Bell Schedule 2020-2021

Full Day 8 & 10th Grades
Breakfast 7:50am – 8:15am
Family Matters 8:15am – 8:25am
1st 8:30am – 9:55am
2nd 9:57am – 11:22am
3rd(Lunch) 11:25am – 11:55am
4th 11:58pm – 1:23pm
5th 1:26pm – 2:51pm
6th 2:53pm – 4:18pm
Educational Wrap-up 4:15pm – 4:30pm
Dismissal 4:30pm
Full Day 9, 11 & 12th Grades
Breakfast 7:50am – 8:15am
Family Matters 8:15am – 8:25am
1st 8:30am – 9:55am
2nd 9:57am – 11:22am
3rd 11:25am – 12:50pm
4th(Lunch) 12:53pm – 1:23pm
5th 1:26pm – 2:51pm
6th 2:53pm – 4:18pm
Educational Wrap-up 4:15pm – 4:30pm
Dismissal 4:30pm
Half Day - Friday
Breakfast 7:50am – 8:15am
Family Matters 8:15am – 8:25am
1st 8:30am – 9:12am
2nd 9:12am – 9:54am
3rd/4th 9:54am – 10:36am
5th 10:36am – 11:18am
6th 11:18am – 12:00am
Lunch/Dismissal 12:00pm – 12:30pm

Academic Calendar

Important Calendar Dates for School Year 2020-2021

April 2021
April 1st, Check In @ 6:00pm 8th and 9th grade PTA Zoom
April 5th - April 12th Spring Break
April 13th Return to virtual learning
April 15th, Check In @ 6:00pm 10th and 11th grade PTA Zoom
April 20th Senior Paper is Due
April 22nd, Check In @ 6:00pm 12th grade PTA Zoom
April 30th Senior Class Dues are Due
May 2021
May 28th Graduation Ceremony

School Meals

Richard Wright PCS participates in the National School Breakfast and Lunch Program. Breakfast, Lunch, and After-School Snacks are offered free to all students. RWPCS and the school vendor Top Spanish will strive to serve quality food exceeding the requirements for the Healthy School Act of 2010.

RWPCS is a Community Eligibility Provision (CEP) School. CEP is a non-pricing meal service option for schools and school districts in low-income areas. CEP allows the nation’s highest poverty schools and districts to serve breakfast and lunch at no cost to all enrolled students without collecting household applications.

AUGUST/SEPTEMBER MEALS

Meal patterns and content are available upon request for all meals by contacting drayside@richardwrightpcs.org .

USDA Nondiscrimination Statement

In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.

Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English.

To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at: How to File a Complaint, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by:

(1) mail: U.S. Department of Agriculture
Office of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SW
Washington, D.C. 20250-9410;

(2) fax: (202) 690-7442; or

(3) email: program.intake@usda.gov

This institution is an equal opportunity provider.

Also, the District of Columbia Human Rights Act, approved December 13, 1977 (DC law 2-38; DC official code §2-1402.11(2006), as amended) states the following:

It shall be an unlawful discriminatory practice to do any of the following acts, wholly or partially for a discriminatory reason based upon the actual or perceived: race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, family responsibilities, genetic information, disability, matriculation, or political affiliation of any individual. To file a complaint alleging discrimination on one of these bases, please contact the District of Columbia’s Office of Human Rights at (202) 727-4559 or ohr@dc.gov.

School Course Catalog

English Department Course Descriptions

English I (1.0 Credit)

In grade 9, students explore many ways that words can express thoughts. They find author’s main ideas in text and learn how writers support their ideas through word choice, sentence and paragraph structure and other methods. Students also learn about different types of text including poetry, drama, and other works of art. Students also consider how different kinds of works, such as poetry and film, deal with the same subjects. They investigate how form supports and enhances content, and they create written text and oral presentations that effectively use grammar and pronunciation to express their ideas.

Offered In-Seat and Online all year.

English II (1.0 Credit)

Students explore the ways in which authors use a variety of techniques to express their purposes and reach their intended audiences. These techniques include, but are not limited to, style, structure, diction, and voice. Students present written and spoken information in logical ways, using evidence to defend their assertions. Students connect texts from a variety of eras and places to their various contexts, drawing from their knowledge of literature and history to come to a greater understanding. They consider deeply the content, structure, function and effects of texts given those texts’ contexts. They connect literary works to issues of their times as well as other historical eras and situations.

Offered In-Seat and Online all year.

English III (1.0 Credit)

Students are exposed to the various periods of American literature and the ideas that shaped the writing of those times. They use examples from American literature to improve their writing styles. They also work with different viewpoints and make their points in different ways—for example, by using brief stories to illustrate arguments and by using logic to support them. They use varied sentence structures and focus on small details.

Offered In-Seat and Online all year.

English IV (1.0 Credit)

The last required class of English instruction asks its students to begin using skills and concepts acquired previously in new ways. We will seek to coordinate skills in an effort to push our understandings into complex and abstract levels. We will spend this year engaged in a study of language and literature. We will study language to increase our ability to communicate our thoughts and ideas and to understand the thoughts and ideas of others. We will study literature to increase our understanding of this peculiar art form. We will explore the historical tradition of literature to gain an understanding of the ways stories are told and the forces that shape the stories we tell.

Offered In-Seat and Online all year.

Mathematics Department Course Descriptions

Pre Algebra (1.0 Credit)*

Pre-Algebra includes introductory topics in both algebra and geometry. Algebra topics covered include algebraic expressions, integers, solving equations and inequalities, linear functions and graphing, and polynomials. Geometry topics include angle relationships, polygons, area, and applying algebra to the right triangle.

Offered In-Seat and Online all year.

Algebra I (1.0 Credit)

The foundation for the study of algebra will be laid by learning about the language of algebra, its properties, and methods of solving equations. Students will learn how many real-world situations can be modeled by linear and nonlinear functions, tables, and their graphs. They will use mathematical models to represent and understand quantitative relationships and analyze change in various contexts.

Offered In-Seat and Online all year.

Algebra II/Trigonometry (1.0 Credit)

Algebra I will focus on introducing students to the essential mathematical process of solving for an unknown. Students will learn about the connection between algebra and geometry; how algebraic problems can be framed and interpreted geometrically. Finally, the students will understand how to apply these skills to solve a wide variety of real world problems, and to use these results and solutions to inform their decision-making.

Offered In-Seat and Online all year.

Geometry (1.0 Credit)

This course builds upon the mastery of skills and concepts gained over previous courses. Thus the emphasis for the first half of the year is on integrating Algebra with Geometry and less emphasis on formal proofs. The focus of the second half of the year is a preparation for Precalculus with a full unit in Right Triangle Trigonometry and review/ preparation for the DCAS exam. The focus in this course is on the applications of the mathematical topics.

Offered In-Seat and Online all year.

Pre-Calculus (1.0 Credit)

Pre-calculus is the beginning of the study of change and motion and will prepare students to study calculus. Students will explore trigonometry, complex numbers, how functions are

logically organized into groups, how to transform functions and learn about instantaneous rates of change. Students will see how these areas of mathematics can help us solve various real world problems.

Offered In-Seat and Online all year.

Calculus (1.0 Credit)

Calculus includes the study of limits of continuity, derivatives and integrals. Students will apply derivatives and integrals to various situations and will use them in order to solve interesting real world problems. Students will study their ideas using graphs, algebra, tables and verbal descriptions.

Offered In-Seat and Online all year.

Honors Algebra I (1.0 Credit)

This accelerated course in the study of algebra will be laid by learning about the language of algebra, its properties, and methods of solving equations. Students will learn how many real- world situations can be modeled by linear and nonlinear functions, tables, and their graphs. They will use mathematical models to represent and understand quantitative relationships and analyze change in various contexts.

