Proposition 3, which included most of
the online learning policies in the Students Come First legislation, was soundly defeated with a «no» vote of approximately 66 %.
Michigan's K - 12
online learning policies have evolved significantly over the last two decades, allowing for more instructional options and learning... Read more
Not exact matches
We have enacted this privacy
policy to ensure that the Site can operate effectively to serve our purpose of providing a site that supports adoptive families by offering convenient, accessible
online learning and sharing opportunities.
Tina is the chief operating officer of the Presidents» Forum, a
policy group advocating for
online learning and the needs of the adult student.
Between midday on 4th and 14th December, all donations
online can be doubled, which means in the future twice as many teachers could be
learning about child rights and gender - based violence, twice as many communities
learning about the importance of girls» education, twice as many school - boards understanding and enforcing national
policies aimed at supporting girls, and hopefully twice as many girls could be making that crucial transition from primary to secondary school, become shining beacons for hundreds of other women and girls who dream of a better future but wonder if it's possible.
Several global organizations are offering the flexibility to learners through the Bring Your Own Device (BYOD)
policy and are seeing notable gains in learner engagement as well as higher completion rates of
online learning courses.
In my home state of Colorado there have been issues with lack of state
policies that take into account virtual schools around issues such as funding, and the result is negative publicity aimed at
online learning generally where in this case (in CO) it's really a state funding problem.
With the rapid growth in
online and mobile
learning, students everywhere at all levels are increasingly having educational choices — regardless of where they live and even regardless of the
policies that regulate schools.
The new research, published Sept. 6 in the
online journal Education
Policy Analysis Archives, makes the case that students
learn more when their teachers are licensed — a requirement that in most states means they have had formal training in both how and what to teach.
The paper concludes with valuable
policy recommendations for providing more students with the teachers they need through leveraging
online learning.
As
online learning gains share and transforms our education system, for some time I have argued that foundations and philanthropists would be wise to spend their dollars in moving public
policy, creating proof points, and the like to create smarter demand and not invest on the supply side in the technology products and solutions themselves.
What we
learned by teaching «Saving Schools: History, Politics and
Policy in U. S. Education,» our first Massive Open
Online Course
Online and blended
learning have the potential to dramatically transform our education system by being able to individualize for each student's distinct
learning needs (just look at the results from Carpe Diem, KIPP Empower, or Rocketship Education), but whether it does so will have a lot to do with
policy — whether we change the incentives and focus not on merely serving students and micro-managing the inputs, but instead focusing on the student outcomes and leaving behind an antiquated factory - model system for a student - centric one.
But in a study of Georgia Tech's hugely successful
online master of science in computer science (OMSCS) program, educational economists Joshua Goodman and Amanda Pallais and public
policy expert Julia Melkers found that digital
learning can tap into a new market of students by offering an
online degree that is equivalent in all ways to an in - person degree, at a fraction of the cost.
Online learning holds the potential to create a student - centered educational system that can personalize affordably for students» different
learning needs at different times — a key to allowing all students to maximize their success — if
policy moves away from regulating inputs and toward focusing on individual student outcomes and other conditions are put in place.
«The basic next step is for education
policy makers and school leaders to prepare and make sure that this deployment of
online learning is done well and not haphazardly.
So the basic next step is for education
policy makers and school leaders to prepare and make sure that this deployment of
online learning is done well and not haphazardly.
At the very least, states with fully
online schools should adopt a
policy like the one in Ohio, which requires such schools to offer an orientation course — the perfect occasion to set high expectations for students as they enter and let them know what would help them thrive in an
online learning environment (e.g., a quiet place to study, a dedicated amount of time to devote to academics).
The boom in virtual education, barely a blip 10 years ago, is now posing myriad
policy questions as students and teachers do more
learning online.
From a
policy perspective, however, the findings are quite satisfying:
online math courses can provide a productive
learning experience for academically proficient adolescents in eighth grade who otherwise would not have access in that grade to that content.
