensure that our seniors are admitted to college. In 2018-2019, 100% of graduates earned admission to ​ ​ a two- or four-year college. Additionally, the Class of 2020 collectively amassed over 3.2 million in ​ ​ ​ scholarships. More specific information on our college acceptances and scholarships is provided in the ​ Unique Accomplishments section of this report.

We are proud of our students’ successes in college admittance and scholarships, but college retention and graduation is equally important to understand. To that end, Chavez Schools have been using data from the National Student Clearinghouse to determine how our students fare once they leave us. We have looked at metrics on college persistence and success and have realized that we have to do more to ensure that when our graduates leave us to enroll in college they have the skills necessary to be college-ready and successful.

In acknowledging this data, the Chavez Schools began intensive and purposeful work around college readiness that moves beyond the College Prep Advisory class first introduced in 2011. Our leaders have

12 embraced a definition of college readiness first introduced by David T. Conley in his research for Gates entitled Redefining College Readiness and further defined by the Gardner Center at Stanford and the ​ ​ Annenberg Institute at Brown. Chavez acknowledges that for students to be college-ready in the 21st ​ century, it requires more than high school competency. Our learners need to be academically prepared, measured as both content and cognitive skills; have the academic tenacity, shown in their attitudes and behaviors; and the contextual or college knowledge necessary for the transition and success once in college. To that end, we offer seminar courses for grade 12 scholars, which cover topics such as the college application process, career exploration, personal finance, PSAT and SAT preparation, transitioning to on-campus living, and more.

2. Achievement of Goals During the 2019-2020 school year, Chavez focused on the goals currently being used to measure performance on the PMF metrics. Information on our performance toward these metrics is available on the PMF reports produced annually by the D.C. Public Charter School Board and is not included in this report. Data and additional information is provided for each of the four mission-specific goals below.

Goal 1: Middle School: On state standardized tests, all subgroups will score high enough such that the school will never be identified as Priority or Focus status by OSSE for subgroup performance.

The “Priority” and “Focus” designations are no longer applicable due to changes in federal law from No Child Left Behind Act (NCLB) to the Every Student Succeeds Act (ESSA). As of the school year 1819 STAR report card, Parkside Middle school was not identified as a Targeted or Comprehensive support school, the new designations under ESSA. Therefore, as of the most recent available data, Goal 1 was met.

Goal 2: High School: 95% of seniors receive a passing grade on their culminating Thesis paper by August 1st of their senior year.

As of August 5, 2020, 95% of seniors at Chavez Schools received a passing grade on their Thesis. Some of ​ ​ the Thesis topics include: immigration reform, gang violence, human trafficking, cyber bullying, and police brutality. Chavez Schools met Goal 2 for the 2019-20 school year.

Specific student and grade information is not being provided as part of the public Annual Report due to the confidential nature of this information. A breakdown of grades is as follows:

GRADES # of Students % of Students “A” grades 16 15% “B” grades 24 23% “C” grades 60 57%

Any seniors who failed their Thesis paper prior to graduation received additional support and instruction through the summer session in order to meet expectations.

13

Goal 3: High School: 90% of juniors on track to graduate the next year complete a fellowship (internship) with a government agency, non-profit, or other organization aligned to the goal of offering students an opportunity to apply their academic skills and civic knowledge to address a policy issue or community concern.

● This goal does not apply. Due to COVID-19, Chavez Board of Trustees waived the schools’ requirement for Fellowship.

In order to complete the Fellowship, students must complete all programmatic requirements, including submitting a resume and completing interviews with Fellowship Host Organizations. Under normal circumstances, students who fail Fellowship in June will take a fellowship recovery program the ​ following school year.

Students traditionally complete Fellowships at a variety of policy organizations across the city, including: So Others Might Eat, Central American Resource Center, US Attorney’s Office for the District of Columbia, National Mall and Memorial Parks Service, United Planning Organization, U.S. Department of Agriculture, Howard University Hospital, and DC School Reform Now, to name a few.

Goal 4: High School: A minimum of 90% of seniors with an IEP will be accepted to at least one college.