Offered In-Seat and Online all year.

Honors Geometry (1.0 Credit)

This accelerated course in geometry covers the standard content of Euclidean geometry including congruence, similarity, polygons, circles, constructions, and coordinate geometry. This standard content is explored with greater intensity and emphasis on proof and analytical thinking.

Additional topics may include transformations and further investigations of three-dimensional figures such as polyhedral.

Offered In-Seat and Online all year.

Science Department Course Descriptions

Earth Science (1.0 Credit)

Earth Science is a required course for all ninth grade students. A study of the earth is used to form a broad basis for developing an understanding of the true nature of science and the means by which scientific knowledge is acquired. This affords an opportunity for studying astronomy, oceanography ,meteorology, physical geology, and historical geology ,areas of science with which every informed citizen should be acquainted.

Offered In-Seat and Online all year.

Biology (1.0 Credit)

Biology I is a required course for all ninth grade students. Science as investigation and inquiry is the major theme of this course. Microorganisms, plants, and animals: humans specifically, are investigated at all levels of living organization, from the molecule through the cell, the tissue, the organ, the individual, the population, the community, to the biosphere. A laboratory-centered program of instruction is used, in which students design experiments that demonstrate the scientific method and specific scientific principles. Text materials and audio-visual aids are integrated in order to provide an insight into the major fields of modern biology. Reading assignments extend beyond the text to encompass as much material and current research as possible.

Offered In-Seat and Online all year.

Chemistry (1.0 Credit)

Chemistry is the study of matter and how it changes and interacts. It is an upper-level lab science course that requires high quality thinking. Students will investigate the properties and reactions of materials and they will predict changes that happen when materials combine and factors change. A successful chemistry student must work conscientiously and consistently. As a student entering chemistry, students should be prepared to be challenged, work exceptionally hard and give nothing less than their best.

Offered In-Seat and Online all year.

Honors Chemistry (1.0 Credit)

In Honors Chemistry students are expected to work independently on a variety of assignments and accept greater responsibility for their learning. The course will include the additional Honors objectives and an in-depth study of a host of enrichment topics. . Students will investigate the properties and reactions of materials and they will predict changes that happen when materials combine and factors change. A successful chemistry student must work conscientiously and consistently.

Offered In-Seat and Online all year.

Physics (1.0 Credit)

In Physics, students explore forces of nature such as gravity, electricity, and magnetism. For example, students learn how to use Newton’s laws of motion and energy to analyze forces. They learn how scientists use these laws to predict the motion of objects in a system. Students also study thermodynamics, which deals with exchanges of energy between systems. Mathematics helps students to express principles and theories about the natural world. In mastering the high school Physics standards, students understand and interpret the evidence that supports the laws of physics. They see how those laws help them understand nature, from the orbits of galaxies all the way down to the smallest atoms.

Offered In-Seat and Online all year.

Social Studies Department Course Descriptions

US History (1.0 Credit)

United States History is the first of a two-part United States History survey course that is required in high school. The course begins with the Discovery of the New World and the Colonization of America and journeys through the story of the creation of the United States through the Civil War and Reconstruction. Students will learn issues such as the impact of discovery, the story of the Native Americans, the struggle with slavery, the foundation of our government and the expansion of America. The second part of United States History course picks up from Post Reconstruction Era. The course begins with journeys through the story of the 21st century America through the present day. The students will learn about major events that include the Industrial Revolution, the Roaring 20’s, the Great Depression, World War I and II, the Civil Rights Movement, the Vietnam and Korean Wars, and the Cold War. This course is required for graduation.

Offered In-Seat and Online all year.

American Government (1.0 Credit)

Students will explore the foundation of the American political system. Students will examine the legislative branches and the idea of democracy in the United States. Students will also engage in classroom debates and historical frameworks related to the governmental structure. Students will examine how bills are made into law or vetoed by the head of the executive branch.

Offered In-Seat and Online all year.

World History (1.0 Credit)

In this course, students will explore societies developed in the Middle Ages—including the growth of Islam from the Middle East and the rise of civilizations in China, medieval Japan, sub- Saharan and West Africa, Europe, and Mesoamerica. They will learn how these cultures branched out and influenced each other during the 14th, 15th, and 16th centuries, including the growth of exploration and trade, the expansion of thought and religion in the Renaissance and the Reformation, and the rise of colonialism. They will explore how each culture developed its own science and ideas in the 17th and 18th centuries. Students also will trace the growth of slave trading from Africa to Europe and North and South America

Offered In-Seat and Online all year.

DC History (.5 Credit)

This course covers development of the city from the early Native American settlements to the present day. Students learn about the structure and operation of the city government established by the District of Columbia Home Rule Act of 1973.

Offered In-Seat and Online all year.

Economics (.5 Credit)

This 12th grade course examines the principles of the American economic system. It includes a study of comparative economic systems, economic policy-making and decision-making, and of economic issues on a personal, national and international level. This course includes principles of micro and macroeconomics.

Offered In-Seat and Online all year.

AP World History (1.0 Credit)

AP World History course is to teach the history of the world from a truly global stance. The Themes and key concepts are intended to provide foundational knowledge for future college- level course work in history. Command of these course themes and key concepts requires sufficient knowledge of detailed and specific relevant historical developments and processes – including names, chronology, facts and events – to exemplify the themes and key concepts. The three to four key concepts per period define what is most essential to know about each period based upon the most current historical research in world history. This approach enables students to spend less time on factual recall, more time on learning essential concepts, and helps them develop historical thinking skills necessary to explore the broad trends and global processes involved in their study of AP World History. (College Board 2012).

Offered In-Seat and Online all year.

African American History (.5 Credit)

The class is an introduction to African American History and the important roles that African Americans played in the formation of this country. This particular course covers the relocation and integration of the African Americans into mainstream American society. Students will learn about important leaders and issues that affect African Americans in America from the past to now.

Offered In-Seat and Online all year.

World Languages Department Course Descriptions

Latin I (1.0 Credit)

Beginning level of the Latin courses. This course is an introduction to the world of the ancient Roman people and to the Latin language. Students will learn both to see Latin as an important part of that world, and to view that world through Latin. Primary emphasis will thus be on the elements of the language: alphabet and pronunciation, parts of speech, word-formation, vocabulary (including English derivatives), and grammatical rules. Students will also begin to learn the geography of the ancient Roman world, an outline of Roman history, and important aspects of Roman private and public life.

Offered In-Seat and Online all year.

Latin II (1.0 Credit)

As students continue to expand their Latin vocabulary, they will study the subjunctive verb, irregular verbs, gerunds and gerundives, and the many uses of the ablative and dative cases. The study of Latin will also improve English vocabulary. Through translation, students will travel with two fictional young Roman boys to Greece. This course also allows students to explore Roman history.

Offered In-Seat and Online all year.

Latin III (1.0 Credit)

The intermediate level of Latin. Primary emphasis will thus be on the elements of the language: alphabet and pronunciation, parts of speech, word-formation, vocabulary (including English derivatives).

Offered In-Seat and Online all year.

Spanish I (1.0 Credit)

In this beginning level of Spanish, the students are introduced to the language. The students engage in learning vocabulary about the self, the family and school, and begin to learn vocabulary that relates to those central themes, as well as the beginning grammar necessary to understand and formulate the basic composition of the Spanish grammatical structures, in short utterances.

Offered In-Seat and Online all year.

Spanish II (1.0 Credit)

In the intermediate level of Spanish II, the students are pushed to a new level of language proficiency. Students are now asked to step away from knowing just the vocabulary about the self and their immediate surroundings, to include language at the larger-scale, beyond their comfort zone. They are introduced topics about the culture of the language they are learning, they get to expand their vocabulary and practice more grammatical structures for building sentences and sentence combining to express ideas.

