What We Do

The SCDC develops programs, strategies and policies in collaboration with governmental and non-governmental stakeholders that guide the implementation of the District of Columbia’s educational and workforce development services and supports provided specifically to students in the care of D.C.

Our strategies and practices are divided into four main bodies of work. Click the icons below to learn more.

 

To achieve these targeted components, both the SCDC Office and the SCDC Coordinating Committee commit to the following actions:

• Prioritize the expertise of children, youth, young adults and families. 
• Assess the current educational and workforce development systems.
• Analyze existing data and identify data needs.
• Collaborate and relationship build with stakeholders inside and outside of DC government.
• Develop recommendations for systemic reform and investments. 
• Monitor the implementation of recommendations with fidelity. 
• Measure and track outcomes. 

For Parents and Families

As a response to COVID-19, our office conducted a survey for resource parents to better understand the impact and effect of distance learning on their families and identify specific supports and services they needed. Over half of the families surveyed were not satisfied with the quality of their child's remote-learning and 40 percent of families did not believe they were receiving enough support from their child's school or teacher. When asked what additional supports their families needed at this time, the responses ranged from:

• School Supplies
• Tutoring Services
• Increased Funding Supports
• Clearer Instructions on Accessing Technology and Remote Learning

A summary of the survey results is provided below.

For Teachers and School Staff

In the spring of 2020, the Office for Students in the Care of D.C. along with the SCDC COVID-19 Response Working Group coordinated online surveys for the educators and teaching staff at three of the District’s secure facilities:

During the time of the survey, most teachers and education staff felt: stressed, overwhelmed, and worried; while over half of all respondents did not feel confident that their students had what they needed to be successful in completing their assignments during remote instruction. When asked what teachers and education staff needed for both their success and their students’ success, the following items were shared:

SCDC saw these survey responses as an opportunity to begin providing and developing targeted support to our education and teaching staff working within residential facilities. We also saw a larger need in providing specific trainings and guidance for administrators, teachers and education support staff across the District who may be likely to come in contact with students with system involvement. See survey results for each of the schools below.

• Internet and Device Access: In collaboration with DCPS, DYRS, DOC and the Office of the Chief Technology Officer (OCTO), SCDC supported and helped coordiante the provision of devices and internet connectivity for students experiencing incarceration during COVID-19. 
• Peer-to-Peer Learning Opportunities: The SCDC reached out to education administrators, principals, teachers, and other support staff who work at long-term and short-term juvenile facilities across the country to learn about best practices as it relates to providing education to our students in D.C.’s residential facilities. Our office is working to continue supporting this cross-jurisdiction collaboration between education staff. See attachments on these models at the bottom of the page.