I'm going to call to order this hearing.

This is a public hearing of the Committee of the Whole of the Council of the District of Columbia.

I'm Phil Mendelssohn, Chair of the Council and Chair of the Committee of the Whole.

Today is Thursday, March 19th, 2026.

The time is 4.05 in the afternoon.

We are in room five hundred of the council chambers of the Johnny Wilson building.

So all students are welcome.

The purpose of this roundtable is to provide district students with a venue to share their views on public education based on their educational experience.

The committee of the whole conducts oversight of education agencies, forms budgets for those agencies, and passes legislation to direct agency actions to improve outcomes for district students.

To that end, the committee is interested in hearing about what students think of the quality of their education and the culture of their schools, and what students think of their curriculum, enrichment opportunities, relationships with their teachers and other staff, support for mental health, other challenges students face, problems in their schools, and any other topics that students see as crucial to their success in school.

We have a record, a record is what we have to file after our hearings.

The record will close in two weeks, that is 5 p.m.

on Thursday, April 2nd.

So anyone who has written testimony but didn't give it to us today has two weeks to give it to us, or didn't have testimony, isn't even here, but wishes to submit a statement for the record.

You have two weeks, 5 p.m.

Thursday, April 2nd.

A couple other things.

Also, um I when folks testify, I know that there's nothing nicer than if the chair of the committee asks questions, follow-up questions.

We have a hundred and eighty-five witnesses.

And if and we also have a three-minute limit.

And if every witness takes three minutes and every witness is here, we will be those who do quick math in their head, five hundred and fifty-five minutes.

Further quick math divided by sixty equals nine and one quarter hours.

Uh further math, that's one thirty in the morning.

So I'm probably not going to be asking a lot of questions, uh, but I am interested in your testimony.

The committee of the whole is a committee of all of the council members, the whole council.

That's why it's called the Committee of the Whole.

Uh we will I expect that we will see council members coming in from time to time, uh, maybe asking questions or maybe making a statement or just listening to the testimony.

Uh that's typically the way our hearings work.

But I will be here for the duration.

Uh I hope I don't have to take a quick break in the middle, but we'll see.

And with that, um I'm gonna start calling witnesses to come forward.

Uh I should add as well, if I call somebody and you're not here, I might go back if it's within uh last half hour, but if you get called at 4 30 and you show up at 9 30, I'm probably not gonna call you.

I don't think that applies to anybody in the room.

Um so with that, uh in order from the witness list, London Anderson Simmons, Mala Asifa, Christian Jennings, who's listed as a mental health advocate with the young women's project, Aidan Burney.

You're checking to see if any are online.

Uh Winnie Chan, Shaylin Clark, Amma Crampton, Nicosy Crawford, Erica Floyd, uh Jada Fortune, Racine Francisco, Mecklett H Habtab, Habteb.

Uh Michaela Humphrey, Morgan Jones Johns, excuse me, Morgan Johns, Sidney LaCour, Caden Leatham.

Sidney LaCour.

Caden Leetham.

You are your name?

Jalen Link.

Zariah Jane McKinley.

Dinah Murray.

Crystal Moore.

Aaron Park.

Shaylin Clark.

Shaylin, Shalen.

Shaylon.

You are Shaylen Clark?

Okay.

Let me keep calling Aaron Parker.

Dylan Perry.

Victoria Putney.

We will stop right there.

Ms.

Clark, you're going to be first.

Oh me.

Yes, you.

Unless you don't want to be, but you're number six on the list.

All right, well, then let me uh come back to you.

Mechlet Habtib.

Uh let me also note I didn't say this earlier.

We like clocks.

So everybody's limited to three minutes.

You're gonna see, I think there's a clock underneath me.

There might be a clock somewhere else.

So just be there's a clock there on the table, so just be you can look at that and see how much time you have left.

So you're up.

And good afternoon.

Good afternoon.

So good afternoon, Chairman Mendelson and members of the committee.

My name is McLeet Hoptab, a seven-year-old from 17-year-old from Ward 4, and I attend Benjamin Banneker Academic High School.

I am here today as a youth advocate for Mikfa Challenge to talk about important issues affecting students in DC, such as the need for a consistent student mental health town halls, improved transportation access for students traveling to school, and continued funding for youth organizations that empower young people to lead.

Through Mikfa Challenge, I've had the opportunity to help organize a student mental health town hall for young people across the district.

My experience has shown me how students are eager to talk about mental health, but the responsibility to create those spaces always fall on small nonprofit organizations with limited resources.

While organizations like Mikfa Challenge are proud to support youth voices, mental health conversations for students should not depend on whether a small nonprofit has the capacity to organize them.

Sorry.

If the city invests in these conversations, it shows that students in DC public schools are being seen and their well-being is a priority.

It would ensure that it would ensure every year students have a reliable platform to speak directly with leaders about the challenges they face and the support they need.

Transportation is another major barrier that affects students every day.

Many students attend schools that are far from convenient public transportation options, such as MacArthur High School, Duke Ellington School of the Arts, and Woodson High School.

Finally, I want to talk about the importance of funding youth-oriented nonprofits.

Organizations such as MICFA Challenge empower young people to engage in civic life, advocate for change, and build leadership skills.

Funding ensures that students across the district have opportunities to develop their voices and make meaningful contributions to their communities.

Thank you for your time.

Thank you for your testimony.

Shaylin Clark, are you ready?

Turn your microphone on.

Thank you.

Good afternoon, Chairman Phil Medal Phil Medelson and members of the council.

My name is Shaylin Clark, a senior at Eastern Senior High School, and also a student on MICVA Challenges Student Voice Council.

I am here today to speak about the academic workload facing students in advanced programs such as AP and IB within DC public schools, and structured advances that could help us collect our time better.

How would you feel going to a job where employees constantly look drained, stressed, and have a lack of love for what they're doing?

Working paycheck to paycheck, trying to find some type of light or desire to preserve in their career.

Well, this is exactly what it feels like for students coming to school with heavy course load and no knowledge of time management or critical thinking skills to help.

We're working assignment to assignment and pushing ourselves harder and harder to make the best out of a 24-hour day that we don't know how to manage.

First, I want to acknowledge that rigorous academic programs like AP and IB provide incredible opportunities.

They prepare students for college level work, encourage critical thinking, and allow students to challenge themselves academically.

However, the workload attached to these programs often creates an environment where students feel overwhelmed rather than supported.

Many students are balancing multiple AP or IB classes at once at once, each with significant homework, long-term projects, internal assessments, and preparation for standardized exams.

While academic challenge is important, their current workload can lead to chronic stress, burnout, and limited time for sleep, extracurricular activities, and personal development.

Students are expected to perform at a very high level academically, but we are not always given the tools within the school day to manage those expectations efficiently.

One solution that could greatly improve students' performance and well-being is the implementation of structured classes focused on time management, life skills, and critical thinking.

These are not extra skills.

They are essential life skills that truly prepare us for life outside the DCPS community.

Teaching students how to organize long-term projects, manage academic pressure, collaborate efficiently, and solve real world problems will help them succeed not only in the AP and IV programs, but also in college and future careers.

When students learn how to manage their time and responsibilities, their academic performance improves, and the overall school climate becomes healthier.

Additionally, there is a noticeable gap in developmental opportunities as students move through the school system.

And in many elementary and middle schools, students have food program have programs such as Food Prince, which connects them to hands-on learning about nutrition, sustainability, and collaboration.

These types of programs provide creative and practical outlets that support students beyond traditional academics.

However, when students reha reach high school, many of those developmental opportunities disappear.

