01-17-2022 - CHEC BULLETIN

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WEEK OF JAN. 17, 2022

Monday, Jan. 17, 2022
Martin Luther King Jr. Day
No school for students, teachers, and staff

Wednesday, Jan. 19, 2022
Portfolio Presentations – See link for schedule

Thursday, Jan. 20, 2022
Portfolio Presentations – See link for schedule

Friday, Jan. 21, 2022
Portfolio Presentations  - Make Up

Principal: Maria Tukeva



This week,  as we celebrate the life and legacy of Dr. Martin Luther King, Jr., we focus on the mission phrase,
All Columbia Heights Education Campus graduates will be prepared … as leaders in the quest for social justice and anti-racism.”

During this week, as we reflect upon the history made by Dr. King, the impact of his actions and words, and our debt of gratitude for what he advocated and stood for,  it is important to provide students with this same opportunity to reflect, and to envision what their impact will be on social justice.  Each of us, and every student can be a leader in some way, and every action we take to combat racism and inequity, is a leadership step.

Please take time this week, in an SEL Opener, a class circle, to share with students your reflections on the legacy of Dr. King and how it has affected your life, and ask them to share as well.   Share some of his quotes, or provide time as a group to research his life and writings, as a way to inspire all of us to reach to a higher level of social justice leadership.  

In the words of Dr. King, “Injustice anywhere is a threat to justice everywhere.”  Jr.  It is up to each of us to see injustice, no matter where, and confront it


Thank you to all for your collaboration and engagement as we make sure we are communicating clearly to all students what our norms are, and why they are important to our whole school community.  This week’s Focus Norm is Dependability. As with previous norms, lessons have been developed, and we will begin them on Wednesday.  Your SLC administrator will share the lessons with you.
An important part of reinforcing the norms, are incentives. One incentive that the SGA has advocated for, is an opportunity to go off campus for lunch (chaperoned by staff). Each week, we will select one class, nominated by a teacher, to go off campus for lunch  This Friday will be our first Off Campus Lunch. The process is the following:

  1. Please nominate a class that you have, that has for the most part (90% of the class 90% of the time) demonstrated the first two norms – Owning their Learning, and Digital Citizenship.
  2. All nominated classes will be put into a random selection process, (name pulled out of a hat) and only one be selected to go off campus for lunch.  Each student in the class will be provided with $6.00 to support the purchase of their lunch (they can use their own money as well).
  3. If there are any students in the nominated class with less than 85% attendance, or with multiple discipline referrals, they will not be included in the lunch off campus.
  4. Please nominate a class by means of an email to M. Tukeva, by Thursday morning, January 20, 2022.
  5. There will be more incentives coming – please participate in our incentive survey coming up this week!


The COVID 19 SERT Team met on Wednesday, January 12, and will meet again on Wednesday, January 26 , at 3:45 in the High School Library and virtually.  The team shouted out the continuing teamwork and diligence of all staff, greater consistency in redirecting students for mask wearing, discussed future presentations by the Student Ambassador Team, as well as DCPS updates and announcements such as the Test to Return after the February and April breaks.

Update on Testing and Cases:
The number of  cases this past week include 1 staff, 1 member of a partner organization, and 9 students.  This reflects a decrease in staff cases and an increase in student cases.  

  • We must continually reinforce proper wearing of masks – This week, we will send home any student who refuses to wear his or her mask properly.
  • Limiting unnecessary passes for students is critical to limiting transmission.  The Agenda book is the only pass, and it must be signed and dated.


  • Kudos to Ms. Strickland, Mr. Diaz, Ms. Bruemmer, Ms. Hand, Ms. Ameyaw, Ms. Ferguson, Dr. Emilius, Mr. Haddad,  and Dr. Iraheta for facilitating a stimulating open space technology on a very important topic – what the data on our EL’s tell us about how to differentiate instruction!!!
  • Shout out to all who are supporting entry and our test to return initiative!
  • Kudos to Ms. Ferguson, Mr. Ellingsen and Mr. Stouch for their exemplary response to a health emergency on Friday!
  • Shout out to Mr. Smith and the Middle School Team for coordinating two Open Houses last week!
  • Shout out to all teachers and staff who have been covering classes!
  • Kudos to the Ops Team, Admin Team and Dean Team for their coordination of COVID 19 testing, contact tracing, and prevention!


