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February  5 -
February  9, 2018
Columbia Heights Educational Campus
3101 16th Street, NW
Washington, DC 20010

CHEC MISSION 2017-2018
(Updated August 14, 2017)

All students who graduate from our Dual Language Immersion Early College Campus will be prepared to succeed in college and civic life as leaders in the quest for social justice. We develop intellectually curious scholars who are articulate communicators in two languages, critical thinkers and consumers, cultural ambassadors, and contributing community members. We focus on socio-emotional learning as a key part of the instructional program, and our students demonstrate perseverance, ethics and character in the pursuit of excellence. Restorative practices are the foundation of our school climate, as we enhance relationships and build community. As lifelong learners in the pursuit of excellence and innovation, we foster a growth mindset through which teachers, administrators, students, parents, and community members all collaborate to achieve goals. We trust one another to continually improve our practice.

Dear CHEC community,

Thank you once again for your continued patience and support as we continue to work on the refinement of the attendance and grading policy.  

Here are some additional updates:

  • As announced in our last month’s PD Day Attendance Update, the CSC Rubric will be modified to remove references to passing rates.
  • An FA Appeal Form has been approved by DCPS, and is now available through the SLC administrators and Counselors
  • We have reorganized and adjusted our Credit Recovery Programs, and established and Alternative Path to Original Credit Program, to assist students who are off track. If you are interested in working after school in either of those programs, please see Ms. Whitaker.
  • DCPS has created a new policy that requires that students in Credit Recovery must achieve at least a B- grade in order to receive credit.
  • The FA grade in Aspen has been automated, so that students will automatically receive an FA if they have 10 or more unexcused absences.  We will need to re-check all 2nd advisory grades, to make sure that all grade reductions for 5 to 9 absences have been made.

We will be publishing a full description of the two programs as they are finalized.

In order to achieve our attendance goals, we must make sure that school is engaging and inviting, and that we respond quickly to obstacles that students may be experiencing.  We are working on further refining our attendance procedures, and fully defining the role of each member of the staff in making sure that accurate attendance is taken, and that all required interventions are made. With this in mind, there are several items that we need all teaches to collaborate with.

1) Attendance must be entered every day, during the first 15 minutes of each period.  For example, the attendance for First period must be taken during first period. It is recommended that this be done during a Do Now, or during a work period.  A student attendance manager can assist by taking it on paper, providing it to the teacher, and the teacher enters in Aspen.

2) Students who are late should be marked T, once they arrive to class, not Absent.

3) Create a routine or protocol for what to do or say when a student comes late to class – for example, have them call home on the spot, write a letter explaining why they are late, or do some kind of classroom restorative community service.  Constantly verbally reinforce the importance of being on time.

3) The first time a student is absent unexcused, teachers are to call the parent and record the call results in the Journal part of Aspen. If the contact information is incorrect, please note the attempt, and inform Pankaj Rayamajhi of an incorrect contact number.

4) Follow up after absences and provide make up work, or keep a folder of make-up work in the room.

5) On progress reports and report cards, provide a comment if there is an attendance issue.

6) Create class incentives for perfect or improved attendance as a class.

As a school, we will be realigning resources to support improved attendance.  This will include increasing the involvement and responsibilities of all office staff in attendance reporting and monitoring, hiring a part time data specialist to provide more in the moment reports and data that can be acted upon, grade level competitions and incentives, establishing an emergency resource fund for economic crises that may affect students, and increasing collaboration and communication among all Personal Growth Team members, counselors, administrators and teachers.

Thank you again for your commitment and support of making “Every Day Count,” for our students!


This week we recognize our amazing CHEC Counseling Team and their unique contributions and the tremendous impact they have on helping CHEC students achieve school success.  Our counselors play a huge role in building the culture and climate of our school – and within the school they are a crucial part in the linkage between students, parents, teachers, members of the Personal Growth and Administrative Teams.  They are the passionate advocates for all of our students as allies to the college admissions professionals that are so important to our students’ next academic vista.  Please join me in an outsized CHEC thank you to Ms. Brown, Ms. Castro, Mr. Diaz, Ms. Iraheta, Ms. Lewis, Mr. Odom, Ms. Troy, and Mr. Yeboah.

  • Kudos to Mr. Hernandez, Ms. Ferreira, Ms. DelCid, Ms. Ramirez, Mr. AbuSabha, Ms. Perez, Ms. Sanchez, and Ms. Garcia Carmona for sharing their work at the last ALT Team Meeting.  They did an outstanding job!
  • Shout out to Ms. Strickland for coordinating our Spelling Bee!  A big thanks to our Pronouncer Captain Edward Gantt.
  • An extra special shout out to our ART team--Ms. Shaw and Ms. Mandy McCulloch, Ms.  Hinkson.  Gorgeous bees and sign.
  • Shout out to Coach A , Ms. Spinks, Mr. Jackson and the Hospitality Academy, as well as all Coaches of Fall Sports, for an outstanding Athletic Banquet last week!

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