High school becomes heavily focused on academic output without providing the same kinds of creative or experimental outlets.

For students facing heavy AP and IB workloads, this lack of balance can make school feel like constant pressure with few opportunities to decompress or explore other interests.

Expanding hands-on skills, skill-based, and wellness-focused opportunities in high school could provide students with the positive outlets outside of purely academic work.

No worries.

Thank you so much.

But thank you.

And I don't have a copy of your statement if you want to provide that.

Of course, thank you.

Thank you.

Um, hi, my name is Caden.

I am a senior at the prestigious McKinley Technology High School, and the issue that I want to discuss is mental health resources.

Imagine going to school feeling like you can't reach out to anybody.

This is the reality for a lot of students in DCPS.

This could be for a mix of reasons.

Whether they just don't know their options, or they don't, or they don't feel comfortable enough to share.

Mental health has always been something that a lot of people are taught to just push away, to never speak up, to never address in all parts of their lives.

Programs such as the MICFA Challenge teach teaches DC peers and peers around the country to not only be in a space with other teens where we can talk about our mental health, but also participate in projects where we can help where we can participate show this in town halls and show this to other students in DCPS.

Going back to my point earlier, I will really want to show how mental health should not just be something you that should be brushed off, and it shouldn't be just something we should like push away.

And the MICFA challenge also goes into detail about other aspects of that as well.

Thank you very much for your time.

Yeah.

Sure.

And uh you're absolutely right that it shouldn't be uh pushed away or pushed under the rug, as we say.

Uh Victoria Putney.

Good afternoon, Chairman Mendelson and members of the committee.

I'm Victoria Putney, a 12th grade student from Ward 3, and I attend MacArthur High School.

I'm here today to speak about the deficit of funding and disorganized management that goes into school-wide resources, specifically at MacArthur, therefore hindering our students' education.

As a student of MacArthur, I've seen our public funds directed for education in the school library get actively cut to implement a new security system.

Our librarian was supplied four forty thousand dollars and proceeded to actively lose $35,000 of it in place for a new security scanner.

Schools are meant to facilitate and foster a haven of active learning for students.

Many students already use this space daily, seen as clubs meet in the library.

Umday students read and study there, and most of all, children access resour resources for research and studies.

Instead, the library was left with a $5,000 budget, which supplied only about 200 new books.

Funds that actively went into educating children were cut for a security scanner.

This entire system that took money out of kids' learning was promised back in 2024 to be added in the beginning of the 2025-2026 school year.

Yet only this past month of February 2026 was the new security scanner added.

For over six months, security guards have gone through our bags daily, and only at the end of the entire school year, in fact, in this past weekend in March, has the scanner ever first been used.

Additionally, at the beginning of the school year, we received a few new computers and chargers, but there were not enough for every student in the school building.

All previous equipment were used chargers and computers from past school years.

About one month in, some students still didn't have said technology, be it say a computer or a charger.

Students then were expected to buy their own chargers or wait on the school since shipments were delayed.

Students could not physically do the online assignments in school that were expected of them.

I was one of the many students who didn't have a charger, and only because one small shipment of chargers was delivered weeks later was I able to attain the last one given out.

Students came after me were not able to receive one.

Not only, but new printers for teachers for our new teachers were added since our school building became bigger.

Yet about mid-school year, every single printer but one in the entire school building broke.

Teachers couldn't access basic materials that all schools should provide.

The entire process of distributing and maintaining technology was disorganized, leaving staff and students in tough situations.

I propose that the council adds in more budget protections and grants for our education and library department instead of heavily relaying and cutting costs into security.

The $35,000 could have been used for education and books and access to adequate technology for all students instead.

Thank you for your time and engaging in the change possibly made by you.

Um I'm gonna talk with my staff about the uh those shortages.

Some of that could be decisions that are made by the principal.

Um challenge?

You are you all of you are?

Okay.

Thank you.

Uh thank you for your testimony.

I'm gonna keep moving on with witnesses.

Thank you.

Yes.

Or do you think maybe I should keep going and then go back to the beginning?

Uh so I'm gonna continue um with the list.

RIA or Raya Savory.

Khalija Scrivener.

Mania Smith.

Jalen Stevens.

Corinna Timbu.

Or Tiembu.

Maya Tucker.

Tiana Bratcher.

Marina and J.

O'Reilly Strong.

Let's see.

You are Karina Tiembu.

And sir, you are.

And you are Bertsa Bell Fenta.

If I pronounce that correctly, Perseble Fenta.

Yosa.

Osama Deyaman.

That's you.

Mr.

Stevens, we're going to start with you.

Hello, my name is Jalen Stevens.

I live in Ward 8 and I attend Benjamin Banneker.

Artificial rage, artificial intelligence is all the rage nowadays.

It's supposed to be a tool to help support us and help us complete busy work.

But now it's turned into a tool used to plagiarize, cheat, and seal others' work.

This is important to me because it is calling our our fellow students to become more reliant on AI and less intelligent because they they prefer to use AI as a crutch.

And I have begin to notice my fellow students using AI to do a lesson when they didn't feel like it or when they retired.

And I'm always telling them like stop using AI.

You need to rely more on yourself and more of your own abilities instead of using AI as a crutch.

So I'm talking about I'm just gonna be talking about like how we can try to like regulate AI in schools and how we can use AI in a more productive way so that way students aren't using it as a crutch to relying on it all the time.

The most practical solution is to regulate AI use in schools.

One way to do this is by improving and strengthening AI detection systems so that that way they can better identify what students submit work generated by artificial intelligence.

If schools enforce these systems and set clear rules about what when AI can and cannot be used, students will be more likely to complete their own work and develop important skills.

Another solution would be to influence the teachers to be more open to the accommodated lesson plans during their downtime that would help the confused students stay away from AI usage.

During the airbreakable time, teachers can provide extra help review difficult material or offer alternative ways for students to understand the topic.

This additional support could help confuse students feel more confident in completing assignments on their own.

As a result, students may be less likely to rely on AI and instead develop their own understanding of the material.

Um AI should be more controlled by DCPS in order to encourage students to access users for help on an assignment that they are particularly confused on, so they don't have to rely on AI as a crutch.

And chat GPT is a tool at the end of the day that can be used for good or bad, but we should be more focused on using it for good purposes like it's like a creative canvas, spitting ideas at it, and trying to see where it goes from there instead of just completely having it do the entire thing for you.

I'm done.

Thank you.

And I do have a copy of your statement.

It's helpful to have copies of the statement because then I can follow along and we also can look back at it.

Um is it pronounced Tiembu?

Tembu.

Please proceed.

Um hi, my name is Karina.

I go to school without walls, and I'm in I live in Ward 5, and today I'll be talking about how policies um punish kids that live in poverty and how the conditions that they live in make youth more likely to be criminalized.

When students constantly students constantly face barriers before they can become introduced to education, then when they are introduced into the DCPS school system, they enter underfunded schools and face no extracurricular programs, community support, and mentors that make them successful.

These exact policies push the youth into do into doing things that can lead to suspension or even imprisonment.

When higher authorities don't pour into these schools, students decide not to either, and they begin to think school isn't important or an option for success.

Although this problem doesn't apply to me exactly, that doesn't mean I wait for this issue to happen to me.

This directly affects people who live in Ward 8 or Ward 7.

Students in neighborhoods with less safe spaces or economic stability are bound to experience stress, trauma, or heavy responsibilities at home that make it harder to focus at school and possibly attend.