Offered In-Seat and Online all year.

Spanish III (1.0 Credit)

 For the more advanced student, in Spanish III, the students are taken to a more sophisticated level of communication in the target language. After two years of beginning and intermediate levels of Spanish, students are ready to begin exploring ideas in more depth. Students in this course, do more short readings in the target language, and are asked to be more critical and analytical, as they learn language about cause and effect, and deeper reasoning, like taking sides of an argument and presenting ideas more clearly, orally, and written.

Offered In-Seat and Online all year.

Spanish IV (1.0 Credit)

Spanish Language course is for the most advanced student. This course will help prepare students to demonstrate their level of Spanish proficiency across three communicative modes which are reading, writing and speaking. This course is taught strictly in Spanish and has high expectations of the students.

Offered In-Seat and Online all year.

Media Arts Department Course Descriptions

Media Arts I (.50Credit)

Explore a variety of technical concepts related to media arts (i.e. web design, editing films and voice overs and various other media outlets). Students will also experience hands on opportunities in all facets of media and technology.

Offered In-Seat and Online all year.

Media Arts II (.50Credit)

A follow up course to Media Art a variety of technical concepts related to media arts (i.e. web design, editing films and voice overs and various other media outlets). Students will also experience hands on opportunities in all facets of media and technology.

Offered In-Seat and Online all year.

Newspaper (.50 Credit)

Students expand their English/Language Arts skills through creating and publishing the school newspaper and posting stories on the school newspaper web site. Students practice varied forms of journalistic writing including news, features and sports stories, as well as reviews and editorials.

Offered In-Seat and Online all year.

Visual Arts I (.50 Credit)

This is an introductory skills-based, visual art course that introduces students to a variety of media. Students will also learn about art history and develop aesthetic valuing skills through writing. Students are introduced to the principles of design. This class prepares students for the next level of visual art classes.

Offered In-Seat and Online all year.

Visual Arts II (.50 Credit)

Students apply artistic processes and skills, using a wide variety of media, to communicate meaning and intent to works of art based on principles of design. Students further develop skills to create more individualized works of art moving from proficient to advanced levels.

Offered In-Seat and Online all year.

Radio Production (.50Credit)

Students will acquire the skills to create quality radio shows and productions. Emphasis is on the uses of communication and organizational skills. Students learn the basic skills to produce their own radio productions while exploring aspects of pre-production, script writing, and sound.

Offered In-Seat and Online all year.

Photography (.50 Credit)

This digital photography class will explore the many facets of digital imagery. Students are expected to produce and preserve images that paint a picture, tell a story, or record an event. Students will be exposed to a wide variety of technical editing strategies and techniques through

the use of Adobe Photoshop. This digital photography program will deepen the understanding of composition and image design; focusing on color, theory, and practical applications.

Offered In-Seat and Online all year.

Journalism I (1.0 Credit)

Journalism I will help the student build writing skills by incorporating various journalism styles and formats. This course covers grammar, spelling, punctuation, and Associated Press style.

Students will learn to prepare for advanced level journalism classes.

Offered In-Seat and Online all year.

Journalism II (1.0 Credit)

Through the exploration and analysis of all types of journalistic writing, students will become aware of the purposes and responsibilities of the professional journalist. They will learn about the vast scope and influence of the mass media and develop basic news writing skills. This course does require that the student write on a variety of topics and journalistic styles.

Offered In-Seat and Online all year.

Journalism III (1.0 Credit)

Clear writing, an ability to prioritize and synthesize information, performance under deadline pressure, and producing news stories for broadcast and the Web are hallmarks of the modern-day broadcast journalist. Students in this course will learn the fundamental skills and techniques involved in writing and producing radio and television news stories. Students will learn broadcast writing style, production techniques as well as TV voice-overs. Audio recording and editing and video editing will be taught. Students will learn editing on professional editing software.

Offered In-Seat and Online all year.

Yearbook (.50 Credit)

Students in this class are responsible for the production of a high quality yearbook. Students enrolled will perform tasks of reporting, copywriting, word processing, graphic design, photography and desktop publishing. Selection into this course will be based on submittal of an application form. You will learn skills basic to the assembly of a publication: data gathering, layout, design, accurate writing, teamwork and above all the meaning of the words commitment and deadlines.

Offered In-Seat and Online all year.

Broadcast Journalism (.50 Credit)

Offered In-Seat and Online all year.

Music Production (.50 Credit)

Students will acquire the skills to create quality music productions. Emphasis is on the uses of communication and organizational skills. Students learn the basic skills to produce their own music while exploring aspects of pre-production, and sound.

Offered In-Seat and Online all year.

Film (.50Credit)

This advanced course provides students with opportunities to work on individual and small group film projects. Workshop methods will be employed to provide students with understandings of advanced principles and practices of creating films. Students in this course will be expected to develop project treatments, write and rewrite shooting scripts, develop storyboards, record and edit projects.

Offered In-Seat and Online all year.

Graphic Design (.50 Credit)

Graphic Design program is to develop the creative talents and skills of students using computer driven software programs. Graphic Designers shape our visual environment through the experimentation and use of image, form, and typography. Americans live in a society that is communicating more and more through visual images. They are bombarded on a daily basis by a constantly changing torrent of messages from billboards, magazines, architecture, newspapers, television, and films.

Offered In-Seat and Online all year.

Physical Education and Health Department Course Descriptions

Health (.5 Credit)

The course is designed to promote the physical, mental, and social wellbeing of the individual. Areas of study include structure and function of body systems, physical fitness, communicable and non-communicable diseases, nutrition, environmental health, mental health, stress, first aid, sex education, alcohol, tobacco and other drugs. Students are also given opportunities to explore their own feelings and values with an emphasis on making responsible health choices now and in the future. Also the program provides a wide variety of exercises, activities and games designed to develop physical skills, stamina, and general physical wellbeing, with a special emphasis on those activities that can be incorporated into a lifetime fitness regimen.

Offered In-Seat and Online all year.

Physical Education (1.0 Credit)

The program provides a wide variety of exercises, activities and games designed to develop physical skills, stamina, and general physical wellbeing, with a special emphasis on those activities that can be incorporated into a lifetime fitness regimen.

Offered In-Seat and Online all year.

Visual/Performing Arts Descriptions

General Art I (.5 Credit)

Students will experience art from the perspective of American culture and worldwide ethnic, racial, and cultural groups. Another important goal of the standards is to capitalize on Washington’s wealth of world class museum collections, federal, and local architecture.

Offered In-Seat and Online all year.

General Music I (.5 Credit)

 In music students explore the relationship between music and social movements in our emergent global society. This course introduces the student to the history, theory, and different genres of music.

Offered In-Seat and Online all year.

General Dance I (1.0)

General Dance provides a dance overview for students. Students become acquainted with basic techniques in ballet, modern, and jazz. Gaining movement skills and finding confidence and enjoyment through movement is the focus of this class. This course may be used for Physical Education credit.

Offered In-Seat and Online all year.

Electives

Fundamentals of Reading (1.0 Credit)

Students will be introduced to strategies for reading and writing. These practices and strategies will challenge the student and build the needed skills. Students will emerge more confident, enthusiastic, and fluent in reading. They will be able to use a core set of strategies to approach a range of reading and writing tasks.

Offered In-Seat and Online all year.

Debate (1.0 Credit)

This course is for the student who understands research skills and is an avid reader of political and current-event issues. Students develop critical thinking and analytical skills along with logic and impromptu speaking techniques to defend opposing sides of social issues.

Offered In-Seat and Online all year.