Columbia Heights Education Campus’s great teachers deserve to be recognized! We’re proud to partner with Honored Schools again this year to do just that! Go to HonoredSchools.org to tell Columbia Heights Education Campus teachers how they’ve made a difference. Please share this with parents and students! Once recognized, teachers get an email with your recognition story and we’ll celebrate them! Last year our very own Ms. Ramirez won the Life-Changing Teacher Award and a $5,000 cash award!
Week 10 of Advisory 2

We are now entering the 10th  week of the second advisory, and entering Portfolio Presentation week. Each department has considered the interruptions to school and schedule, and has developed a portfolio presentation schedule.  Some departments are starting this week, and others next week.  Please check with your department chair to make sure you are following the departmental schedule.   Please also set up an environment and schedule so that students can reflect authentically on what they have learned, and what their goals are for the coming advisory.

Please see the plans for all departments in this link.

Instructional Calendar

The Instructional Calendar is a living document that houses all the major curricular requirements, assessments, and schoolwide events. The Instructional Calendar is complete for the moment, however changes may be made and will be noted.  If you have any requests for additions to the Instructional Calendar, please contact Mr. Magee, peter.magee@k12.dc.gov, or your SLC Administrator.


On Thursday, February 3, 2022 at 4PM, DCPS is excited to launch the second year of Antiracist Educator University.

Antiracist Educator University is a virtual opportunity to proactively apply what we’ve learned about race and equity to our daily practice in the classroom as well as shifting policies, mindsets and culture.

Antiracist Educator University is a strategic lever that provides DCPS educators and staff with shared learning rooted in a collective commitment to active anti-racism. That’s why it applies the pillars of anti-racism and the DCPS Equity Framework with action through Content Experts, Professional Learning Communities and Micro-Credentialing. PLUs and certification are available at no cost.   
Key dates/times*

  • February 3, 4-4:45pm, 5-5:45pm
  • February 17, 4-4:45pm
  • March 17, 4-4:45pm, 5-5:45pm
  • April 21, 4-4:45pm
  • May 19, 4-4:45pm, 5-5:45pm
  • June 16, 4-4:45pm

*If these dates/times don't work for you, please still register! There are asynchronous options available as well. Synchronous PLCs will be limited to 15 participants per cluster.


Ms. Mintz recently received funding notice from GrantED Foundation to support 50 paperback copies of the book "Inside Out and Back Again" by Thanhha Lai.  



My Students
My students are 6 – 8th graders. We believe that all students who graduate will be prepared to succeed in college and civic life as leaders in the quest for social justice and anti-racism.

My Project
My project will be to group the students into small learning communities or groups. Then, by using an Evidence Based Treatment Curriculum, (EBT) I hope to help my students to recognize their traumatic event(s) and understand how they have been impacted both behaviorally and academically. Then by using the EBT curriculum, help them to navigate and work through their struggles to improve their whole self both academically and behaviorally.


My Students
My students come from different parts of the world with a culture rich in knowledge, and with many plans for their future: that makes them unique. All of them come from low-income families but their desire to learn and be agents of change is always present. One-hundred percent of them are low-income. My classes are in a dual program where they have the opportunity to learn Spanish as a second language.

My Project
Most of the activities in my class lead students to improve their listening and speaking skills in the next three months we will be studying the history of immigration in the USA; by being able to provide each of them a set of headphones it will definitely enhance their concentration and understanding of stories they are listening I have noticed that due to the lack of headphones at school they do not have that opportunity to be able to listen individually and gain greater concentration on the pronunciation of Spanish. By donating to our project, you will not only help keep more focused on listening to real stories about immigrants in our classes but also improve their academic performance in Spanish Language Arts.


My Students
AP English Language is a rigorous, college level course. It is a class that requires dedication, hard work and critical thinking at the highest level. I teach this class to a group of amazing high schoolers of different backgrounds, cultures and experiences. Some of my students have arrived in the country only several years before, learning the language at lightening speed. Other students are native to the US, but travel an hour each way to make their way to school. No matter my students' story, each one is infused with a passion for success, social justice and creating change.
My juniors have lofty post graduation goals ranging from attending medical school to majoring in sports management and understand that doing well in class is the vehicle to achieving their aspirations.