Partnering with Data Quality Campaign (DQC) to redesign the organization's website and create a user - friendly
online space to
learn more about education data
policy and use
Menlo Park, Calif. — December 15, 2011 — As
online learning programs become prevalent in U.S. schools, school and district leaders, teachers, and
policy makers are looking for the best ways to use technology to enhance
learning.
blended
learning California charter Colorado Common Core consortium course choice data Disrupting Class distance
learning district EMO Florida full - time funding Georgia higher education Idaho implementation Indiana Iowa Keeping Pace law Louisiana Massachusetts Michigan military mobile
learning OER Ohio
online learning online learning requirement
policy quality research outcomes Rhode Island snow day sponsors state virtual schools teacher's role Teaching across state lines Utah virtual schools VSS 2010 Wisconsin
Instead, as Innosight Institute's case studies over the past two years reveal, the majority of
policy is still focused on rewarding the systems, providers, and operators that best meet certain input measures, most of which are inappropriate for judging this emerging disruptive innovation of
online learning.
To this point it appears that
policies that create access to
online learning — as evidenced in the rapid growth of the movement — are outpacing
policies that reward quality for each student.
Digital
Learning Strategies for Rural America offers profiles of policies and programs at work in 15 states across the country, including examples of state virtual schools, course access opportunities, blended learning models, district - led online learning initiatives, and regional partn
Learning Strategies for Rural America offers profiles of
policies and programs at work in 15 states across the country, including examples of state virtual schools, course access opportunities, blended
learning models, district - led online learning initiatives, and regional partn
learning models, district - led
online learning initiatives, and regional partn
learning initiatives, and regional partnerships.
Since 2011 especially,
online learning has been the subject of critical, and sometimes pointedly unfavorable, reports from national media outlets and education
policy organizations.
But we have still a long way to go to overcome the forces of big money that are intent on privatizing our public schools, and imposing
policies, including school closings, more high stakes testing, and the rapid expansion of
online learning, that threaten to further damage our children and are unsupported by research.
Please join us using hashtag #exSEL for an
online discussion with Chad d'Entremont, Executive Director of the Rennie Center for Education Research &
Policy, about the state of social - emotional
learning in Massachusetts.
Assisting in the process was a program advisory committee, composed of SCDE personnel and district - and school - level educators from the pilot sites, charged with reviewing research on
online learning, information from other state virtual programs, and feedback from the pilot sites to refine
policies and procedures for the SCVSP.
Education Week highlighted the International Association for K - 12
Online Learning's (iNACOL) recent report on six policy recommendations for states to take advantage of opportunities under ESSA to «redefine student success:» Rethink accountability for continuous improvement; Redesign systems of assessments to align with student - centered learning; Transform sy
Learning's (iNACOL) recent report on six
policy recommendations for states to take advantage of opportunities under ESSA to «redefine student success:» Rethink accountability for continuous improvement; Redesign systems of assessments to align with student - centered
learning; Transform sy
learning; Transform systems...
She has worked as Program Officer with Washington STEM, and prior to that spent over seven year in
online and blended
learning in both the non-profit and public sectors, focused on professional development of teachers and the modification of state policy pertaining to alternative and online learning with the Digital Learning Commons and Office of Superintendent of Public Inst
learning in both the non-profit and public sectors, focused on professional development of teachers and the modification of state
policy pertaining to alternative and
online learning with the Digital Learning Commons and Office of Superintendent of Public Inst
learning with the Digital
Learning Commons and Office of Superintendent of Public Inst
Learning Commons and Office of Superintendent of Public Instruction.
He has presented for the following organizations: Johns Hopkins Institute for Education
Policy, «Preparing Teachers for Diverse America»; Mid-Atlantic Conference on Personalized
Learning, «Competency - Based Schooling for ELLs»; INACOL Blended and
Online Learning Symposium, «Lessons from New Competency - Based High Schools: Leaders Reflect on Design and Launch.»
Online learning can call into question our institutions» beliefs, structures,
policies, and, even more, the fundamental mission of the organization.