College Prep/Technical Education/ Culminating Project

Senior Journalism Project (1.0 Credit)

This course is designed to bring together all of the knowledge and skills students have developed in their media arts and journalism courses leading up to this course. The student will explore a topic of interest that culminates the components of research, literary articles, and media presentations. Integrated throughout the course are career technical education standards which include basic academic skills, communication, career planning, technology, problem solving, safety, responsibility, ethics, teamwork, and technical knowledge.

Online Course Offerings

Richard Wright PCS (RWPCS) Online Course Offerings Program is designed for students who have not successfully earned credit in the traditional classroom setting. The grade a student receives for passing an online course offering is aligned with the regular grading scale metric. The RWPCS Online Course Offerings Program Delivers core classes and a few electives through a web-based instructional program. RWPCS’S Online Course Offerings afford students the opportunity to proceed at their own pace and offers high school students the opportunity to graduate on-time according to their four-year plan.

Students who require RWPCS Online Course Offerings Program must be enrolled by the school’s counselor. The Online Course Offerings will be monitored by a RWPCS teacher and should be completed during the school day or extended school day. Online RWPCS Course Offerings Assessments will be taken on-campus and monitored by a teacher.

Grading Scales for Richard Wright Public Charter Schools

All grades below a 64% are considered F and are failing grades, for which no credit will be awarded.

Regular Grading Scale (4.0 Scale) 

Letter Grade Percentage GP Value
A+ 97-100 4
A 96.99-93.00 3.8
A- 90-92.99 3.7
B+ 87.00-89.99 3.3
B 83.00-86.99 3.0
B- 80.00-82.99 2.7
C+ 77.00-79.99 2.3
C 73.00-76.99 2.0
C- 70.00-72.99 1.7
D+ 67.00-69.99 1.3
D 65.00-66.99 1.0
F 0-64.99 0.0

  

Honors Grading Scale

Letter Grade Percentage GP Value
A+ 97-100 5.0
A 96.99-93.00 4.6
A- 90-92.99 4.3
B+ 87.00-89.99 4.0
B 83.00-86.99 3.8
B- 80.00-82.99 3.6
C+ 77.00-79.99 3.3
C 73.00-76.99 3.0
C- 70.00-72.99 2.6
D+ 67.00-69.99 2.3
D 65.00-66.99 2.0
F 0-64.99 0.0

 

AP Grading Scale

Letter Grade Percentage GP Value
A+ 97-100 5.5
A 96.99-93.00 5.3
A- 90-92.99 5.0
B+ 87.00-89.99 4.7
B 83.00-86.99 4.3
B- 80.00-82.99 4.0
C+ 77.00-79.99 3.7
C 73.00-76.99 3.3
C- 70.00-72.99 3.0
D+ 67.00-69.99 2.7
D 65.00-66.99 2.3
F 0-64.99 0.0

 

RWPCS Graduation Requirements (26.5 Credits Needed for Graduation) 

English (4 credits)

English I (1 credit)

English II (1 credit)

English III (1 credit)

English IV (1 credit)

 

Math (4 credits)

Algebra I (1 credit)

Algebra II (1 credit)

Geometry (1 credit)

Algebra III (1 credit)

Calculus (1 credit)

 

Science (4 credits)

Earth Science (1 credit )

Biology (1 credit)

Chemistry (1 credit)

Physics (1 credit)

 

History/ Social Studies (4 credits)

US History (1 credit)

American Government (1 credit)

World History (1 credit)

DC History (0.5 credit)

African American History (0.5 credit)

 

Foreign Language (2 credits)

Spanish I (1 credit)

Spanish II (1 credit)

Spanish III (1 credit)

Spanish IV (1 credit)

Latin I (1 credit)

Latin II (1 credit)

Latin III (1 credit)

Latin IV (1 credit)

 

Media Arts Electives (3 credits)

Visual Arts I (0.5 credit)

Visual Arts II (0.5 credit)

Media Arts I (0.5 credit)

Media Arts II (0.5 credit)

Photography (0.5 credit)

Newspaper (0.5 credit)

Photography (0.5 credit)

Radio Production File (0.5 credit)

Foundations of Hip Hop (0.5 credit)

 

School Specific Courses (3 credits)

Journalism I (1 credit)

Journalism II (1 credit)

Journalism III (1 credit)

 

Senior Journalism Project (1 Credit)

Health/ PE (1.5 Credits)

Music (.5 credits)

 

100 Community Service Hours

Policies

Healthy Schools Act 2011

Healthy Schools Act Legislation

In May of 2010, the DC City Council passed the Healthy Schools Act of 2010 (B18-0564). This legislation is a comprehensive law to ensure that schools are a healthy place for all students. The Healthy Schools Act covers topics including nutrition, health education, physical education and physical activity, Farm-to-School programs, school gardens and other wellness topics.

School Programs

The DC City Council tasked the Office of the State Superintendent (OSSE), Wellness and Nutrition Services Division (WNS) with implementing much of this important legislation. The HSA applies to all public and public charter schools in the District of Columbia. The focus of this legislation is to promote and provide more nutritious meals for DC students. Additional funding is provided to schools for breakfast and lunch meals served that meet certain nutritional and serving requirements as outlined in the Act. Additionally, the act requires that all students receive breakfast at no charge and meet certain requirements for competitive foods. All of these provisions and the claims reimbursement process are administered by the WNS School Programs team.

To view the Healthy Schools Act 2011 in detail, please visit http://osse.dc.gov/publication/healthy-schools-act-legislation

Student Health Care Policies and Procedures

Health Care packets are disseminated to all parents at the beginning of the school year. It is a comprehensive packet identifying the Plan of Action for the most common disabilities. It is solely the parental responsibility to alert the school of their child’s disability and complete all given paperwork.

In addition to, all parents must provide an official action plan by the student’s physician. All medication provided by the parent must be approved by the physician with a prescription label and the proper bottle encasement if applicable. The school’s Registered Nurse will secure and label all medications until needed. All staff is alerted of the student’s disability so they can follow the emergency plan for that given disability in case of an emergency.

Policy Title: Acute Conditions, Emergencies, or injuries Requiring Immediate First Aid or Early Medical Attention

Policy No. 1001

Policy Statement: It is the policy of the District of Columbia School Health and Nursing Program to facilitate the provisions of emergency care for acute conditions, emergencies or injuries requiring immediate first aid or early medical attention.

Purpose:

To delineate roles responsibilities for managing acute conditions, emergencies and injuries.

The Common Disabilities are:

Allergies – Anaphylaxis is an extremely serious condition. It is an over-exaggerated response by the body to a substance to which a person is allergic.

Modification of the student’s environment should be made as much as possible without unduly restricting the child’s activities (i.e., if a student has severe peanut allergies, effort should be made to remove peanut products from the child’s educational environment).

Asthma is the leading chronic disease that affects students. It is one of the most common reasons for hospitalization, particularly for children.

Asthma is a Lung Condition that affects the airways (the windpipes) is super sensitive or “twitch” (hyperactive). Asthma is also a chronic condition. When asthma occurs, there
are usually three problems:

Hyperactivity of the airways, so the airways spasm

Squeezing of the muscles around the airways (bronchi constriction) so the airway becomes narrower than normal

Swelling and increased mucus inside the airway (inflammation), which also makes the airway narrower than normal.

This series of events can make it hard to breathe or may cause excessive coughing. Asthma is also called Reactive Airway Disease (RAD).

Hypoglycemia (Low Blood Glucose) impairs cognitive and motor functioning. A student may be aware that he/she needs to eat but may not be able to problem-solve how to get the food, or may not have the fine motor skills to remove the juice lid or open a cracker package. Some students may become combative and/or verbally abusive. Hypoglycemia can often be mistaken for misbehavior.