My Project
Each of my students has a laptop to prepare for a 21st century world, however they do not have the accessories needed to fully take advantage of their technology. CHEC students travel from across the city to class and a sturdy laptop bag will help them to protect their computers. They will also be able to take these bags with them to college and future endeavors. Lastly, a class set of headphones will allow students to learn at different paces over varying subject areas. Students will be able to watch learning videos, record and be independent learners in the classroom.


My Students
I coach a competitive and fearless group of 8th grade wrestlers who have been introduced to the sport for the first time this year and are enjoying every second of it. Despite the many socio-economic barriers my student-athletes face, which are further amplified by the current COVID-19 pandemic, they arrive at school every day eager to learn. Women's wrestling is one of the fastest-growing sports at the K-12 and college level, and the middle school wrestling team is composed of 90% girls so it has been very exciting for my student-athletes to be a part of such an important movement in the sport of wrestling.

My Project
As a relatively new program, the middle school wrestling team is still in need of some essential wrestling equipment in order for my wrestlers to reach their fullest potential. The wrestling knee pads, knee sleeves, mouth guards, and headgear included in this project will help my wrestlers test their skills in practice and during competition while minimizing the risk of injury. I hope with the additional wrestling gear I can also promote girls wrestling even more and be able to recruit more future stars who would consider wrestling at the high school and college level and beyond!


My Students
Help me give my students the ability to spread the word about the importance of ending the stigma of mental health to students in our school. Like everyone in the world, students in my school have experienced the loss of a fellow student, violence in their neighborhoods, and food insecurity. As a result, many are experiencing anxiety and depression, but they are afraid to receive support from social workers, therapists, and counselors because of the stigma attached mental health. Students in my health class will create an ad campaign to end the stigma attached to mental health and encourage other students to receive the mental health support they need.

My Project
After completing a unit learning about mental and emotional health, students will create posters to place around the school advocating the end of stigma attached to receiving mental health supports. Students creating the posters will learn how to advocate and support their friends and families who might be struggling with their mental health. In addition, it is important that we norm for everyone in the building that anyone can need support and should receive it. Students will know where they can find mental health supports in the building and close by.


My Students
I serve students from low income families. Most of my students are African-American and also newcomers or 2nd generation of immigrants from El Salvador, Honduras and Guatemala. Despite all the difficulties, my students are very kind, and they have a good heart. They are dedicated and resilient. They have also showed pride, poise and perseverance to become successful in life.

My Project
The 3D printer will take my students' learning to the next level by helping them create their own artifacts and be immersed in hands-on projects where they will own both the process and the final product. 3D printing is becoming an essential skill in the teaching and learning of Social Sciences, Geography, History and Art as students will visualize and touch examples pieces of art and cultural heritage. We will learn how to scan and obtain photogrammetric models in 3D and we will finally print them in the 3d printer.


My Students
My students are some of the most resilient people I have ever met. Many of them have fled their home country because of violence, political corruption, and poverty. All my students are English language learners and some have experienced interrupted education. However, they do not let their current or past struggles get in the way of pursuing a better future for themselves and their families. My students invest time in their education. They stay after school, on Saturdays, and even come in the summer just so they can catch up to the rest of their peers. The adversity my students face is not that of a typical teenager, especially in the current political climate. Their passion and perseverance is truly inspiring.

My Project
After a year and a half of learning, my students are coming back to the classroom, and they deserve to be safe and comfortable. Our classroom furniture is over 15 years old. The desks are not safely supported by their frames anymore. They wiggle and bend whenever we move them and some are just barely balancing for survival. In addition, the siding of the desks have been falling apart and creating edges that cause splinters. To ensure that our classroom environment is conducive to learning and a safe environment, I am requesting help with purchasing new desks to replace our extremely worn out furniture. I know this is a big ask, but this is a necessity for my students. I hope after all the uncertainty of the past year and a half, we are able to bring back stability into their lives by showing them they deserve comfort.