In order to remove obstacles to
online learning, Short - Circuited recommends that
policy makers:
The Foundation for Blended and
Online Learning works to support student and educator success through blended and online learning experiences and ensure education leaders have real - time, real - world data and insight to inform thoughtful decisions about education policy and pra
Online Learning works to support student and educator success through blended and online learning experiences and ensure education leaders have real - time, real - world data and insight to inform thoughtful decisions about education policy and p
Learning works to support student and educator success through blended and
online learning experiences and ensure education leaders have real - time, real - world data and insight to inform thoughtful decisions about education policy and pra
online learning experiences and ensure education leaders have real - time, real - world data and insight to inform thoughtful decisions about education policy and p
learning experiences and ensure education leaders have real - time, real - world data and insight to inform thoughtful decisions about education
policy and practice.
Keeping pace with K - 12
online learning: A review of state - level policy and practice Retrieved from the North American Council for Online Learning website: http://www.inacol.org/research/docs/KeepingPace07-col
online learning: A review of state - level policy and practice Retrieved from the North American Council for Online Learning website: http://www.inacol.org/research/docs/KeepingPace07-c
learning: A review of state - level
policy and practice Retrieved from the North American Council for
Online Learning website: http://www.inacol.org/research/docs/KeepingPace07-col
Online Learning website: http://www.inacol.org/research/docs/KeepingPace07-c
Learning website: http://www.inacol.org/research/docs/KeepingPace07-color.pdf
And while outcomes for students studying in
online schools are «consistently below traditional public schools,» enrollment in full - time
online and blended
learning schools continues to increase, according to a 2016 report by the National Education
Policy Center.
The report, «Keeping Pace With K - 12 Digital
Learning,» is the eleventh edition of a nationwide review of
online policies released by the Evergreen Education Group, a Durango, Colo. - based consulting company.
• Discounted legal products including model board
policies, Student Code of Conduct, and a Personnel Handbook • Access to the
Learning Zone, TCSA's robust
online training portal, and discounted registration rates for the Texas Charter Schools Conference • Legal information and advice, as well as updates and alerts on specific matters pertaining to charter schools • Tools to engage parents on advocacy efforts with the Texas Legislature • Access to a growing market of solution providers and strategically - aligned partnerships with negotiated pricing and contract terms • Resources and advice for navigating TEA requirements for your school's growth and expansion • Representation in the rulemaking process with TEA to protect the interest of public charter schools
Keeping pace with K - 12
online learning: An annual review of
policy and practice.
Click here to view the event video in a new window» Overview This National
Policy Forum on K - 12 competency - based education, co-sponsored by CompetencyWorks and the International Association for K - 12 Online Learning, will highlight important research, policy trends, and issu
Policy Forum on K - 12 competency - based education, co-sponsored by CompetencyWorks and the International Association for K - 12
Online Learning, will highlight important research,
policy trends, and issu
policy trends, and issues for
The mission of the International Association for K — 12
Online Learning (iNACOL) is to catalyze the transformation of K — 12 education policy and practice to advance powerful, personalized, learner - centered experiences through competency - based, blended and online lea
Online Learning (iNACOL) is to catalyze the transformation of K — 12 education policy and practice to advance powerful, personalized, learner - centered experiences through competency - based, blended and online l
Learning (iNACOL) is to catalyze the transformation of K — 12 education
policy and practice to advance powerful, personalized, learner - centered experiences through competency - based, blended and
online lea
online learninglearning.
This report «provides an overview of the latest
policies, practices, and trends affecting
online learning programs across all 50 states.»