We need to start investing in underfronted schools and communities and making sure schools in underfunded communities have modern technology and textbooks that ensure quality education and support families and neighborhoods and expand on affordable housing, food assistance, after school programs, and safe community spaces.

And lastly, we need to involve students in minor policy decisions and even major ones when they're ready, because students living in their area know what it needs most.

If we continue to punish students for their neighborhoods, environments that they're born in into, giving them no motivation to escape, we continue to fare our youth and the education that they're given.

We need to start investing in schools, communities, and DC students' future.

Thank you.

Good afternoon, Mr.

Mendelson.

My name is Viley Strong, and I'm an eighth grader at Center City PCS, Brightwood Campus.

I'm here to testify about how my school's art programs and close-knit community has positively impacted me.

Personally, having dance, music, theater, and art classes has pushed me to realize that art is everywhere, especially in academics.

Learning about the arts teaches me lessons and discipline that closely resonates with the real world.

Since kindergarten, dance specifically has always been my favorite form of self-expression.

Learning how to move my body in different ways that convey emotions really helped me with my ability to articulate how I feel when advocating for myself.

Art has been my safe space and creative and being creative is my freedom.

I also value my education as learning about the history as of this country can help us not to repeat it.

Earlier in this week in social studies, I learned about the government in DC and the council, DC Council.

So being here and seeing it come to life is very encouraging for my future.

The close-knit community at Brightwood has played a major role in my love for school.

The community has made me feel comfortable, knowing that there's always going to be someone to feel safe around.

Being close with the community at Brightwood has taught me that collaboration is very important, especially in going into high school and the real world.

All of the administrators know all of the students, pre-K through eighth by name, which has made me feel recognized, making Brightwood a place that I want to go to.

Thank you all for your time and attention, and I hope that you take my testimony into consideration.

Thank you, Mr.

Strong.

Um Mr.

Good morning, Mr.

Mendelson and chairman and chairman of the council of the D the DC Council.

Hello, my name is Yosa Asamuniaman.

I'm an eighth grader in Center City Public Chartered School.

One thing I love about my school was the college tribe program they offered.

This program gave me the opportunity to meet some of the older students in my school.

This program also taught me about science and math.

Later on, the program extended to a tutoring program for homework, which helped me learn techniques and strategies for topics like m like math and humanities.

Another thing I love about this school is the advanced math placement, also known as algebra, which has helped me and taught me some future skills for mathematics in high school and beyond.

Along with teaching me, it was a challenge I had to overcome, which helped teach me a life lesson, which helped teach me many life lessons and common sense for life.

In summary, I appreciate the opportunities the CCPCS Brightwood has given, has given me, especially all those teach all my teachers in those programs, like Mr.

Dorchek from my algebra classes, and Miss Novak for introducing me to the college tribe.

But one and most importantly, Miss Richardson, who has guided me and mentored me throughout all my classes, both in social studies and in the real world.

Thank you.

Thank you, each of you for your testimony.

So you all read statements.

I think I only had statements for one or two of you, so if you want to submit, please do.

Um I don't have any questions for you, but I do want to thank you each of you for your testimony.

Actually, I do have one.

Are any of you with MICFA challenge?

Interesting.

Okay.

It's a good organization.

So thank you all.

Thanks for your testimony.

Uh give me a second before I keep calling the case.

All right.

Uh thank you.

Continuing with the list.

Uh I understand Aidan Bernie is here.

If you could come forward.

And Dylan Perry.

Is Dylan Perry here?

If you could come forward.

Nora Durkin.

Mia Reyes or Reyes.

Nora is here.

Nora Duncan.

Need to speak up when your name's called.

Um I'm told Maya Reyes is online.

Rocio Suelo Cuello.

Antonio Smith.

In person.

All right, we will stop there.

Um Aidan Bernie.

The public transportation system in DC is great, but leaves much to be desired when it comes to bus reliability.

Good afternoon, Council members.

My name is Aidan Bernie, and I am a junior at MacArthur High School.

I take the bus every day to and from school, and as an avid truer of Wimata transportation system, I've noticed consistent problems with the bus lines.

A good amount of students at MacArthur High School take the D-94.

This bus line has problems such as operator availability and heavily staggered bus times, which is unacceptable for a bus that accommodates the majority of the school students at my school.

Last year, I testified against the same problem along with the additional issue about the lack of bus lines.

Although a new bus line has been added, the C 84, it is very limited and only runs at certain times.

For students who have sports or after school activities and events, they have to rely solely on the D-94, which would not be coming for the next 40 minutes after they get out of their after-school activities.

But I think this problem is something that students have no control over.

For example, in the morning, trains have stopped.

MacArthur students specifically have to go to the red line on DuPont Circle, and there's been multiple times where the but the train has been delayed for 30 minutes.

And because of this, students in the morning or after school, they have to wait for hours at a time.

To counter this, I suggest that the DC Council collaborates with MLADA to make sure that MacArthur High School students are able to get to and from school at a faster and safer rate.

This will allow for less crowding on buses, which, for example, the D-94 would give more people coming from places such as Georgetown Hospital more spaces on the bus.

Increasing the frequency of the other bus lines, the C 84 will also help challenge students who face challenges with the train in the morning.

Please work with me in making MacArthur High School a more accessible high school.

Thank you.

Thank you, Mr.

Bernie.

And if you have a copy of your statement, if you could give that to us.

Dylan Perry.

Okay.

Hi, uh Chairbird and staff.

I'm Dylan Perry, and today I'll be talking to you about severe winter weather safety.

From January to February, DC has been hit with a bunch of snow.

And wild weather isn't something that the city can control.

However, it's not entirely up to them to that response has been disappointing.

Over the past few weeks, many students, including myself have had to walk on icy roads and freezing temperatures to get to school.

The existing snow system is extremely broad, as even wards like Ward 3 and Ward 4.

And I live in Ward 4 firsthand, so I know.

So sorry.

Schools haven't been fully cleared, and that doesn't match the reality that people are saying online and how it's said on DC public schools online.

They say that a lot of schools were cleared during the snow.

That was completely untrue.

And they put a lot of two-hour delays out, but that doesn't exactly help students or staff get to where they need to go, being transportation with cars and trucks per se.

And a lot of students also walk.

They don't have the opportunity to be able to get someone to drive them constantly.

So it's affecting everyone.

It's not only affecting children, it's affecting, of course, adults.

And pushing snow and ice to the sides of the streets only causes more traffic issues during busy mornings and after school.

Like, for instance, my parents and my neighbors were forced to guard their parking spaces with chairs because of how bad the snow removal was.

So I'd say the snow removal programs that are going on in the community because they have multiple snow removal programs are doing more than the city itself.

And while I understand that weather conditions like ice and snow can't be perfectly predicted.

It can't be hard to plan multiple things to sell.

Kids shouldn't have to suffer poor consequences over poor weather planning skills and have to get hyperthermia or come home extremely late because people want to push out two-hour delays more so than just cancel school or find safer ways to like make snow route plans for everybody.

Well I ask the board is that we figure out ways to make it safer for not only students but also teachers to be able to get to school on time.

Thank you.

Um thank you.

Thank you, Ms.

Perry.

Umra Duncan.

Hello and good afternoon, Chairperson Mendelssohn.

Thank you for the opportunity to testify today.

My name is Nora Baronro.

I'm a junior at Benjamin Banneker Academic High School and award 8 DC resident.

I'm passionate about medicine, public health, and entrepreneurship, and I plan to pursue a career in health care while improving healthcare systems in underserved communities.

I have been a youth advocate with the Young Women's Project for two to three years and a peer advocate with the MiCva Challenge for one year.