My Students
I teach a strong and resilient group of 9th-12th graders at a public high school in Washington DC. Our students come from a variety of backgrounds, with several learning English as a Second Language.
Despite the many socio-economic barriers my students face, which are further amplified by the current COVID-19 pandemic, they arrive at school every day eager to learn. My students love to learn Biology concepts such as genetics, cells, and ecology with a hands-on approach to labs and lessons.My hope is to inspire more of my students to seek STEM careers. As a graduate of the same high school and as a science teacher I feel the weight of responsibility to demonstrate to my students what is possible in the science fields at a time where Black and Hispanic students in STEM are still critically underrepresented at the college and career level.

My Project
My students over the years have always been excited to create projects with art supplies. Arts and crafts provide an excellent entry point into many complex high-school Biology concepts such as cell division and DNA replication. My students have a much easier time retaining the information of Biology concepts when arts and crafts are involved, and STEAM-based learning has proven to be very effective for kinesthetic and visual learners. I am requesting supplies for this project which would help me continue to provide a STEAM-based curriculum in my Biology courses for the school year.The crayons, watercolors, and markers alongside crafts such as pipe cleaners, pom poms, googly eyes, construction paper, modeling clay and felt sheets will allow students to create various biological models of cell organelles, body systems, ecological dioramas, and DNA, RNA, and protein structures, with the help of scissors and tape and glue sticks to put it all together. Materials will be nicely stored in pencil boxes for even distribution during hands-on activities.


My Students
I teach a strong and resilient group of 9th-12th graders at a public high school in Washington DC. Our students come from a variety of backgrounds, with several learning English as a second language. Despite the many socio-economic barriers my students face, which are further amplified by the current COVID-19 pandemic, they arrive to school everyday eager to learn. My students love to learn Biology concepts such as genetics, cells, and ecology with a hands-on approach to labs and lessons.My hope is to inspire more of my students to seek STEM careers. As a graduate of the same high school and as a science teacher I feel the weight of responsibility to demonstrate to my students what is possible in the science fields at a time where Black and Hispanic students in STEM are still critically underrepresented at the college and career level.

My Project
These materials will provide students the opportunity to conduct a bioremediation experiment as part of their Ecology unit in our Biology course. Students will analyze the effect of bioremediating fast plants on soil that is polluted by harmful chemicals such as sulfates and nitrates. Bioremediating plants are at the forefront of restoring natural environments that have been negatively impacted by years of pollution, such as DC's own Anacostia Watershed. Students will grow fast plants and measure the concentration of chemicals in soil over time in order to demonstrate how they can restore polluted environments.

Schedule Library Visits and Collaborations
Email angela.falkenberg@k12.dc.gov or call extension 4018 to schedule Library Visits and/or lesson collaborations. These collaborations include co-teaching, resource curations, reading promotions, GRASP assistance, etc.

Angela Falkenberg
Columbia Heights EC - Lincoln MS
School Librarian, M.Ed
Greetings CHEC Family!

This week we celebrate MLK Day! Here is a little bit about the day and the man behind the “day off.”

Martin Luther King Jr. Day
  • A federal holiday in the United States marking the birthday      of Martin Luther King Jr.
  • It is observed on the third Monday of      January each year.
  • Born in 1929, King's actual birthday is      January 15 (which in 1929 fell on a Tuesday).
  • The holiday is similar to holidays set under      the Uniform Monday Holiday Act.

Martin Luther King Jr. was an American Baptist minister and activist who became the most visible spokesman and leader in the American civil rights movement from 1955 until his assassination in 1968. King advanced civil rights through nonviolence and civil disobedience, inspired by his Christian beliefs and the nonviolent activism of Mahatma Gandhi.


Community of Practice: Students with Disabilities and Behavior Support
January 19 @ 9:00 am - 10:30 pm

Restorative DC is excited to connect with current and new restorative practitioners, coordinators, and school support staff, educational support and community-based organizations throughout the District of Columbia as part of our Community of Practice (CoP) series for School Year 2021-22.The CoP will provide participants with an opportunity to: Participate in city-wide problem solving group activities.