Independent Study; Parent Engagement; Technology; Personalized
Learning; Legal Issues; Instructional Strategies for Individualized learning; Developing an Online Edu Program; Successful Hybrid Models; Introduction to Online Learning; How to Present an Online Class; Blended Learning; Implementing the New «Course - Based» Independent Study Model; Open Education Resources; Training for Teachers; Supporting Students in the Transition to Blended; Staffing Models; Implementation Challenges and Solutions; Success Stories; The Cost of Implementing Blended Learning; The Changing Policy and Regulatory L
Learning; Legal Issues; Instructional Strategies for Individualized
learning; Developing an Online Edu Program; Successful Hybrid Models; Introduction to Online Learning; How to Present an Online Class; Blended Learning; Implementing the New «Course - Based» Independent Study Model; Open Education Resources; Training for Teachers; Supporting Students in the Transition to Blended; Staffing Models; Implementation Challenges and Solutions; Success Stories; The Cost of Implementing Blended Learning; The Changing Policy and Regulatory L
learning; Developing an
Online Edu Program; Successful Hybrid Models; Introduction to
Online Learning; How to Present an Online Class; Blended Learning; Implementing the New «Course - Based» Independent Study Model; Open Education Resources; Training for Teachers; Supporting Students in the Transition to Blended; Staffing Models; Implementation Challenges and Solutions; Success Stories; The Cost of Implementing Blended Learning; The Changing Policy and Regulatory L
Learning; How to Present an
Online Class; Blended
Learning; Implementing the New «Course - Based» Independent Study Model; Open Education Resources; Training for Teachers; Supporting Students in the Transition to Blended; Staffing Models; Implementation Challenges and Solutions; Success Stories; The Cost of Implementing Blended Learning; The Changing Policy and Regulatory L
Learning; Implementing the New «Course - Based» Independent Study Model; Open Education Resources; Training for Teachers; Supporting Students in the Transition to Blended; Staffing Models; Implementation Challenges and Solutions; Success Stories; The Cost of Implementing Blended
Learning; The Changing Policy and Regulatory L
Learning; The Changing
Policy and Regulatory Landscape
The National Education
Policy Center has issued a series of papers on
online learning, questioning, in particular, the effectiveness of
online charter schools.
Register
online to
learn about the latest goings - on in Washington and how you can enlist
policy makers to cosponsor legislation.
However, teachers have different needs and prefer different kinds of PD support (Martin, Miyashiro & Baird, 2015), keeping in mind that their available technology resources, such as digital devices,
learning management systems,
online curriculum, and technology - related
policies, are constantly changing.
In order to encourage reflection on techniques and strategies, and to extend key takeaways into classrooms, other professional
learning communities, and
policy discussions, monthly forums will be digitally enhanced through
online discussion and social media.
Achievement Preparatory Academy PCS — Elementary * 202-562-1307 Achievement Preparatory Academy PCS — Middle * 202-562-1214 Aiton Elementary School 202-671-6060 Amidon - Bowen Elementary School 202-724-4867 Anacostia High School 202-698-2155 AppleTree Early
Learning PCS — Columbia Heights 202-667-9490 AppleTree Early
Learning PCS — Douglas Knoll (Southeast) * 202-629-2545 AppleTree Early
Learning PCS — Lincoln Park 202-621-6581 AppleTree Early
Learning PCS — Oklahoma Ave 202-629-2179 AppleTree Early