100% of our seniors with an IEP were accepted to at least one college. Chavez Schools met Goal 4 for the 2019-20 school year. Our scholars with IEPs were accepted to a variety of two- and four-year colleges and universities, including: Alderson-Broaddus College, Allen University, Benedict College, Bennett College, Bethune-Cookman University, Central State University, Delaware State University, Garrett College, Harrisburg University of Science and Technology, Hood College, Howard Community College, Illinois Valley Community College, Lincoln University, Livingstone College, Mary Baldwin University, Montgomery College, Norfolk State University, North Carolina Central University, Piedmont Virginia Community College, Plymouth State University, Prince George’s Community College, Radford University, Tuskegee University, University of the District of Columbia, University of Maryland Eastern Shore, Virginia State University, Washington Adventist University, West Virginia State University. Special education students earned an average of 2 college acceptances per student. ​ ​ Chavez Schools’ Performance on PARCC:

Note: Chavez Schools acknowledges that DC PCSB’s review and publication of this annual report does not imply concurrence or disagreement with the content herein.

B. Unique Accomplishments 100% College Admission Rate: The Class of 2020 carried on the Chavez Schools tradition of a high ​ college admission rate. Our recent graduates received a total of 325 acceptances (average/student = 2) ​ to 35 different colleges and universities, including but not limited to:

Alabama A&M University Albright College Allegany College of Maryland Alabama State University Alderson-Broaddus College Allen University

14

Baldwin Wallace University Lincoln University The Catholic University of Baltimore City Community Livingstone College America College Loyola University New Orleans The College of Wooster Barry University Lycoming College The Culinary Institute of Benedict College Lynn University America- NY (Main Campus) Bennett College Marshall University The George Washington Bethune-Cookman University Mary Baldwin University University Bowie State University Marymount University Trinity Washington University Capitol Technology University McDaniel College Tuskegee University Central State University Millersville University of University of Hartford Champlain College Pennsylvania University of Louisville Cheyney University of Mitchell College University of Maryland, Eastern Pennsylvania Montgomery College Shore Claflin University Montgomery Community University of Massachusetts, Clark Atlanta University College Amherst Columbia College Chicago Morgan State University University of Massachusetts, Concord University Morris College Lowell Coppin State University Mount St. Mary's University - University of North Carolina at Delaware State University Maryland Asheville Drexel University Norfolk State University University of North Carolina at Edward Waters College North Carolina A&T State Pembroke Emory & Henry College University University of Pittsburgh at Fayetteville State University North Carolina Central Bradford Florida A&M University University University of Rochester Florida Memorial University North Dakota State University University of the District of Frostburg State University Northern Virginia Community Columbia Garrett College College - Alexandria Campus University of Vermont George Mason University Northwest Iowa Community Virginia Commonwealth Georgia State University College University Guilford College Old Dominion University Virginia State University Hampton University Pennsylvania College of Virginia Union University Harrisburg University of Science Technology Voorhees College & Technology Pennsylvania State University Washington Adventist Hiram College Philander Smith College University Hood College Piedmont Virginia Community Washington and Jefferson Howard Community College College College Illinois Valley Community Plymouth State University Washington College College Prince George's Community West Chester University of Indiana University of College Pennsylvania Pennsylvania Radford University West Virginia State University Ithaca College Roanoke College West Virginia University Johnson & Wales University Salisbury University West Virginia University Tech (Charlotte) Shaw University Wilberforce University Johnson & Wales University South Carolina State University Wingate University (Providence) St. John's University Winston-Salem State University Johnson C. Smith University St. Mary's College of Maryland WVU Potomac State College Kent State University Stonehill College York College of Pennsylvania Kutztown University of SUNY Buffalo State College Pennsylvania SUNY College of Environmental Lafayette College Science and Forestry Lancaster Bible College Talladega College Langston University Tennessee State University

15

Scholarships: The Class of 2020 accumulated over $3.2 million in scholarship monies to help offset the ​ ​ cost of college tuition. We had several students earn full-ride scholarships to several universities. One student received a full-ride scholarship to the University of Massachusetts - Lowell which is worth up to $45,000 per year. Two students received full-ride scholarships to Delaware State University worth up to $22,000 per year per student. Two students earned full-ride scholarships to SUNY Oswego worth up to $22,000 per year per student. Eleven Scholars received over $100,000 in college scholarships.