And I saw how often young people are misinformed, under-supported, or disconnected from opportunities that could shape their futures.

I am testifying today to highlight the importance of strengthening the overall student experience in DC schools.

Specifically by building stronger school communities and increasing access to opportunities that support student growth beyond academics.

While these experiences are valuable, I've realized that access to them is not equally promoted or supported with schools.

Many students are unaware of internships, youth programs, and community opportunities unless they actively seek them out for their own.

At my school, there is a strong focus on academics and college preparation, which I appreciate.

However, there is less emphasis on helping students become well-rounded individuals.

Opportunities like internships, job programs, and leadership experiences are not consistently integrated into the school system or encouraged by administrators.

From my experience and conversation with peers, students feel that their voices are not heard, are heard but not acted upon.

There are meetings, discussions, proposals, but little visible change.

This creates a disconnect between students and administrations that contribute to the lack of motivation and school spirit.

I believe that schools should do more than should do more actively to connect with students and their opportunities and create environments that support both academic success and personal development.

I have two recommendations.

First, DCPS should implement structured systems with schools to promote and connect all of the extracurricular activities.

And second, schools must strengthen accountability when it comes to student voice.

If students seek feedback, then we should have a clear follow-up.

Thank you for your time.

Antonio Smith.

Hello, and how are you, Chairman?

My name is Antonio Smith.

I'm a senior at KIPDC Legacy College Prep and Ward 8.

To be honest, I didn't choose Legacy because of the flashy building or a standout sports program.

Legacy was somewhat of a last resort for me.

But when I found when I got there, it changed everything.

I found opportunities that I didn't know existed.

I was introduced to several pre-college programs, including Harvard Academy's, UPen's War and Global Youth Program, and Brown University's pre-college program.

At Legacy, I was able to take on more leadership roles across my school than I could count.

I founded the Bulldog Bodega, our first fully student-run school store, where we built a system of rewards that reward systems for living out our core values, resilience, restoration, respect, and responsibility.

I also served as the debate team captain, student government representative, and a president of the student ambassadors club.

Honestly, I could go on forever.

Well, what makes these experiences meaningful isn't the titles, it's the students, staff, and resources behind them.

Mentors like Ms.

Trent, Mr.

Murphy, and teachers such as Ms.

Perry, Mr.

Brown, Ms.

Hawkins, and Ms.

Shang didn't just teach content or give the bare minimum.

They poured into me, challenged how I think, and believed in who I could be.

They supported not just my grades, but my growth and my voice.

They saw me as a leader before I fully saw it myself.

But I want to take a moment to pivot back to the Bulldog Bodega because it shows what's possible when schools are properly funded and those incentives and their incentives that students buy into.

When the Bulldog Bodega was fully supported, it changed our school culture.

Students were motivated.

They showed up and they engaged within the building.

And they took pride within our school community.

My organization created real leadership opportunities.

My student leaders ran operations, managed inventory, and built something that was truly ours.

Programs like mine were made possible by investments such as the KDC Golden Opportunity Grant and by consistent school level funding.

But when funding becomes uncertain, programs like the Bulldog Bodega are the first to feel it.

And attendance follows the incentive strength, the opportunity strength, and with that the impact on students begin to fade.

Throughout my school, we push consistency to our students, and I would assume many schools across the district do the same.

We as students take responsibility for getting to and through college.

Unfortunately, though, when we're not consistently investing in our schools, programs and educators, we lose consistency.

We lose motivation across the board.

This all matters because programs in a sense of such as the Bulldog Bodega keep students engaged, keep them in their seats, and help build leaders across K DC and across the district.

Throughout my life, I've learned that proximity does not guarantee access.

Interpret that as you will.

But schools like mine help close the gap, but only when they're given the resources to do so.

So today I'm asking you not to only maintain but strengthen funding for schools like mine.

Because that investment isn't just in programs, it's in students, it's leaders, and its future.

And I'm asking you to make your I'm asking you to make sure investment continues for every student in DC.

Thank you.

Thank you, Mr.

Smith.

We have two folks who are online.

Um Reyes.

Can you speak a little louder?

Okay.

Hi, Chairman Medicine and everyone.

My name is Mia Rays.

I am nine years old.

I am in the fourth grade.

I create Creative Minds International Charter.

Thank you so much for letting me share my voice today.

I really like learning how things work.

I want to be an engineer when I will love, but I'm not sure what kind yet.

I like building robots.

I and I like and I also love making puppets.

So I invent a machine that moves like a puppet and that can do my homework.

I'm also part of the Girls Code Club after school.

I love seeing cool things I can make in my coding class.

Clubs like coding and building help kids like me explore, create and get the support when needed.

I see my mom at Bria go to meetings, speak for students and families all the time.

And it makes me feel like I can make a difference too.

It shows me that grown-ups and kids can work together to make schools better.

Our children schools are awesome.

So let's make our schools stay open by giving them more money.

Thank you for listening to me.

Oh, thank you, Ms.

Reese.

Uh Rosio Coello.

Good evening, Chairman Mendelssohn and member of the committee.

My name is Roccio Coello, and I'm an student at Briya Public Chartered School.

I'm Miss Hol.

I'm also a mother, and my preschooler come to Briya with me.

Brida is not just in a school for me.

It is a place that gives me opportunity.

I'm learning English, job skill, and how to be a better future from a family.

These are things that I could never learn from a test book.

I learned it by practicing every day, by speaking, and by being supported.

One of the most important things for me is that I'm a child is also in Bridge.

While I'm in class, I know my preschooler is safe, learning and caring for.

This gives me a peace of mind.

It's allowed me to focus on my education and improve our future.

This support means everything for me.

I ask you to continue funding a school like Brio, teachers, the programs, the child care, and the support.

I receive a cease because my school is funded.

These are not just a service that are life-changing opportunities for families like mine.

Thank you for listening, listen to my story and for supporting a student like me.

Thank you.

Thank you each of you for your testimony.

Just a couple of things.

Um, Mr.

Bernie, on the buses.

I was thinking, um, because what you're talking about with 94, and I realize this is probably true with other schools and other buses, but specifically 94.

Uh, we have a transportation committee, the council does.

You could reach out to them about problems with delays and or unreliable service.

Or what I think might be better is reaching out to the principal of your school.

I think you said MacArthur, and trying to get the principal to figure out how either how either he or some leadership at the school advocates for improving that service to make it more reliable.

The Metro Rail problem is a little bit more difficult because that involves um that's not school specific.

And it also would be a system problem as opposed to specific to that route.

And Ms.

Perry, I just wanted to say that um I don't think there's anybody on the council who was happy with snow removal.

Um we thought that um the uh snow removal on the streets was abysmal.

You know, we have a law that people are supposed to shovel their walks, so anyone who didn't shovel their walks, if you were trying to figure out how to navigate those um sidewalks, they were breaking the law.

On the other hand, do we really want to be arresting people?

We'll send the cops over to somebody's door, might be in a senior citizen and knock on the door and say, Well, you're under, well, they wouldn't arrest you, they would ticket you, but um so it there's not an easy answer there, but it is the policy that there's supposed to be the clearance, and there was the unhappiness that it was pretty bad.

Just wanted to mention that.

Thank you, all of you, for your testimony and the two of you online.

Uh and you all are excused.

I'm gonna continue with the list.

Yeah.

Yeah.

Um I want to remind everyone, because some folks probably came in late.

We have 185 people who signed up.

Um folks have already reached out and told us they're gonna be late, so we will accommodate them when they come in.