Learning PCS — Parklands (Southeast) * 202-506-1890 AppleTree Early
Learning PCS — Southwest 202-646-0500 Ballou High School 202-645-3400 Bancroft Elementary School 202-673-7280 Barnard Elementary School 202-576-1100 BASIS DC PCS 202-393-5437 Beers Elementary School 202-939-4800 Benjamin Banneker High School 202-671-6320 Breakthrough Montessori PCS * 202-407-7021 Brent Elementary School * 202-698-3363 Bridges PCS 202-545-0515 Brightwood Education Campus 202-722-5670 Brookland Middle School * 202-759-1999 Browne Education Campus * 202-671-6210 Bruce - Monroe Elementary School @ Park View 202-576-6222 Bunker Hill Elementary School 202-576-6095 Burroughs Elementary School * 202-576-6150 Burrville Elementary School * 202-671-6020 Capital City PCS — Lower School * 202-808-9800 Capital City PCS — Middle School * 202-808-9800 Capital City PCS — High School * 202-808-9800 Capitol Hill Montessori @ Logan 202-698-4467 Cardozo Education Campus 202-673-7385 Cedar Tree Academy PCS * 202-610-4193 Center City PCS — Brightwood 202-723-3322 Center City PCS — Capitol Hill 202-547-7556 Center City PCS — Congress Heights 202-562-7070 Center City PCS — Petworth 202-726-9212 Center City PCS — Shaw 202-234-1093 Center City PCS — Trinidad 202-397-1614 Cesar Chavez PCS for Public
Policy — Capitol Hill * 202-547-3424 Cesar Chavez PCS for Public
Policy — Chavez Prep * Abierto el 21 de abril de 10AM - 1PM 202-723-3975 Cesar Chavez PCS for Public
Policy — Parkside High School * Abierto el 21 de abril de 10AM - 2PM 202-398-2230 City Arts and Prep PCS * 202-269-4646 Cleveland Elementary School * 202-939-4380 Columbia Heights Education Campus 6 - 8 (CHEC) * 202-939-7700 Columbia Heights Education Campus 9 - 12 (CHEC) * 202-939-7700 Coolidge High School 202-671-6080 Creative Minds International PCS * Abierto el 21 de abril de 9AM - 1PM 202-588-0370 C.W. Harris Elementary School * 202-645-3188 DC Bilingual PCS 202-750-6674 DC Prep PCS — Anacostia Elementary * 202-729-3500 DC Prep PCS — Benning Elementary * 202-398-2838 DC Prep PCS — Benning Middle * 202-396-3780 DC Prep PCS — Edgewood Elementary * 202-635-4411 DC Prep PCS — Edgewood Middle * 202-832-5700 DC Scholars PCS * Abierto el 21 de abril de 10AM - 1PM 202-559-6138 Deal Middle School 202-939-2010 Democracy Prep Congress Heights PCS * 202-561-0860 Digital Pioneers Academy PCS * Abierto el 21 de abril de 10:30 AM - 1:30 PM en el gimnasio de la escuela Stanton Elementary (2701 Naylor Rd SE) 202-677-3522 District of Columbia International School * 202-808-9033 Dorothy I. Height Elementary School * 202-723-4100 Drew Elementary School * 202-671-6040 Duke Ellington School of the Arts 202-282-0123 Dunbar High School 202-698-3762 Eagle Academy PCS — Capitol Riverfront * 202-459-6825 Eagle Academy PCS — Congress Heights * 202-544-2646 Early Childhood Academy PCS * 202-373-0035 Eastern High School * 202-698-4500 Eaton Elementary School 202-282-0103 E.L. Haynes PCS - Elementary School 202-667-4446 E.L. Haynes PCS - Middle School * Abierto el 21 de abril de 9AM - 5PM para cualquier familia de E.L. Haynes, nueva o regresando, independientemente del plantel que van a asistir en el otoño 202-667-4446 E.L. Haynes PCS - High School 202-667-4446 Eliot - Hine Middle School * 202-939-5380 Elsie Whitlow Stokes Community Freedom PCS — Brookland 202-265-7237 Elsie Whitlow Stokes Community Freedom PCS — East End * Abierto el 21 de abril de 11AM - 2PM 202-265-7237 Excel Academy * 202-373-0097 Friendship