Hypoglycemia is one of the most frequent complications of diabetes. If recognized and treated early, an emergency situation can be avoided. Most hypoglycemic episodes respond within 10-15 minutes after the student eats a quick acting snack (i.e., juice, crackers, etc.) if an adverse reaction occurs the school staff will follow the student’s action plan and always have appropriate foods accessible.

Sickle Cell
(SCD) is a genetic disease of the red blood cell characterized by vaso-occlusion and hemolysis.

Occlusion of small vessels leads to impaired oxygen delivery to tissues.
Pain crises often occur in the same areas of the body.
Older children can often discern ‘sickle pain’ from other pain.

Prevention & School Concerns

Avoid triggers: cold, getting chilled, dehydration.
Avoiding triggers cannot prevent all crises.
Goal is early detection and treatment.

Diabetes is a chronic condition that prevents the body’s ability to use food (i.e., glucose) properly. Food is converted into energy for the body with the help of the hormone insulin. The student with diabetes usually has a pancreas that makes little or no insulin or the body (i.e., cells) develops resistance to the insulin. As a result, the body cannot properly use the food for energy, and blood sugar levels rise.

Policy Title: Administration of Medication

Policy No. 1301

Health services provided by the District of Columbia School Health Nursing Program do not routinely include medical treatment or medication except for minor first aid in the case of accidents and in emergency situations.

District law, however, authorizes licensed registered nurses and practical nurses to administer medication n the school setting under certain circumstances. District Law 17-1707 authorizes school employees who have been trained to administer medications during hours when the licensed nurses are not in assigned schools. It also allows, students who have been authorized by their parents and licensed practitioner to carry and self-administer inhaler asthma medication and auto injectable epinephrine to self-manage their asthma or anaphylaxis or both conditions during the school day.

Policy Title: The Responsibility of Administration of Medication by Licensed Nursing Personnel and Trained School Employee

Policy No. 1302

The Plan of Action

The need for assistance for the fore mentioned disabilities care tasks will vary from student to student. The licensed nurse or designated medication administer are mandated to follow the physician’s Action Plan for that student and the physicians explicit orders documented when dispensing medication.

Richard Wright Public Charter Schools' Action Plan, Step One:

The Registered Nurse if available will handle all medical crises. If the Registered Nurse is not available the Head of School will direct the certified authorized medication administer to assist the student.

Richard Wright Public Charter Schools Emergency Protocol, Step Two:

Call 911 immediately if any of the following symptoms occurs:

Shortness of breath, difficulty breathing or not breathing
Chest pains
Seizures or twitching
Loss of consciousness or non-responsive
Head or neck injury
Possibility of broken or dislocated bone(s)
Choking on a foreign object

Communication:

Call 911 immediately
Notify the Head of School or Designee
Call the telephone covering nurse or nurse manager
Call the student’s Parent or Guardian

Policy Title: Implementing Specific Medical Procedures/Treatments

Policy No. 1303

Policy Statement: Licensed nurses and trained school personnel performing a specific medical procedure/treatment must adhere to the policy and procedure guidelines. The procedures set-forth will assist the nurse and trained school personnel to effectively and safely implement the Specific Medical Procedure/Treatment policy.

Purpose:

To provide guidelines for the performance of specific medical procedures/treatments.

When the procedure/treatment has been terminated, document medical procedures/treatments administered or provided on the specific medical procedure/treatment form (#1303A and #13038B). File this form in the student’s permanent health record.

Policy Title: Reporting Requirements for the District of Columbia School Health Nursing Program

Policy No. 1304

Policy Statement: Data reported monthly is collected and submitted as statistical data for the District of Columbia School Health Nursing Program.

Purpose:

To provide a record of medication and dosage, as well as monitoring dates of trained school personnel and remarks to nurse manager and statistical reporting.

Under the Fare Student Disability Act Disclosure:

Students with asthma, sickle cell, diabetes hypoglycemia and allergies should be encouraged to participate in all usual student activities including parties and field trips. Regular class attendance should be expected. Recurrent illnesses are to be carefully evaluated by the student, parents, school staff, physician or health care team.

Grievance Policy and Procedure

It is the policy of Richard Wright Public Charter Schools that all employees, students’ parents and visitors have the right to voice their complaints or grievance about matters pertaining to our school.

The Richard Wright Public Charter Schools recognizes the meaningful value and importance of full discussion in resolving misunderstandings, preserving good relations between management and employees.

Accordingly, the following grievance procedure should be employed to ensure that complaints receive full consideration.

What May Be Grieved

The Richard Wright Public Charter Schools grievance process should be used as follows:

  1. To deal with complaints and concerns pertaining to educational environment, employment arrangements, or interpersonal conflicts.
  2. To resolve complaints of discrimination and religion, creed, sex, national origin, age disability, veteran status, sexual orientation or otherwise.
 

Who May Grieve

The procedures set forth below may be used by grievants who are employees, students, parents or visitors.

Other Remedies

The existence of the procedure does not bar grievants from also filing claims in other forums to the extent permitted by state or federal law.

Informal Grievance

Because most difficulties can be resolved by communicating a concern to someone, grievants are encouraged to discuss their concern or harassment complaint promptly and candidly with their immediate supervisor, Director, or Head of School.

The grievant is not required to discuss his or her complaint with the alleged harasser or perpetrator in any manner or for any reason prior to initiating a formal grievance.

Formal Grievance

Within ninety (90) days of encountering the harassment discrimination or complaint that is the subject of the grievance, a grievant shall file a written notice with the Head of School. Grievants may use the Grievance Form, which is attached here to and is also available online from the school website, the Richard Wright intranet (for employees only) or from the Founder & CEO’s office. The written notice shall identify the nature of the complaint, the date(s) or occurrence, and the desired result and shall be signed and dated by the person filing the grievance. In the event the legal guardian or parent of a student is filing a grievance. The student and the guardian/parent shall sign and date the grievance. The Founder & CEO can be reached at the contact information below.

The Founder & CEO will immediately initiate an adequate, reliable and impartial investigation of the grievance. Each formal complaint will be investigated and depending on the facts involved in each situation, will be decided after receiving information from the appropriate individuals. Each investigation will include interviewing, witnesses, and obtaining documents allowing parties to present evidence.

All documentation related to the investigation and discussions held in this process are considered EXTREMELY CONFIDENTIAL and are not to be revealed to or discusses by any participant with persons not directly involved with the complaint, with the investigation or with the decision making process. This provision does not include discussions with the governmental authorities.

Within thirty (30) business days of receiving the written notice, the Founder & CEO shall respond in writing to the grievant (the “response”). The responses summarize the course of the investigation; determine the validity of the grievance appropriate resolution.

If, as a result of the investigation, harassment or valid grievance is establishes corrective and remedial action will be taken.

Appeals

If the grievant is not satisfied with the response, the grievant may appeal in writing to the Richard Wright Public Charter Schools within thirty (30) days of the date response summarizing the outcome of the investigation. The written appeal must contain all written documentation from the initial grievance and the grievant’s reasons for not accepting the Response, The appeal, in letter form, may be sent to: The Richard Wright Public Charter Schools Legal Department, 770 M Street, SE, Washington, DC 20003.

Within fifteen (15) days from receiving the written appeal, the Legal Department will respond in writing to the appellant as to the action to be taken and the reasons therefore.

Prohibition Against Retaliation

The Richard Wright Public Charter Schools pledges that it will not retaliate against any person who files a complaint in accordance with this policy, or any person who participates in proceedings related to this policy.