I will at some point probably go back to the beginning of the list and call people, but it's the last time I will go back over the list for people who weren't here when they were called.

Uh, because we have so many folks, I'm not gonna be asking a lot of questions.

That just makes the hearing go longer.

If everyone shows up and everyone speaks for three minutes, we will get out of here at 1 30 this morning.

So that's why I'm not asking so many questions.

Continuing with the list.

Uh Aubrey Bell.

Jonah Shapiro.

Jonah Shapiro here.

Alex Alexa Lucas.

Dexter Hooks.

Carly Fishero.

And not online.

Um Francisco Hernandez, student of Bria.

Estephany.

Oh, oh my.

Uh Anisha Perry.

Don't see the name.

Brianna Jones.

Ursula Ware.

Come forward, please.

Uh Ashley Williams.

Come forward.

And you who are sitting down, your name is Anisha Perry.

Did you say Anisha Perry?

Anisha Perry.

Okay.

Miss Bell.

Aubrey Bell.

You're up.

Hit the button for the microphone.

Good evening, Chairman Mendelson and the members of council.

My name is Aubrey Bell, and I love to read.

I am a proud second grade scholar at Friendship Low Peers in the Northeast.

And in my ELA classes and during our small group learning time, my teachers have made sure that they push me to read a variety of books, not just books that are easy for me.

This has helped me to learn new things in ELA, but also in science and social studies.

Reading even helps me understand and answer my math problems.

Reading books is important for many reasons.

My love for reading helps me grow my mind and build my vocabulary.

I read every day, and that practice has helped me become a fluent and proficient reader.

Reading is a wonderful way for me to explore the world through books like Buffalo Bird Girl, what I learned about a girl who showed the importance of tradition, culture, and love for her community through pictures and words.

That book gave me an opportunity to form a greater respect for my ancestors and my very own community.

Reading has also allowed me to become a good writer.

This helps me break down what I'm reading and find the main idea and understand what the author is trying to tell me.

I even co-authored a children's book with my mom called Littlebound Girl, you can be anything.

We wrote it to inspire other children like me to read.

Just dream big and believe in themselves.

Being able to read is like having a superpower.

It gives all of us the power to learn, imagine, and become anything we want to be.

I hope every child can discover the same love for reading that I have.

Thank you for listening.

Thank you, Miss Bell.

I'm very impressed.

I'm a mom of a nine-month old.

I'm 19 and a hard worker.

I'm also a member of BC Action Context Team.

My daughter Naiva means the most to me, but stability also means a lot to me because of my daughter.

My daughter gives me a reason to stay stable and on top of my stuff.

She is the reason why I'm changing to be more responsible and not get into things.

She gives me the reason to live, breathe, and wake up.

After I had my daughter, I decided to return to school.

It wasn't an easy decision, but it felt like the right thing to do.

Having a kid isn't easy, but without a high school diploma, I won't be able to get a good job.

I also want to set a good example for my daughter so that when she grows up, she can see that I worked hard, and so she will work hard too.

My caseworker from the team, the teen parent assessment program, Miss Harris was with me every step of the way as I returned to school.

Ms.

Harris helped me look at my options and pick the school that made the most sense for me.

At first, I tried to go to Balu State because they had virtual learning, a virtual learning option, but I was told the virtual learning option was over capacity.

I also thought that they had child care at Balou State, but after I tried to apply, they never called me back.

After that, I ended up choosing to go to Maya Angelo Public Charter.

Maya Angela was a good school for me since it has virtual options that I can go to.

They also pay me $50 a week that I that I attend, which is helpful since having a kid is expensive.

The school is also self-paced so I can get my work done.

That is that is what I care about.

Getting my work done and getting my diploma.

The district should make more options for competency based learning available.

So students like me can move through at our own pace.

This way I can learn and do any classwork in science, history, and English, and I can get the help I need to do math.

Going to school virtually with the child is hard.

Though my casework and Ms.

Harris was helping me get child care through the voucher program, but the T Pop program ended when I turned 19.

So I gave up trying to get child care for a while.

Now though, my child is crawling, and it's it is a harder focus when she is crawling around.

So I'm trying, I'm thinking about trying to get her into child care.

The district should make sure that navigation programs for young parents like TPAP are based on milestones to support me through this rather than ending because I turned 19.

Thank you.

Thank you, Miss Perry.

Ursula Ware.

Good afternoon.

A microphone.

Sorry.

Okay.

Good afternoon or good evening, Councilman Melson and members of the council.

My name is Ursula Ware, and I'm a GED student at community college preparatory academy in Ward 8.

I've attended this school for seven months.

Thank you for the opportunity to testify today.

Community College Preparatory Academy is my emotional, physical, and educational safe haven.

Since being enrolled in September 2025, I've had endless support from the entire staff.

Their continued support, encouragement, and meticulous teaching has me living to my academic potential.

Through CC Prep, I've been introduced to CoWAB, where I serve as a community ambassador.

I was also able to apply for college through dual enrollment.

I'm currently awaiting my results.

My plan is to study social justice at Catholic University.

My goal is to be a policy analyst.

Co-Wave trains me to effectively advocate for adult learning in my community.

As my school's community liaison, I'm devoted my time to pour back into my fellow classmates as needed.

This is so important because I want students to have the same sense of belong sense of belonging as I do.

Council members, please fight to protect funds and resources for adult education in the district.

It's very imperative.

Maintaining the social safety net by allowing adult learnings to access TANF, SNAP, Medicare, and the DC Healthcare Alliance, and fight to increase the adult learner transportation subsidy from $70 to 100 a month, 100 a month.

All of these amazing opportunities that have been presented to me wasn't would not be possible if it wasn't for funding.

Please don't let adult students like myself lose their second chance at a proper and adequate education.

Thank you for this opportunity to advocate for adult education.

Thank you, Miss Ware.

Thank you.

Ashley Williams.

Good evening, Chairman.

My name is Ashley Williams, and I stand before you today, not just as a student, but as proof of what access to opportunity can do.

Just six months ago, I felt stuck.

I was working a job that paid the bills, but I didn't feel like I was contributing anything meaningful to society.

I knew I had more to give, but I didn't know where to put it.

I wanted my work to matter.

I wanted to make an impact.

And honestly, I wanted to be around people who believed in growth, not just survival.

All of that changed when I became a student at CC Prep.

From day one, I felt something different.

Support didn't just come from one person, it came from everywhere.

From the CEO to the instructors to the security staff, people knew my name.

They checked on me and expected something from me.

That kind of environment doesn't just educate you, it transforms you.

In just six months, I've earned multiple Microsoft Office specialist certifications, stepped into leadership as the executive chair of the student leadership team, and now I serve as a student board member.

These are things I never imagined for myself in such a short time.

But what matters more than the titles is the shift in mindset.

I no longer feel like I'm waiting for change.

I feel like I'm part of creating it.

And that's why I'm here today.

Because what I experience should not be rare.

It should be, it should not be something a few people are lucky enough to find.

Every DC resident deserves access to an environment that sees their potential, develops their skills, and connects them to purpose.

If we're serious about workforce development, about equity and about building stronger communities, then we have to invest in programs that don't just train people but transforms them.

I'm living proof that when you give people the right support, structure, and opportunity, they will rise.

The question is not whether these programs work, the question is how many more lives we're willing to change.

Thank you.

Thank you, Ms.

Williams.

One Francisco Hernandez.

Yes.

Please proceed.

Good evening, good afternoon, Sherman Mendelssohn and members of the committee.

My name is Francisco Hernandez.

I am a student at Brea Public Actors School.

I also have a single father.