Highlights for School Year 2019-2020

Chavez Schools Black History Month Professionals Day

On February 26, 2020, Chavez Schools hosted a Black Professionals’ Day as part of the Black History Month Celebration. There were over 40 Black Professionals that visited classrooms and engaged with

16 our scholars from a variety of different careers with representatives from the Department of Justice, National Institute of Health, and the Mayor’s Office all discussing the roles in creating social policy.

Chavez Schools Voter Registration Drive On March 11th, 2020, Chavez Schools hosted a voter registration drive in partnership with the D.C. State Board of Elections [SBOE]. D.C. permits individuals that are 16 years old to pre-register to vote in the District. All of our 11th and 12th grade scholars participate in the event, registering to vote during their English periods. Additionally, SBOE recruited Chavez scholars to serve as volunteers and paid workers during the 2020 Elections.

Chavez Drive-Thru Graduation On Monday, June 22nd, 2020. Chavez Schools hosted a Graduation Drive-Thru celebration for our senior class. The goal was to provide as normal and as safe of an experience to our scholars while commemorating this event. The celebration provided families an opportunity to watch scholars walk across the stage and earn their diploma.

Chavez Athletics The girls’ varsity basketball team had an outstanding season, making it to the Finals of the PCSAA and finishing as the runner-up. Our senior track and field star, Trelee Banks was exceptional, winning the 100m race with the fastest time in DC and MD, and the 200m at the PCSAA Championship last year. Due to the COVID-19 Pandemic he was not able to defend his titles. Banks accepted a scholarship to attend and run for Virginia State University. Junior basketball standout Maurice Johnson reached the 1000 points club this season and is being actively recruited by several colleges.

Scholar Community Action and Other Notable Accomplishments

During the 2019-2020 school year, Chavez Scholars actively participated in courses and competitions that hone their research, writing, presentation, and professional skills. Moreover, they took action in addressing issues that affect their communities by developing course-specific and interdisciplinary advocacy projects. Chavez teachers, leaders, staff and volunteers also participated in a variety of activities to bring public

17

policy to life for our scholars. Additionally:

September Scholars kicked off “Hispanic Heritage Month” on September 15 with a series of activities and events. 2019 Scholars senior fundraising kicked off with a Spirit Week celebration and the first ever Scholar October Haunted House. 2019 21 College Visits took place in the month of October 2019 Chavez Schools held Homecoming Week with school spirit events and a homecoming dance. Chavez schools launched “College Application Week” to help seniors get ready to submit their college applications. November Paint & Sip Family Engagement event hosted by Ms. Connelly our art instructor. Prospective parents 2019 and returning parents were invited to participate. Quarter 1 Honor Roll assembly to celebrate all scholars that earned Honor Roll and Perfect Attendance for the quarter. Spirit Week celebration for scholars with a Homecoming Dance. December Incentive field trip to celebrate scholars with high behavior points for Quarter 2. 2019 Chavez teachers and staff participated in EdFest, a city-wide enrollment fair to share with potential families the academics and substantive public policy offerings at Chavez schools. January Hosted 4 parent events to recruit new students including a, 5th grade parent night, HS Shadow Day, 2019 and MS recruitment fairs. Black History Month professional day with over 40 professionals visiting high school classrooms. February Senior Athletics Night to honor all the senior athletes that earned honors and recognition for participating in athletics during their senior year. 2020 2nd Quarter Honor Roll assembly to celebrate scholars that earned Honor Roll and Perfect Attendance Chavez Schools kicked off “Black History Month” with a variety of activities. March The Brookings Institution hosted scholars from Capitol Hill and Parkside for Career Day, where our 2020 students learned what work is like at a public policy think tank. Family Bingo Nights with prospective parents as we kicked off the Spring Enrollment season.

April 2020 Parent Town Halls to discuss the impact of COVID-19 and school closures on scholar grades and learning.