In addition, Richard Wright Public Charter Schools will not tolerate any form of retaliation against any persons who is making a good faith report or complaint about perceived acts of harassment, discrimination or who cooperates in an investigation of harassment, discrimination, or a concern. Any person who is found to be engaging in any kind of retaliation will be subject to appropriate disciplinary action.

Modification

The Richard Wright Public Charter Schools may approve modification of the foregoing procedures in a particular case if the modification (a) is for good cause, and (b) does not violate due process rights case if the or policies of Richard Wright Public Charter Schools.

Contact Information Founder & CEO:
Dr. Marco Clark
770 M Street, SE 2nd Floor
Washington DC 20003
Phone Number: 202. 388. 1011

The Richard Wright Public Charter Schools Legal Department
770 M Street, SE 2nd Floor
Washington, DC 20003
Phone Number: 202.388. 1011

RWPCS Community Eligibility Program

District of Columbia – Community Eligibility Option

Dear Parents:

The District of Columbia was awarded the opportunity to participate in a new alternative to the traditional meal application process associated with the United States Department of Agriculture (USDA) National School Lunch (NSLP) and School Breakfast (SBP) programs beginning school year 2012-2013. This alternative is referred to as the Community Eligibility Option (CEO). This option is among the reforms mandated by the Healthy, Hunger-Free Kids Act of 2010, which phased in the streamlined process over three years. The Option will be offered to schools in all states beginning School Year 2014-15. This option will make it easier for eligible children in low-income communities to receive free meals in the National School Lunch and School Breakfast Programs.

Community eligibility alleviates the burden on families by eliminating household applications, while helping schools reduce costs associated with collecting and processing those applications.

Under the CEO provision, schools are required to offer both breakfast and lunch. Eligible schools under this provision will be able to count and claim meals without having to conduct the normal free and reduced price application process. All students will be able to walk through the serving line and receive a free breakfast and lunch without being charged for meals at those schools electing to participate in the CEO option.

Schools that participate in CEO will no longer be required to collect Free and Reduced Price School Meals Family Applications. Meals will still need to be counted at the Point of Service (POS) but just total meals will need to be recorded, not meals by category.

Schools with an identified student (direct certified, homeless, or foster care) population of 40% or more according to data reported in the District of Columbia Direct Certification System report, via the State Agency Homeless Coordinator and the Department of Child and Family Services as of April 1 each year will be eligible to participate.

How does the CEO program work?

Each Spring on April 1 the State Agency will review the following data for every school in each School Food Authority (SFA); identified student population and total enrollment. This data will then be used to determine if there is at least one school in the SFA that has an identified student population of 40% or higher therefore making the school eligible to participate in the CEO program. School Food Authorities will be notified by May 1 of each year if they have at least one (1) school that is eligible to participate in CEO in the upcoming school year.

What does participation in CEO mean?

This means that the School Food Authority chooses to have some or all of the schools under its authority participate in CEO in the upcoming school year. Those schools chosen to participate in CEO will not collect ANY meal applications for the upcoming school year. Instead they will serve all breakfast and lunch meals to their students for free. Meals will still be counted at the point of service, but just total meals will need to be recorded and claimed, not meals by individual student eligibility category.

What does this mean for schools?

School Food Authorities apply to participate in the CEO by school (if there is more than one) on the annual application.

Schools will be able to use the CEO percentage for four (4) years.

Schools will no longer have to collect meal applications for those years on CEO.

Schools that do not collect meal applications will no longer have to conduct verification.

If a school’s identified student percentage goes up from one year to the next, the school has the choice to use the new higher percentage in the upcoming school year.

If a school’s identified student percentage goes down from one year to the next, the school does not have to use the lower percentage and can retain their higher initial percentage.

June 2012

Notice of Non-Discrimination

In accordance with Title VI of the Civil Rights Act of 1964 (“Title VI”), Title IX of the Education Amendments of 1972 (“Title IX”), Section 504 of the Rehabilitation Act of 1973 (“Section 504”), Title II of the Americans with Disabilities Act of 1990 (“ADA”), and the Age Discrimination Act of 1975 (“The Age Act”), applicants for admission and employment, students, parents, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with the Richard Wright Public Charter Schools are hereby notified that the Richard Wright Public Charter Schools does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission or access to, or treatment or employment in, its programs and activities.

Students, parents and/or guardians having inquiries concerning Richard Wright Public Charter Schools compliance with Section 504 or the ADA as it applies to students or who wish to file a complaint regarding such compliance should contact Dr. Karena Wilson-Plater.

For inquiries or to file a complaint regarding the Richard Wright Public Charter Schools compliance with ADA, Section 504 as it relates to employees or third parties, and compliance with Title VI, Title IX, and the Age Act as it relates to students, employees and third parties contact Dr. Karena Wilson-Plater.

504, ADA, Title VI, Title IX, and Age Act Coordinator:
Name: Dr. Karena Wilson-Plater
Email address: kwilson-plater@richardwrightpcs.org
Telephone: 202.388.1011

RWPCS Wellness Policy SY 2019 – 2023

This Local Wellness Policy (LWP) outlines the LEA’s approach to ensuring environments and opportunities for all students to practice healthy eating and physical activity behaviors throughout the school day while minimizing commercial distractions. This policy applies to all students, staff and schools in the RICHARD WRIGHT PCS. Specific measureable goals and outcomes are identified within each section below.

Local Wellness Committee Role and Membership

RICHARD WRIGHT PCS will establish a Local Wellness Committee that meets at least two times per year to develop goals for and oversee implementation of school health and safety policies/programs, including periodic reviews and updates of this LWP.

The Local Wellness Committee will represent all school levels (elementary and secondary schools) and include (to the extent possible), but not be limited to: parents and caregivers; students; representatives of the school nutrition program (e.g., school nutrition director); physical education teachers; health education teachers; school health professionals (e.g., health education teachers, school health services staff (e.g., nurses, physicians, dentists, health educators, and other allied health personnel who provide school health services), and mental health and social services staff (e.g., school counselors, psychologists, social workers, or psychiatrists); school administrators (e.g., superintendent, principal, vice principal); school board members; health professionals (e.g., dietitians, doctors, nurses, dentists); and the general public. When possible, membership will also include Supplemental Nutrition Assistance Program Education coordinators (SNAP- Ed).

Leadership

Each school will designate a school wellness policy coordinator, who will ensure compliance with the policy. Alisha Roberts, COO leads and assists in the evaluation of the wellness policy implementation

The designated official for oversight is Alisha Roberts, COO:
aroberts@richardwrightpcs.org

Wellness Policy Implementation, Monitoring, Accountability and Community Engagement Implementation Plan

All RICHARD WRIGHT PCS schools will develop and maintain an implementation plan for implementing this LWP. This plan will delineate the roles, responsibilities, actions and timelines specific to each school; and include information about who will be responsible to making what change, by how much, where and when; as well as specific goals and objectives for nutrition standards for all foods and beverages available on the school campus, food and beverage marketing, nutrition promotion and education, physical activity, physical education and other school-based activities that promote student wellness.

RICHARD WRIGHT PCS will use a variety of tools (see list below) to complete school-level assessments of implementation of this plan; based on the results; RICHARD WRIGHT PCS will create an action plan, implement the plan, and generate an annual report. RICHARD WRIGHT PCS will retain records to document compliance with the requirements of this LWP at the RICHARD WRIGHT PCS’s main office and with the Office of the State Superintendent of Education.