Online PCS * 202-729-8287 Friendship PCS — Armstrong Elementary * 202-518-3928 Friendship PCS — Blow - Pierce Elementary * 202-572-1070 Friendship PCS — Blow - Pierce Middle * 202-572-1070 Friendship PCS — Chamberlain Elementary * 202-547-5800 Friendship PCS — Chamberlain Middle * 202-547-5800 Friendship PCS — Collegiate Academy * 202-396-5500 Friendship PCS — Southeast Elementary Academy * Abierto el 21 de abril de 9AM - 1PM 202-562-1980 Friendship PCS — Technology Preparatory Middle Academy * 202-552-5700 Friendship PCS — Technology Preparatory High School Academy * 202-552-5700 Friendship PCS — Woodridge Elementary 202-635-6500 Friendship PCS — Woodridge Middle 202-635-6500 Garfield Elementary School 202-671-6140 Garrison Elementary School * 202-673-7263 Hardy Middle School * 202-729-4350 Harmony DC PCS - School of Excellence * 202-529-7500 Hart Middle School 202-671-6426 H.D. Cooke Elementary School 202-939-5390 Hearst Elementary School * 202-282-0106 Hendley Elementary School 202-645-3450 Hope Community PCS — Lamond 202-722-4421 Hope Community PCS — Tolson 202-832-7370 Houston Elementary School * 202-671-6170 Howard University Middle School of Mathematics and Science PCS * 202-806-7725 Hyde - Addison Elementary School 202-282-0170 IDEA PCS * 202-399-4750 Ideal Academy PCS 202-729-6660 Ingenuity Prep PCS * 202-562-0391 Inspired Teaching Demonstration PCS * 202-248-6825 Janney Elementary School 202-282-0110 Jefferson Middle School Academy 202-729-3270 Johnson Middle School 202-939-3140 J.O. Wilson Elementary School 202-698-4733 Kelly Miller Middle School * 202-388-6870 Ketcham Elementary School * 202-698-1122 Key Elementary School 202-729-3280 Kimball Elementary School * 202-671-6260 King Elementary School 202-939-4900 Kingsman Academy PCS 202-547-1028 KIPP DC — AIM Academy PCS 202-678-5477 KIPP DC — Arts and Technology Academy PCS 202-398-6811 KIPP DC — College Preparatory PCS 202-678-2527 KIPP DC — Connect Academy PCS * Abierto el 21 de abril de 9AM - 12PM para cualquier familia de KIPP DC, nueva o regresando, independientemente del plantel que van a asistir en el otoño 202-396-5477 KIPP DC — Discover Academy PCS 202-678-7735 KIPP DC — Grow Academy PCS * Abierto el 21 de abril de 9AM - 12PM para cualquier familia de KIPP DC, nueva o regresando, independientemente del plantel que van a asistir en el otoño 202-986-4769 KIPP DC — Heights Academy PCS 202-610-5323 KIPP DC — KEY Academy PCS 202-582-5477 KIPP DC — LEAD Academy PCS * Abierto el 21 de abril de 9AM - 12PM para cualquier familia de KIPP DC, nueva o regresando, independientemente del plantel que van a asistir en el otoño 202-223-4505 KIPP DC — LEAP Academy PCS 202-582-5327 KIPP DC — Northeast Academy PCS * Abierto el 21 de abril de 9AM - 12PM para cualquier familia de KIPP DC, nueva o regresando, independientemente del plantel que van a asistir en el otoño 202-398-5477 KIPP DC — Promise Academy PCS 202-582-1390 KIPP DC — Quest Academy PCS 202-398-6811 KIPP DC — Spring Academy PCS * Abierto el 21 de abril de 9AM - 12PM para cualquier familia de KIPP DC, nueva o regresando, independientemente del plantel que van a asistir en el otoño 202-397-5477 KIPP DC — Valor Academy PCS 202-398-6811 KIPP DC — WILL Academy PCS * Abierto el 21 de abril de 9AM - 12PM para cualquier familia de KIPP DC, nueva o regresando, independientemente del plantel que van a asistir en el otoño 202-328-9455 Kramer Middle School * 202-939-3150 Lafayette Elementary School * 202-282-0116 Langdon Elementary School 202-576-6048 Langley Elementary School * 202-724-4223 LaSalle - Backus Education Campus * 202-671-6340 Leckie Elementary School 202-645-3330 Lee Montessori PCS * Abierto el 21 de abril de 10AM - 1PM 202-779-9740 Ludlow - Taylor Elementary School 202-698-3244 MacFarland Middle School * 202-576-6130 Malcolm X Elementary School @ Green * 202-645-3409 Mann Elementary School 202-282-0126 Marie Reed Elementary School * 202-673-7308 Maury Elementary School * 202-698-3838 McKinley