Hosted weekly parent family game nights with 6th grade and 9th grade families in May as part of our May 2020 family engagement activities. Senior & 8th Grade Graduation Drive-Thru celebrations took place on June 22nd. June 2020 High school scholars participated in Impact Day with staff from Deloitte. Students and staff volunteered their time at Tyler Elementary School, hosting a scavenger hunt with a public policy focus. During the third annual “Policy Palooza” Fair, 9th and 10th grade scholars researched, analyzed, and ​ ​ proposed policy recommendations to various local and international public issues they examined through their Capstone and CAP courses. Chavez hosted its 8th annual Public Policy Symposium at the Pepco Edison Gallery.

C. List of Donors Chavez Schools received funding and donations from the following generous donors:

● Linda Mazawey ● Exxon Mobil

18

● Andrew Marino ● Robert & Irasema Salcido ● Debra and Robert Drumheller ● Tiger Woods Foundation

19

DATA REPORTS ​ ​ ​

20

P arkside Middle School Campus

SY 2019-20 Annual Report Campus Data Report Source Data Point PCSB LEA Name: Cesar Chavez PCS for Public Policy PCSB Campus Name: Cesar Chavez PCS for Public Policy - Parkside Middle School PCSB Grades served: 8-8 PCSB Overall Audited Enrollment: 60

Enrollment by grade level according to OSSE’s Audited Enrollment Report Grade PK3 PK4 KG 1 2 3 4 5 6 Student Count 0 0 0 0 0 0 0 0 0 Alternati Grade 7 8 9 10 11 12 Adult SPED* ve Student Count 60 0 0 0 0 0 0 0

Student Data Points School Total number of instructional days: 116 ​ Number of instructional days, not including holidays or professional development days, for the majority of the school. If your school has certain grades with different calendars, please note it. PCSB Suspension Rate: 8.3% ​ PCSB Expulsion Rate: 0.00% ​ PCSB Instructional Time Lost to Out-of-School Suspension Rate: 0.57% ​ PCSB In-Seat Attendance: 89.5% ​ PCSB Average Daily Attendance: ​ The SRA requires annual reports to include a school’s average daily membership. To meet this requirement, PCSB will provide the following verified data points: (1) audited enrollment; (2) mid-year withdrawals; and (3) mid-year entries. (No action necessary.) ​ PCSB Midyear Withdrawals: 5.0% (5 students)* ​ PCSB Midyear Entries: 0.0% (0 students)* ​ PCSB Promotion Rate (LEA): 92.7% ​ PCSB (SY16-17) College Acceptance Rates: Not Applicable ​ PCSB (SY16-17) College Admission Test Scores: Not Applicable ​ PCSB (SY16-17) Graduation Rates: Not Applicable ​

Faculty and Staff Data Points School Teacher Attrition Rate: 25% ​ Number of Teachers: 5 ​ “Teacher” is defined as any adult responsible for the instruction of students at least 50% of the School time, including, but not limited to, lead teachers, teacher residents, special education teachers, and teacher fellows. Teacher Salary School 1. Average: $ 64,736 21

2. Range -- Minimum: $ 51,700 Maximum: $ 73,700 Organization Executive Compensation Miller, Kourtney 137,383.00 Principal & Head of School Ochs, Kristy 120,360.24 Director of Special Education High, Ashley 120,000.00 Chief Operations Officer *Notes: ● The provided in-seat attendance rates align to the in-seat attendance rates available in OSSE’s SY 2018-19 Data Validation Application as of August 2019. However, the validated rates that OSSE will publish in the DC School Report Card following Metric Calculation Confirmation this fall may vary slightly. ● Unvalidated MYW and MYE rates are provided based on examining student movement between 10/5 and 5/31 in SY 2018-19, attempting to mimic the DC School Report Card business rules as closely as possible. However, the validated rates that OSSE will publish in the DC School Report Card following Metric Calculation Confirmation this fall may vary slightly.