My daughter Stephanie is in high school.

And she will be testifying today too.

My wife is in our home country, so I am raising my daughter on my own.

Because of this, it is very important for me to learn English so I can support her in school and in a life.

Briya is not just a school.

It's a place where I feel supported as a parent and as a student.

It was when I saw that I was not alone.

And that people here understood my situation.

Because Bria exists.

I believe every family in DC should have access to a school like Brian.

The thing is, I just told you about my teacher, my programs, and my support exist because Bria is funded.

I asking you to make sure that funding is a fair.

So the student and parents like me do not get less.

Thank you for listening to my story.

Thank you, Mr.

Hernandez.

Is your daughter there?

Because I have Stephanie Hernandez next.

Yes.

She's next.

Next.

Good afternoon.

Please proceed.

Oh, sorry.

My name is Stephanie Hernandez.

I am 16 years old and I am a student at Jackson Reid High School.

I am here today with my dad, Francisco Hernandez, who is a student at Brea Public Charlotte School.

My dad is a single father and he works very hard to take care of me.

My mom is not here with us, so it has just been the two of us along with my older brother supporting each other.

I have seen how much my dad sacrifices so that I can have a better future.

Before Bria, things were harder.

My dad wanted to help me more in with the school, but it was difficult because of the language barrier.

Now that he's learning English, I see a big difference.

Bria has not only helped my dad learn English.

It has helped our whole family.

It has given him a community where he feels like he belongs.

And that has made him stronger for us.

As a student, it means a lot to me to see my dad learning and not giving up.

He inspires me to keep going, even when things are hard.

His education is helping me succeed too.

Programs like the Adult Transit subsidy are very important for families like mine.

Transportation costs can be a barrier, and increasing the support to a hundred dollars a month would help parents like my dad continue their education without having to choose between a school and other basic needs.

When you invest in parents, you're also investing in their children.

Thank you for listening to my story.

I think that's everyone for this group.

I want to thank each of you for your testimony.

So thank you.

I think I may go back to the bin beginning.

This is the last chance for any of them.

Okay.

Yeah.

So let me go back to the beginning of the list.

See if any folks have come.

This will be the last chance for them.

London Anderson Simmons.

Milat Asefa.

Christian Jennings.

Winnie Chan.

Anna Crampton.

Nicosy Crawford.

Let me see.

I think I said Emma Crampton, Nicosy Crawford, Erica Floyd.

Jada Fortune.

Michaela Humphrey.

Morgan Johns.

Sidney LeCour.

Jalen Link.

Soraya Jane McKinley.

Crystal Moore.

Aaron Parker.

Raya or Rhea Savory.

Khalicia Scrivener.

Minaya Smith.

Maya Tucker.

Tiona Bratcher.

Did I just call your name, sir?

Yeah, come forward.

Your name is 17.

And so your name is 17.

Yes.

Jonah Shapiro.

Alexa Lucas.

Dexter Hooks.

Carly Fisherow.

No.

Brianna Jones.

All right, we're gonna stop there.

Um I think the first couple were uh online.

London Anderson Simmons.

We're having some interesting challenges here.

So London Anderson Simmons was here and apparently dropped off.

And Christian Jennings is not accepting when we just find a way to teach you.

And London's material.

They need to accept.

Nothing can happen.

Why don't you see them?

Because I don't see him.

No one here.

Well, did something happen?

Yeah, here comes London Anderson soon.

Um Mr.

Anderson Simmons Europe.

If you can hear me.

Please proceed.

Can everybody hear me?

Right.

Hello?

London and yes, hello.

My name is London Anderson Simmons.

I go to Benjamin Bandiker Academic High School.

Now I'm a junior there.

Good afternoon, members of the council.

My testimony focuses specifically on the educational experiences of African American students who continue to represent a substantial portion of the district's enrollment yet experience some of the most persistent academic disparities of the city.

The District of Columbia has made no notable investments in public education over the last two decades.

However, the persistence of opportunity suggests that how resources are distributed and targeted matters just as much as the overall size of the education budget.

Educational equity requires more than equal spending.

It requires strategic investments where historical disadvantage and structural barriers have been concentrated needed.

Washington, D.C.'s public school system operated under legally segregated structures until the mid-20th century, even after the landmark decision in Brown versus Board of Education in 1954.

Patterns of hosting segregation, disinvent, disinvestment, and predominantly black neighborhoods and uneven school funding created long-lasting structural inequities.

Throughout the late 20th century, school east of Anacasio River frequently received fewer resources, aging infrastructure, and less experienced staff.

Enrollment shifts and population changes reduce funding stability for many majority black schools.

Policy reforms often focus on governance or accountability, but do not always address structural inequities in resource and location.

While modern reforms have attempted to address some of these issues, the legal legacy of unequal investment continues to shape outcomes today.

Thank you.

Christian Jennings, are you here?

Christian Jennings, you need to accept the question, you can't even see the idea.

How many parents truly know what their children are doing after school?

For many families in our city, the hours between 4 p.m.

and 7 p.m.

are a period of uncertainty.

These hours can be filled with trials and tribulations, but they are also the most critical window for opportunity.

My name is Jalen Link, and I'm here to discuss how we can turn those hours into a launch pad for the next generation of DC leaders.

For me, the MiCva challenge is what keeps me out of the harm's way.

It's it's a necessity for the upbringing and nurture of students across the district.

This program doesn't just provide a place to go, it provides a purpose.

It has transformed me into a better speaker, writer, and advocate, giving me the confidence to stand before people of status and reinforce my public speaking abilities as I'm doing today.

First, the Student Justice Council, SJC, focuses on the critical importance of student knowledge regarding the juvenile justice system in DC, empowering us to understand the laws that affect us directly.

Secondly, the Student Voice Council, SBC em emphasizes the importance of student voice in DC, ensuring that our perspectives are heard in the rooms where decisions are made again, like this one.

The positive effects on my community are clear.

Those who attend MICVA are making real changes in the in their respective neighborhoods.

However, this impactful space is currently limited.

We are operating on a budget that is stretched razor than when funding is inconsistent, it creates disparities.

Students involved with our Chicago counterparts are paid uh better hourly wages and are able to capitalize on opportunities we have not yet hit the fiscal fortitude to indulge in.

Our goal today is simple.

We want to give uh everyone a very impactful space to impact more youth.

To do this, we are asking the council for increased funding to not only fund our councils, but broaden our partnerships with the Office of Attorney General, Aussie, and the and DME so we can make real change.

We need to move toward a model where our councils are fully realizing accessible to a larger pool of students.

MICVA's impact on the city could be so much greater if we weren't pulling from such a limited research pool.

I urge you to bring this home.

Let's invest our in our own DC iteration of the MiCva challenge.

By expanding this space, you aren't just funding a program.

You're expanding the horizon for every student in the district who is looking for a way to lead.

Thank you for your time and your commitment to DC youth, including myself.

And I do have a copy of your statement here, so that's very helpful.

Um Tiana Bratcher.

Hello, can you hear me?

Yes.

Hello, I am Tiana Bratcher.

Uh I work with all the coalitions that are here today.

It's very nice to be here to speak to you.

I attend Third Grade Marshall Academy and I am a 10th grade student.

I currently live in Ward 6.

Thank you for your time.

Today I'm here to talk about student education in a district and mental health and how it's affected by it and why it's important to listen to the youth retaining to their education and act when they know it's not on par with what they need to thrive.

In DC schools, they have a curriculum that works for many of the students, but not all due to learning difficulties and how some students perceive and understand their work and the environment, especially if they have IEPs, 405 plans, or in the workings of getting one completed.