Documentation maintained in these locations will include but is not be limited to:

  • this written LWP;
  • documentation demonstrating that the policy has been made available to the public;
  • documentation of efforts to review and update the LWP; including an indication of who is involved in the update and methods the LEA uses to make stakeholders aware of their ability to participate on the Local Wellness Committee;
  • documentation to demonstrate compliance with the annual public notification requirements;
  • the most recent assessment on the implementation of the LWP; and
  • assessment documents will be made available to the

Each school in the RICHARD WRIGHT PCS will actively inform families and the public each year of basic information about this policy, including its content, any updates to the policy and implementation status. The school will make this information available via the school website http://RichardWrightPCS.org and through RICHARD WRIGHT PCS-wide communications. This will include a summary of the RICHARD WRIGHT PCS’s events or activities related to wellness policy implementation. Annually, the RICHARD WRIGHT PCS also will publicize the name and contact information of the school officials leading and coordinating the Local Wellness Committee, as well as information on how the public can get involved with the Committee.

Triennial Progress Assessments

At least once every three years, RICHARD WRIGHT PCS will conduct a Triennial Progress Assessment and develop a report that reviews each RICHARD WRIGHT PCS schools’ compliance with this LWP. This assessment and report will include a full description of the progress made in attaining the goals of RICHARD WRIGHT PCS’s LWP.

The positions/persons responsible for managing the triennial assessment and report is Darryl Singleton, Dean of Students and Health Teacher

The above referenced individual will monitor RICHARD WRIGHT PCS schools’ compliance with this LWP and develop the triennial progress reports by utilizing, among other tools, the annual LEA self-evaluations described in the above section. RICHARD WRIGHT PCS schools will actively notify households/families of the availability of the triennial progress report.

Establishing a Plan to Measure the Impact and Implementation of the Local Wellness Policy

RICHARD WRIGHT PCS will evaluate compliance and effectiveness of this LWP using existing data collection tools, such as, but not limited to:

  • School Health Index;
  • FITNESSGRAM data collection and analysis;
  • OSSE Health and Physical Education student assessments;
  • DC Healthy Schools Act School Health Profiles;
  • Centers for Disease Control and Prevention School Health Profiles;
  • Youth Risk Behavior Surveillance System results;
  • WellSAT 2.0; and
  • USDA triennial administrative

Revisions and Updating the Local Wellness Policy

This LWP will be assessed and updated at least every three years, following the triennial assessment discussed above. The Local Wellness Committee will update or modify this LWP based on the results of RICHARD WRIGHT PCS’s annual self-assessment, the USDA triennial administrative review, and on other variables, including if/when RICHARD WRIGHT PCS’s health priorities change; the community’s health needs change; the wellness goals are met; new health science arises, new technology emerges; and new federal or state guidance/standards are issued.

Community Involvement, Outreach and Communications

All RICHARD WRIGHT PCS schools are committed to being responsive to community input, which begins with awareness of the LWP. All RICHARD WRIGHT PCS schools will actively communicate ways in which representatives of the Local Wellness Committee and others can participate in the development, implementation and periodic review and update of the LWP through a variety of means appropriate for RICHARD WRIGHT PCS. All RICHARD WRIGHT PCS schools also will inform parents of the improvements that have been made to school meals and compliance with school meal standards, availability of child nutrition programs and how to apply, and a description of and compliance with Smart Snacks in School nutrition standards. All RICHARD WRIGHT PCS schools will actively notify the public about the content of or any updates to this LWP annually, at a minimum. All RICHARD WRIGHT PCS schools will also use these mechanisms to inform the community about the availability of the annual and triennial reports. Additionally, RICHARD WRIGHT PCS will disseminate this LWP to parents through posting it in the school office, on the school website, and through any parent-teacher organizations.

Nutrition

All RICHARD WRIGHT PCS schools are committed to serving healthy meals to children, with plenty of fruits, vegetables, whole grains, lean protein and fat-free or low-fat dairy, that are moderate in sodium, low in saturated fat, have zero grams trans-fat per serving (nutrition label or manufacturer’s specification), and to meeting the nutrition needs of school children within their calorie requirements. The school meal programs aim to improve the diet and health of students, help mitigate childhood obesity, model healthy eating habits to support the development of lifelong healthy eating patterns, and support healthy choices while accommodating cultural food preferences and special dietary needs.

RICHARD WRIGHT PCS is committed to offering school meals through the National School Lunch Program (NSLP), School Breakfast Program (SBP), and other supplemental programs, that:

  • are accessible to all students;
  • are appealing and attractive to students;
  • are served in clean and pleasant settings;
  • meet or exceed current nutrition requirements established by local and federal statutes and regulations;
  • ensure all qualified students will become eligible for free lunch;
  • schools will provide at least 30 minutes for students to eat lunch and sufficient time during the lunch period for every student to pass through the service line;
  • schools will operate a Universal “Free for All” School Breakfast Program in the cafeteria; and
  • promote healthy food and beverage choices by using Smarter Lunchroom techniques, such as the following:
    • whole fruit options offered in attractive, accessible settings;
    • sliced or cut fruit offered, especially for age-appropriate students;
    • alternative entrée options (e.g., salad bar, vegetarian options, etc.) are highlighted on posters or signs within all service and dining areas;
    • student surveys and taste testing opportunities are used to inform menu development, dining space decor and promotional ideas;
    • placing white milk at the front of the coolers; and
    • The LEA will accommodate students with special dietary

RICHARD WRIGHT PCS will strive to implement the following Farm to School activities:

  • Local and/or regional products are incorporated into the school meal program;

Staff Qualifications and Professional Development

All school nutrition program directors, managers and staff will meet or exceed hiring and annual continuing education/training requirements in the USDA Professional Standards for Child Nutrition Professionals.

Water

To promote hydration, free, potable drinking water will be available to all students throughout the school day and throughout every school campus. RICHARD WRIGHT PCS will make drinking water available where school meals are served during mealtimes. Additionally, RICHARD WRIGHT PCS will also:

  • All water sources and container will be maintained on a regular basis to ensure good hygiene and health safety

Competitive Foods and Beverages

RICHARD WRIGHT PCS is committed to ensuring that all foods and beverages available to students on the school campus during the school day support healthy eating. The foods and beverages sold and served outside of the school meal programs (e.g., “competitive” foods and beverages) will meet the USDA Smart Snacks in School nutrition standards, at a minimum. Smart Snacks aim to improve student health and well- being, increase consumption of healthful foods during the school day, and create an environment that reinforces the development of healthy eating habits. A summary of the standards and information, as well as a Guide to Smart Snacks in Schools, are available here.

To support healthy food choices and improve student health and well-being, all foods and beverages outside the reimbursable school meal programs that are sold to students on the school campus during the school day will meet or exceed the USDA Smart Snacks nutrition standards and the DC Healthy Schools Act 2010.

Rewards

RICHARD WRIGHT PCS schools will not use foods or beverages as rewards, incentives, or prizes for academic performance or good behavior that do not meet the nutritional requirements above.

Third-Party Vendors

RICHARD WRIGHT PCS schools will not permit third-party vendors to sell foods or beverages of any kind to students on school property from midnight on the day school begins to 90 minutes after the school day ends, in accordance with Healthy Schools Act and USDA Smart Snacks Standards.

Fundraising

Foods and beverages that meet or exceed the USDA Smart Snacks in Schools nutrition standards may be sold through fundraisers on the school campus during the school day. RICHARD WRIGHT PCS will make available to parents and teachers a list of healthy fundraising ideas including the following: walk-a-thons, Jump Rope for Heart, and dance-a-thons. Fundraising during and outside school hours will sell only non- food items or foods and beverages that meet or exceed the Smart Snacks nutrition standards.

Food and Beverage Marketing in Schools

RICHARD WRIGHT PCS is committed to providing a school environment that ensures opportunities for all students to practice healthy eating and physical activity behaviors throughout the school day while minimizing commercial distractions. RICHARD WRIGHT PCS strives to teach students how to make informed choices about nutrition, health and physical activity. It is RICHARD WRIGHT PCS’s intent to protect and promote students’ health by permitting advertising and marketing for only those foods and beverages that are permitted to be sold on the school campus, consistent with this LWP.