P arkside High School

0SY 2019-20 Annual Report Campus Data Report Source Data Point PCSB LEA Name: Cesar Chavez PCS for Public Policy PCSB Campus Name: Cesar Chavez Public Charter Schools for Public Policy PCSB Grades served: 9 - 12 PCSB Overall Audited Enrollment: 369

Enrollment by grade level according to OSSE’s Audited Enrollment Report Grade PK3 PK4 KG 1 2 3 4 5 6 Student Count 0 0 0 0 0 0 0 0 0 Alternat Grade 7 8 9 10 11 12 Adult SPED* ive Student Count 0 0 76 92 96 105 0 0 0 Student Data Points School Total number of instructional days: 116 ​ Number of instructional days, not including holidays or professional development days, for the majority of the school. If your school has certain grades with different calendars, please note it. PCSB Suspension Rate: 10.8% ​ PCSB Expulsion Rate: 0.81% ​ PCSB Instructional Time Lost to Out-of-School Suspension Rate: 0.46% PCSB In-Seat Attendance: 88.6%* ​ PCSB Average Daily Attendance: The SRA requires annual reports to include a school’s average daily membership. To meet this requirement, PCSB will provide following verified data points: (1) audited enrollment; (2) mid-year withdrawals; and (3) mid-year entries. (No action necessary.) ​ PCSB Midyear Withdrawals: 8.1% (30 students)* ​ PCSB Midyear Entries: 0.3% (1 student)* ​ 22

PCSB Promotion Rate (LEA): 92.7% ​ PCSB (SY17-18) College Acceptance Rates: 100% ​ PCSB (SY17-18) College Admission Test Scores: 44.4% ​ PCSB (SY17-18) Graduation Rates: 80.5% ​

Faculty and Staff Data Points School Teacher Attrition Rate: 23.5% ​ Number of Teachers: 34 ​ “Teacher” is defined as any adult responsible for the instruction of students at least 50% of the School time, including, but not limited to, lead teachers, teacher residents, special education teachers, and teacher fellows. Teacher Salary School 1. Average: $72,971 2. Range -- Minimum: $51,700 Maximum: $85,675 Organization Executive Compensation Miller, Kourtney 137,383.00 Principal & Head of School Ochs, Kristy 120,360.24 Director of Special Education High, Ashley 120,000.00 Chief Operations Officer *Notes: ● The provided in-seat attendance rates align to the in-seat attendance rates available in OSSE’s SY 2018-19 Data Validation Application as of August 2019. However, the validated rates that OSSE will publish in the DC School Report Card following Metric Calculation Confirmation this fall may vary slightly. ● Unvalidated MYW and MYE rates are provided based on examining student movement between 10/5 and 5/31 in SY 2018-19, attempting to mimic the DC School Report Card business rules as closely as possible. However, the validated rates that OSSE will publish in the DC School Report Card following Metric Calculation Confirmation this fall may vary slightly.

23

APPENDICES ​ Appendix A: Staff Rosters

Chavez Parkside Middle & High School Staff Roster

Last, First Job Title Description Degree Barber, Larenzo Dedicated Aide Bachelor's Barbour, Emmanuel Assistant Dean of Students Associate's Barnes, Michael Teacher, Science Bachelor's Baum, Nicole Teacher, Social Studies Bachelor's Bean, Kelsey Teacher, Science Bachelor's Bernal, Linda Director, Student Life and Family & Community Engagement Bachelor's Black-Vasquez, Erin Teacher, Science Bachelor's Brewer, George Teacher, Math Master's Carroll, Corey Teacher, Social Studies Bachelor's Carter, Denzelle Social Worker Master's Carter, Kaela Teacher, English Master's Chalar, Tracia Teacher, Social Studies Master's Chapman, Michelle Registrar and Enrollment Specialist Bachelor's Chase, Crystal Dedicated Aide Other Claiborne, Jaclyn Curriculum and Coaching Specialist Master's Cohen, Adam Teacher, Social Studies Master's Coker, Mariam Teacher, Social Studies Bachelor's Cole, Samuel Speech Language Pathologist Master's Connelly, Rashita Teacher, Art Master's Copeland, Patrice School Psychologist Doctorate Cross, Clarence College Counselor Master's Cunningham, Quinisha Dedicated Aide Bachelor's Day, Jamar Teacher, Social Studies Master's Douglas-McLean, Rose Teacher, Math Master's Edwards, Denetrice Teacher, Music Bachelor's Fells, Tiffany Manager, Business Operations Other Feraria Davis, Paula Teacher, English Bachelor's Fleming, Brittany Teacher, Math Master's Fletcher, Kenneth Facilities Manager Other Garner-Smith, Bianca Teacher, English Master's Geislinger, Meaghan Special Education Coordinator Master's Giles, Nate Dean of Students Bachelor's Gray, Katrina Manager, Human Resources Master's High, Ashley Chief Operations Officer Bachelor's Hoestermann, Carrie Social Worker Bachelor's Jones, Michelle Coordinator, Food Service Bachelor's Jones, Roy Coordinator, ALC Bachelor's