RJ in the Classroom for All Learners
January 22 @ 10:00 am - 12:00 pm

This workshop is designed to explore ways that restorative practices can be used in the classroom. Teachers and school staff will gain skills and tools to incorporate restorative practices that will increase student engagement in academic and community content, promote consistent student attendance, and develop proactive systems to respond to student behavior.


I. COVID-19 : We are still working actively to screen students at entry and test weekly for COVID-19.
a. Please continue to be safe and stress mask wearing, social distancing, and timely arrival to class as we.
b. Also, communicate any personal Covid-related health updates to pankaj.rayamajhi@k12.dc.gov.

II. Kickboard: The Culture Team will be rolling out our PBIS initiative connected to Kickboard in the upcoming weeks. To get information to provide us with incentives students would be interested in and the number of points which should be applied to each of the schools' norms, which will drive our incentives, we need all to complete the survey below:

  • 10th Grade Xavier Smith
  • 9th Grade Maria Benevides Escobar
  • 9th Grade Kimberly Peralta-Pineda
  • 9th Grade Nia Bethea

Remember: We have created a platform that has the student support form and the behavior referral form. Please bookmark this link for future reference:https://forms.office.com/Pages/ResponsePage.aspx?id=7kagKk6zM0qSt5md8rwKMlnJSbOnQ0xKsY-f39IrJ4ZUNTBDOE9aUDVXRkNNSUJLUjVUVTVSN09DWS4u

Peace & Love,
The Dean Team


Athletics are an integral part of the educational program and a means to accomplish the goals of education. Our athletic program exists for the welfare of students and the contributions it makes to their educational experience.  Athletic participation builds self-esteem and confidence and provides the necessary tools for success. The interaction between individuals on the fields of sport teaches students the value of teamwork, while developing the proper competitive spirit, combined with a sense of fairness.

The middle school boys and girls basketball teams lost to Hardy and Deal.  The middle school wrestling team placed 2nd at the last DCIAA meet. The JV boys basketball team lost to Eastern and McKinley Tech.  The varsity girls basketball defeated Eastern and HD Woodson but lost to McKinley Tech.  The varsity boys basketball team defeated HD Woodson but lost to Eastern and McKinley Tech.

BB: 2 - 6
GB: 3 - 5
JVBB: 7 - 6
VGB: 5 - 6
VBB: 9 - 4
Bowling: 0 - 0

No Games

No Games

MS Wrestling Meet #6 at Jefferson @ 4:00
JVBB vs. Phelps at Phelps @ 4:30
HS Swim Meet at HD Woodson @ 5:00
VBB vs. Phelps at Phelps @ 6:30

MSGB vs. Oyster Adams at CHEC at 4:45
MSBB vs. Oyster Adams at CHEC at 6:00

JVBB vs. Ron Brown at CHEC @ 5:00
VBB vs. Ron Brown at CHEC @ 7:00

No Games
To participate in sports, including tryouts, students must complete participation paperwork and upload their physical via https://www.thedciaa.com/participation-forms.  Additionally, all student-athletes, who are older than 12, must be vaccinated by November 1st to begin or continue to participate in sports.  Anyone with questions, should contact the CHEC athletic director, Coach A in room D236, or via email at desmond.alexander@k12.dc.gov .  Winter sports practice begins November 1st.

Winter sports include:

Middle School
Boys Basketball - Coach Edmonds (lionel.edmonds@k12.dc.gov)
Cheerleading - Coach Wright (aaliyahwright88@gmail.com)
Girls Basketball - Coach Hanlon (constance.hanlon@k12.dc.gov)
Swimming - TBD
Wrestling - Eduardo Reyes (eduardo.reyes@k12.dc.gov)

High School
Bowling - Coach Ferguson (mya.ferguson@k12.dc.gov)
Cheerleading - Coach Wright (dionnewright02@gmail.com)
JV boys - Coach Joyner (jason.joyner@k12.dc.gov)
Swimming - Coach Allen (reiss.allen@k12.dc.gov)
Varsity Boys Basketball - Coach Cook (rodney.cook@k12.dc.gov)
Varsity Girls Basketball - Coach Ficklin (rodricus.ficklin@k12.dc.gov)
Wrestling - Coach Alvarado (kenrry.alvarado@k12.dc.gov)
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