Any foods and beverages marketed or promoted to students on the school campus during the school day will meet or exceed the USDA Smart Snacks in School nutrition standards. Food and beverage marketing is defined as advertising and other promotions in schools. Food and beverage marketing often includes an oral, written, or graphic statements made for the purpose of promoting the sale of a food or beverage product made by the producer, manufacturer, seller or any other entity with a commercial interest in the product. This term includes, but is not limited to the following:

  • Brand names, trademarks, logos or tags, except when placed on a physically present food or beverage product or its container;
  • Displays, such as on vending machine exteriors;
  • Corporate brand, logo, name or trademark on school equipment, such as marquees, message boards, scoreboards or backboards (note: immediate replacement of these items are not required; however, RICHARD WRIGHT PCS will replace or update scoreboards or other durable equipment when existing contracts are up for renewal or to the extent that is in financially possible over time so that items are in compliance with the marketing policy);
  • Corporate brand, logo, name or trademark on cups used for beverage dispensing, menu boards, coolers, trash cans and other food service equipment; as well as on posters, book covers, pupil assignment books or school supplies displayed, distributed, offered or sold by RICHARD WRIGHT PCS;
  • Advertisements in school publications or school mailings; and
  • Free product samples, taste tests or coupons of a product, or free samples displaying advertising of a product.

As RICHARD WRIGHT PCS’s school nutrition services, athletics department, Parent-Teacher Association (PTA), and Parent-Teacher Organization (PTO) reviews existing contracts and considers new contracts, equipment and product purchasing (and replacement) decisions should reflect the applicable marketing guidelines established by this LWP.

Nutrition Promotion

All RICHARD WRIGHT PCS schools will promote healthy food and beverage choices for all students throughout the school campus, as well as encourage participation in school meal programs. This promotion will occur through at least:

  • implementing 10 or more evidence-based healthy food promotion techniques through the school meal programs using Smarter Lunchroom techniques; and
  • ensuring 100 percent of foods and beverages promoted to students meet the USDA Smart Snacks nutrition standards. Additional promotion techniques that RICHARD WRIGHT PCS schools may use are available here.

Ensuring Quality Nutrition Education, Health Education and Physical Education

RICHARD WRIGHT PCS aims to provide age-appropriate and culturally sensitive instruction in nutrition, health and physical education that help students develop the knowledge, attitudes, and skills to enjoy healthy eating habits and a physically active lifestyle.

Nutrition Education

RICHARD WRIGHT PCS will teach, model, encourage and support healthy eating by all students. Schools will provide nutrition education and engage in nutrition promotion that:

  • is designed to provide students with the knowledge and skills necessary to promote and protect their health;
  • is part of not only health education classes, but also integrated into other classroom instruction through subjects such as math, science, language arts, social sciences and elective subjects;
  • includes enjoyable, developmentally appropriate, culturally relevant and participatory activities, such as cooking demonstrations or lessons, promotions, taste-testing, farm visits and school gardens;
  • promotes fruits, vegetables, whole-grain products, low-fat and fat-free dairy products and healthy food preparation methods;
  • emphasizes caloric balance between food intake and energy expenditure (promotes physical activity/exercise);
  • links with school meal programs, cafeteria nutrition promotion activities, school gardens, Farm to School programs, other school foods and nutrition-related community services;
  • teaches media literacy with an emphasis on food and beverage marketing;
  • includes nutrition education training for teachers and other staff; and
  • All health education teachers will provide opportunities for students to practice the skills taught through the health education

Essential Healthy Eating Topics in Health Education

RICHARD WRIGHT PCS will include in the health education curriculum the following essential topics on healthy eating:

  • Relationship between healthy eating and personal health and disease prevention
  • Diabetes
  • High Blood Pressure
  • Cancer
  • Headaches
  • Obesity

Health Education

RICHARD WRIGHT PCS is dedicated to providing formal, structured health education, consisting of planned learning experiences that provide the opportunity to acquire information and the skills students need to make quality health decisions. As such, RICHARD WRIGHT PCS will provide students a comprehensive school health education that address a variety of topics such as alcohol and other drug use and abuse, healthy eating/nutrition, mental and emotional health, personal health and wellness, physical activity, safety and injury prevention, sexual health, tobacco use, and violence prevention. Health education curricula and instruction should address the DC Health Education Standards and incorporate the characteristics of an effective health education curriculum. RICHARD WRIGHT PCS will provide health education that:

  • is offered at least 75 minutes per week at each grade level, K-8, as part of a sequential, comprehensive, standards-based program designed to provide students with the knowledge and skills necessary to promote and protect their health;
  • is incorporated into classroom instruction in subjects such as math, science, language arts, social sciences, and elective subjects;
  • incorporates an age-appropriate sequential health education curriculum that is consistent with District and national standards for health education;
  • incorporates active learning strategies and activities that students find enjoyable and personally relevant;
  • incorporates opportunities for students to practice or rehearse the skills needed to maintain and improve their health;
  • incorporates a variety of culturally-appropriate activities and examples that reflect the community’s cultural diversity;
  • incorporates assignments or projects that encourage students to have interactions with family members and community organizations;
  • requires the health instructors to participate at least once a year in professional development in health education; and
  • requires professional development for all teachers in classroom management techniques in the past two

Additionally, in an effort to ensure reinforcement of health messages that are relevant for students and meet community needs, RICHARD WRIGHT PCS will base its health education program, at least in part, on the results of the Health and Physical Education Assessment and in collaboration with the community. RICHARD WRIGHT PCS will also seek to imbed health education as part of student visits with the school nurse, through posters or public service announcements, and through conversations with family and peers.

Improving Environmental Sustainability

RICHARD WRIGHT PCS will seek to improve its environmental sustainability and engage in sustainable agriculture practices through:

  • contracting with food service vendors that utilize locally grown, locally processed and unprocessed foods from growers engaged in sustainable agriculture practices;
  • school wide recycling programs; and

Physical Education and Physical Activity

RICHARD WRIGHT PCS acknowledges the positive benefits of physical activity for student health and academic achievement. It is the goal of RICHARD WRIGHT PCS that students engage in the recommended 60 minutes per day of physical activity. Additionally, recognizing that physical education is a crucial and integral part of a child’s education, we will provide opportunities to ensure that students engage in healthful levels of vigorous physical activity to promote and develop the students’ physical, mental, emotional, and social well-being.

The components of RICHARD WRIGHT PCS’s physical education program shall include a variety of kinesthetic activities, including team, individual, and cooperative sports and physical activities, as well as aesthetic movement forms, such as FOOTBALL, TRACK AND FIELD, BASKETBALL, VOLLEYBALL, SOFTBALL, BASEBALL, DANCE, STEP, CHEERLEADING, AND FIELD TRIPS.

Students shall be given opportunities for physical activity through a range of before-and/or after-school programs including, but not limited to, sports, dance, and other physical activities. RICHARD WRIGHT PCS will ensure that:

  • students in grades 8 receive at least 225 minutes per week of physical education;
  • physical education teachers shall develop and implement a curriculum that connects and demonstrates the interrelationship between physical activity, good nutrition, and health;
  • 50 percent of physical education class time is devoted to actual physical activity;
  • suitably adapted physical activity shall be provided as part of the individualized education plan (IEP) developed for students with disabilities;
  • physical education staff shall appropriately limit the amount or type of physical exercise required of students during air pollution episodes, excessively hot weather, or other inclement conditions; and
  • physical activity is neither required nor withheld as punishment