My personal experience with this is that I have trouble understanding work in my school as well as many other students.

I'm still in the process of getting an IEP for myself and for extra help, even though this is my second year in school.

Many of the students of our students are not passing this year due to overworking and overwhelming themselves with schoolwork.

Even a friend of mine who had gotten sick enough to have to go to the hospital for about a week.

When she came back, she was swamped with having to work more hours and harder for after extra after school hours to simply get her grades back up because they dropped so low.

It affected her mental health and made her feel worse for taking time off just to feel better.

This impacts me and other students because in our school we have eight classes revolvering around A and B days.

I have trouble keeping up with the work and tests we do.

The more I struggle, the more I have trouble with my mental health state.

Because I start to miss days due to feeling more stressed and getting stuck in a cycle of anxiety, believing if I miss another day, it wouldn't change anything.

Or if I went, it still wouldn't help because of how much work I have to do.

Because I missed it.

Today I am asking you please consider more help and listening to youth voices on how to improve their school's treatment of them in respect of their time and work ethic to help with their learning and mental states.

And maybe put in place more after school support for struggling students, especially with funding.

Thank you for hearing my testimony today.

Sorry if it was a bit long.

You were you were within the time, so thank you.

Uh but I don't have a copy of your statement.

Uh I sent it in.

It might have gotten lost in the procedures, but I will ask one of our adult advocates to please resend it if I can.

I thank you for telling me that.

Sure.

Thank you.

Uh so I don't have questions for you.

Let me double check something here.

Um Christian Jennings appeared.

So I'm gonna keep moving.

Um thank you all.

Thank you, each of you.

Four, four.

Nathan Ballard means.

Let's see the next four with uh Black Swan.

Samaya Best.

Nevaya or Nave Williams.

Taylor Rideout.

Alexia Culver.

All right, I called five names.

I got four people at the table.

I'm guessing Nathan Ballard means is not one of you.

Uh Samaya Best.

Please go.

Please start.

Greeting, Council members.

My name is Samaya Best, a high school youth leader with Black Swan Academy in DC Girls Collision.

I attend McKinley Technology High School.

Now I am in the ninth grade.

I live in Ward 5.

Today I am here to talk about the lack of community safety and why it's important to ensure safe third spaces for youth.

In my personal experience with the lack of third spaces for youth, they tend to overcrowd spaces like Navy Yard, Union, etc.

This issue impacts me as a student because certain places may be closed or not allowing minors.

As youth, as other youth crowded it, and it got out of hand.

This makes it difficult to go to certain places.

What I'm asking for is instead of stopping youth from entering certain places and curfews, create a safe for the youth to be productive, have insurance safety, and be allowed to be creative.

Thank you for your time.

Thank you.

Is it Navee Williams?

Good afternoon, and thank you for the opportunity to speak today.

My name is Navee Williams.

I am a black swan youth leader.

I live in War 7.

I go to Anacostia High School.

I am here to share why teen mental health deserves urgent attention.

Across our communities, young people are navigating pressures that previous generations could hardly imagine.

Academic expectations, social media, and economic uncertainty have created an environment where many teens feel overwhelmed, isolated, or unsure where the turn.

When teens do reach out for help, many face barriers.

School counselors, school counselors are often responsible for hundreds of students at a time.

Access to affordable therapy can be limited, and some communities, mental health resources are scarce or difficult to navigate.

As a result, young people who are brave enough to ask for help still may struggle to receive the port they the support they need.

There are clear steps we could take.

Schools can increase access to counselors, psychologists, and social workers.

Communities can expand you-focused mental health services that are affordable and responsive.

Education systems can integrate school social and emotional learning so students can develop resilience, self-awareness, and coping strategies from an early age.

Healthy adolescents are more likely to succeed academically, build strong relationships, and contribute positively to the to society.

Every young person deserves a space to feel supported, understood, and hopeful about the hopeful about their future.

By prioritizing team mental health today, we are helping build a stronger, healthier generation tomorrow.

I am asking you to expand free or low cost therapy for training.

Reduce academic pressure, and lastly, include youth voices in decisions that shape policies about their well-being.

Thank you for your time and your commitment to supporting these young people.

Thank you, Ms.

Williams.

Uh Taylor Rideout.

Um, hello, council members.

My name is Taylor Riddle.

I am a youth leader with Black Swan Academy, and I attend Anacostia High School.

Today I'm here to talk about something that affects so many young people, but often goes unnoticed and unheard.

Mental health.

Mental health is an urgent issue for youth.

Everyday students are dealing with academic pressure, family responsibilities, and uncertainty about the future.

But even with all of that, many schools don't have enough counselors or safe spaces where students can openly talk about what they're going through.

When mental health needs aren't met, it affects everything.

Attendance, academic performance, and even how safe students feel at school.

Supporting students means understanding that emotional well-being is just as important as academic success.

There needs to be more investment in youth mental health resources, especially in schools.

That means hiring more therapists and psychologists and creating spaces where students feel safe to open up without fear of judgment.

We also need to include mental health education in school curriculums.

Students should learn how to manage stress, recognize when they need help, and feel supported when they ask for it.

I am asking you to recognize that mental health is a key part of student success.

If we want students to truly thrive, we need to support them, not just academically, but emotionally too.

Thank you for your time.

Thank you for your testimony.

Alexia Culver.

Good evening, Councilman.

My name is Alexia Culver.

I'm a youth leader with Black Swan Academy.

I attend high HD Woods and High School.

I'm in a ninth grade and I live in where they thank you for your time.

Today I'm here to talk about community safety and health.

I'm speaking on this because there are places where it's not safe for young people to live.

But it's the only housing their families can afford.

There are neighborhoods with violence and drug activities, things that no young person should have seen or grow up around.

What happens when a young person is too afraid to leave their house because of what's happening in the neighborhood?

What happens when they miss school because it's not safe to get there?

And how are they supposed to explain that to their school?

You should not, you should not have to feel scared just to walk outside or go where they need to go.

That's why I believe there needs to be more investments in safe and stable housing for young people and their families.

But it's not just about housing.

It's also about having safe places to go.

Young people should have should be able to spend time outside, be with their friends and just be kids, without being without feeling threatened or watched.

We need spaces that are truly for youth, places where we feel safe and welcome.

That could look like parks, recreation centers, or just spaces where young people could gather without being bothered.

Right now, a lot of young people don't even want to be home because of what they're dealing with there.

But there aren't enough safe alternatives for them to go.

I am asking you to invest in community spaces for young people, spaces that give us a safe option outside of home and to protect us from community violence.

Because every young person deserves to feel safe, both where they live and where they go.

Thank you.

Thank you, Ms.

Culver.

Thank you, each of you, for your testimony.

Public safety or feeling safe and mental health clearly are important issues, and you're not the first to be testifying about that today.

Um just speaks to how pervasive the problem is.

Thank you, each of you, for your testimony.

I'll call Dexter Hooks next.

I understand you've got three students with you.

I'm more interested in the students than you, so don't take it personally though.

I didn't hear that.

With Mr.

Hux.

Yeah.

Can you go talk to her?

Okay.

Why don't you all identify your speaker and then identify yourselves when you speak?

We'll start with you.

Oh, I need to push a button.

My name is Zoe Lightfoot, and I'm currently a ninth grader at Caesar Chavez.

Good evening, Chairman and Council members.

We are scholars representing Cesar Chavez Public Charter School for Public Policy, located in Wart 7, DC.

My name is Zoe Life.

And I'm in the ninth grade.