Middle School * 202-281-3950 McKinley Technology High School * 202-281-3950 Meridian Public Charter School — Elementary School * 202-387-9830 Meridian Public Charter School — Middle School * 202-793-2667 Miner Elementary School * 202-397-3960 Moten Elementary School 202-698-1111 Mundo Verde Bilingual PCS * 202-750-7060 Murch Elementary School 202-282-0130 Nalle Elementary School * 202-671-6280 National Collegiate Preparatory Public Charter High School * 202-832-7737 North Star College Preparatory Academy for Boys PCS * 202-505-9072 Noyes Elementary School 202-281-2580 Orr Elementary School 202-671-6240 Oyster - Adams Bilingual School 202-671-6130 Patterson Elementary School 202-939-5280 Paul PCS — Middle School 202-291-7499 Paul PCS — International High School 202-291-7499 Payne Elementary School * 202-698-3262 Peabody Elementary School 202-698-3277 Perry Street Prep PCS 202-529-4400 Phelps Architecture, Construction, and Engineering High School * 202-729-4360 Plummer Elementary School 202-939-4360 Powell Elementary School * 202-671-6270 Randle Highlands Elementary School * 202-729-3250 Raymond Education Campus 202-576-6236 Richard Wright PCS for Journalism and Media Arts * 202-388-1011 Rocketship DC PCS — Ward 5 * Procesando la inscripción para las familias asignadas a este plantel el 21 de abril de 12PM - 2PM en Smith Public Trust (3514 12th St NE) 202-627-2256 Rocketship Legacy Prep PCS * Abierto el 21 de abril de 10AM - 12PM 202-627-2256 Rocketship Rise Academy PCS 202-750-7177 Ron Brown College Preparatory High School 202-729-4343 Roosevelt High School 202-576-6130 Roots PCS 202-882-8073 Ross Elementary School 202-673-7200 Savoy Elementary School * 202-939-2000 School - Within - School @ Goding * 202-727-7377 School Without Walls @ Francis - Stevens 202-724-4841 School Without Walls High School 202-645-9690 Seaton Elementary School 202-673-7215 SEED Public Charter School of Washington, DC * Abierto el 21 de abril de 9AM - 11:30 AM 202-248-3025 Sela PCS * Abierto el 21 de abril de 10AM - 12PM 202-670-7352 Shepherd Elementary School * 202-576-6140 Shining Stars Montessori Academy PCS * 202-723-1467 Simon Elementary School 202-645-3360 Smothers Elementary School * 202-939-3600 Somerset Preparatory Academy PCS * Abierto el 21 de abril de 9AM - 3PM 202-562-9170 Sousa Middle School * 202-729-3260 Stanton Elementary School 202-671-6180 Stoddert Elementary School 202-671-6030 Stuart - Hobson Middle School 202-671-6010 Takoma Education Campus * 202-671-6050 The Children's Guild Public Charter School * 202-774-5442 Thomas Elementary School 202-724-4593 Thomson Elementary School * 202-898-4660 Thurgood Marshall Academy PCS * 202-563-6862 Truesdell Education Campus * 202-576-6202 Tubman Elementary School 202-673-7285 Turner Elementary School 202-645-3470 Two Rivers PCS at 4th Street 202-546-4477 Two Rivers PCS at Young * Abierto el 21 de abril de 9AM - 3PM para cualquier familia de Two Rivers, nueva o regresando, independientemente del plantel que van a asistir en el otoño 202-388-1360 Tyler Elementary School 202-939-4810 Van Ness Elementary School * 202-727-4314 Walker - Jones Education Campus 202-939-5934 Washington Global Public Charter School * 202-796-2415 Washington Latin PCS — Middle School * 202-223-1111 Washington Latin PCS — Upper School * 202-223-1111 Washington Leadership Academy PCS * 240-580-3371 Washington Mathematics Science Technology PCHS 202-636-8011 Washington Yu Ying PCS * 202-635-1950 Watkins Elementary School 202-698-3355 West Education Campus * 202-576-6226 Wheatley Education Campus * Abierto el 21 de abril de 9AM - 1:30 PM 202-939-5970 Whittier Education Campus 202-576-6156 Wilson High School 202-282-0120 Woodson High School * 202-939-2030