24

Julien, Yasmine Assistant Principal Master's Kaufman, Omer Manger, Public Policy Master's Kelley, Teyona Office Manager Master's Latney, Alyssa Teacher, Health Master's Lawot, Niwas Teacher, Math Master's Lee, Shawnee Data & Projects Coordinator Bachelor's Luckenbaugh, Stacy Teacher, Special Education Master's Mazyck, Larry Dedicated Aide Bachelor's Miller, Kourtney Head of School Doctorate Mitchell, Stephanie Teacher, English Master's Morgan, Keisha School Nurse Bachelor's Natera, Ernesto Director, Athletics/Asst. Dean Bachelor's Newton, Raven Teacher, Special Education Master's Ochs, Kristy Director, Special Education Master's Ottley, Tiana Director, College Success and Accountability Master's Payne, Syndia Teacher, English Master's Phillips, Timothy Dean of Students Bachelor's Pope, James Teacher, Physical Education Bachelor's Rufaro, Janelle Teacher, Math Master's Rufaro, Nkenge Teacher Master's Satterfield-Myles, Sandra Teacher, Math Bachelor's Savage, Ashlie College Counselor Bachelor's Severo, John Teacher, Special Education Bachelor's Sheldon, Caleb Teacher, Special Education Bachelor's Shepard, Kate Curriculum & Instruction Specialist Master's Short, Ashley Assistant Dean of Students Bachelor's Simonds, Michelle Teacher, Science Bachelor's Smith, Tiffany Teacher, Math Master's Solomon, Tiffany Teacher, English Bachelor's Steele, Donna Teacher, Special Education Bachelor's Stevenson, Doniquca Dedicated Aide Bachelor's Thomas, Vashti Social Worker Bachelor's Thompson, Carolyn Teacher, English Bachelor's Thompson, Teika Math Interventionist Master's Toomer, Bernard Teacher, Social Studies Bachelor's Vann, Deloris Teacher, Special Education Master's Walsh, Fatima Teacher, Spanish Bachelor's Williams, Avery Teacher, Special Education Bachelor's Williams, Terry Teacher, Math Doctorate Yarborough, Taneea Curriculum and Coaching Specialist Master's Zaid, Khaatima Coordinator, SPED Master's

25

A ppendix B: 2019-2020 Board Roster

Name Role on Board City of Residence Andre Bhatia Board Co-Chair Chevy Chase, MD Bethany Little Board Co-Chair Washington, DC Loren Trull Cox Member Washington, DC Debra Drumheller Chair, Finance Bald Head Island, NC Lisa Grillo Member Bowie, MD Amber Jackson Parent Representative Washington, DC Lonell Johnson Member Washington, DC Jamaal Mobley Development Silver Spring, MD Jonathan Nobil Member Washington, DC Darryl Robinson Member Washington, DC Chair, Development and Irasema Salcido Governance Rockville, MD Donna Stewart Parent Representative Washington, DC Erik Thompson Member Arlington, VA

26

A ppendix C: Unaudited Year End Financial Statement, 2019-2020

Statement of Financial Position June 30, 2020

27

Statement of Activities June 30, 2020

28

A ppendix D: Approved SY 20-21Budget

29