Thank you for your opportunity to testify today.

Our school.

Our school has helped me see I understand that we are the youth who will be accountable for the for the future of this world.

But this isn't just on us scholars to make it great, but those who are teaching us how to, bringing us bright ideas and helping us strive to make the impossible possible.

For example, I'm currently around in a pre-college program at Georgetown University, and I started as an eighth grader in Chavez Middle School.

Chavez has prepared me to apply and compete for amazing leadership opportunities such as this one.

Yes, I am Andrew Ciro Gutierrez Mejia.

Andrew Cho Gutierrez Mejia.

Please proceed.

Here at Chavez, there is a special program that is called Peer Group Connections, which has been made available for upperclassmen to learn leadership skills.

Mentoring ninth graders, we meet with ninth graders and teach them why it is important to have a strong start to high school.

This program existed before I started high school and I went through this program as a ninth grader, and now I'm now leading it as an upperclassman.

It is important to keep this program PGC for every new ninth grader who enters our school.

This program is at the point of closing due to not having the necessary funding for resources to continue being successful.

It would be a tragedy if the program had help.

Thank you.

And you are my name is Michael Ransom.

I'm a senior here at Cesar Chavez.

And for me, an opportunity we think every student DC should have is being able to get the experience they need, not only in school, but outside of school too.

It's important for our school to receive fair funding because with proper funding, education becomes better for scholars, allowing them to get the required resources they need to be successful in life.

Also, program which will usually be free at cost inside of our school want to remain free for everybody around with that proper need of funding.

As you heard tonight, our programs are in danger of disappearing, and we have new ones that are still blossoming.

We want that to continue in order for us to need, in order for everyone to need to succeed.

For these reasons, we are advocating for fair funding for charter schools in DC so that scholars can strive fully and both academics and dynamic extra activity.

Thank you.

Catalina Ramaldo, student at family place.

Trey J.

Johnson, a student at friendship tech.

McKenzie Tutt, who is a student at friendship collegiate.

Ms.

Lopez, if you can hear me, please unmute yourself and proceed.

Good afternoon.

I'm Elizabeth Lopez.

I need a translator for my uh opinion.

Please continue.

I need uh translator in Spanish, please.

I'm sorry, were you asking a question or making a statement?

I need a translator for Spanish.

She's coming in.

You were saying you need a translator.

Yes, please.

Okay.

So that is Elizabeth.

Yep, we comment.

Good afternoon, Chairman Mendelssohn and members of the DC Council.

My name is Elizabeth Lupes, and I'm a student in the English as a second language program at the Family Place Public Charter School.

I choose a family place because it offers many opportunities for immigrants like me.

It offers flexible schedules, financial and emotional support, food and access to DC transportation cards.

And the best part is that it's not a conventional school, but a dynamic one.

I have had the opportunity to take these courses when they have been offered.

And they have greatly contributed to my growth by opening new job opportunities.

That's why I believe it's important for the school to keep receiving support from the council to ensure that it has resources to offer these courses annually.

However, for many of my classmates, 70 dollars is not enough.

70 dollars is not enough to cover transportation costs, and the council should increase the benefit to 100 dollars per month.

I am currently unemployed and the support I received from the family place, such as food for my family has been essential to continuing my studies and caring for my baby as she grows.

Supporting the family place is vital.

It allows students like me who face financial hardship to keep studying so we can overcome it.

It allows us to obtain better jobs that require our talents and build a better future.

The school offers us real opportunities to grow.

Thank you for your testimony.

Yes, I'm here.

So let me stop you so the translator can translate.

During my first year I completed the CDA program, passed the exam and obtained my credential to be an early childhood educator.

I am currently studying to improve my English so that I can work with children in a bilingual environment.

As a mother, the CDA program helped me better understand my daughter who has autism.

In addition, the school supports us beyond academics.

It gives us a space to take care of our mental health, learn to manage stress, and above all feel accompanied.

Here we find a community of other mothers with whom we can share, support each other and grow together.

I doubted myself.

Thanks to that support, I learned to use technology to handle tools such as email and Zoom.

And to participate with more confidence.

Today I know that these tools are not a barrier, but an opportunity to continue learning and move forward.

Thanks to this whole process, I have learned that being an educator is a great responsibility, but at the same time it is also something very meaningful.

It means being able to influence children's lives, how they learn, how they express themselves and how they grow.

Sure.

Thank you for your testimony.

One of the best things about my experience is that there are teachers and leaders from every single one of these schools who I can still contact or see today.

And it's truly been one of the most fun journeys I've been on.

AoE has given me so many opportunities that I've actually had a paid school year and summer internship from every single year of high school.

Because of these opportunities, I'm now one of five DC finalists for the Presidential Scholars Medallion, and I serve on the Board of Education Student Advisory Committee.

In our academy, we have to choose a pathway, and I chose Aerospace Engineering.

I've loved building drones using the flight simulators and building dragster race cars to understand how aerodynamics work.

If I had the resources to improve my school and my academy, here's how I would use it.

First, I'd implement a space to fly.

I'd build an off-campus site where we could test our drones in unrestricted airspace.

We need an authentic engineering facility with separate wings for our different pathways so we can get ready for the hands-on jobs we'll have in the future.

Expert workshops.

I use the money to bring in professors and engineers from our partner colleges to teach us directly on site.

I'd use the money to also have us have paid transportation for us to go to places like NASA and the Applied Physics Lab.

And finally, as a member of our Fine Arts Department, I would expand our space and the tools we have for our band, dance theater, and visual arts teams.

I hope you'll continue to support schools like mine so that more students across the district have access to these kinds of opportunities.

I hope you can I hope you will continue to prioritize opportunities that help all students in the district learn, grow, and succeed.

Thank you for your time.

Thank you, Mr.

Sean.

I have your statement.

Trey J.

Johnson.

Good evening, Chairman Mendelsa and members of the DC County Council.

My name is Trajay Johnson and I'm 11th grade student at Friendship Tech Prep Academy High School.

I have been a proud friendship scholar for six years, and I have truly valued my experience.

Over that time, I've grown both academically and personally, becoming more confident, responsible, and motivated.

Friendship has helped me has helped shape who I am today, and I hope other students get the chance to experience the same kind of support and growth that I have.

From the moment I started in fifth grade at Friendship Southeast Academy, I felt welcomed into a community that pushed me to do my best.

My teachers and peers encouraged me to keep improving, even when things were challenging.

In high school, through extracurricular activities like being a varsity cheerleader, I had the opportunity to build teamwork and leadership skills and to travel with my team to complete nationally.

Friendship Tech Prep has also connected me to partnerships like College Track, which has given me opportunities such as college tours and even a chance to stay on a college campus for a week and experience college life.

All of these experiences help me better prepare for my future.

Here at Friendship Tech Prep, students can choose between two NAF academies, and I chose the Academy of Urban Ecology, also known as AUE.

It has truly been an amazing journey.

In my academy, I haven't just learned how to harvest crops and cook from our school garden.

I've learned how to take those lessons and make my own life more sustainable.

To push myself further, I have also taken dual enrollment college courses through Arizona State University, including introduction to chemistry and health.

I'm currently applying for career-ready internships and have upcoming interviews with the Wars 7 Resilience Cotillion and the Youth Alberture Center.

These experiences are helping me bridge the gap between what I want to what I learned in class and how I can actively contribute to my community.

If I had the resources to invest in our school, I would start by adding a small farm with animals to support AUE development and helping us learn from how to be more self-suspension call more self-sufficient scholars.

Beyond our existing garden, continuing to invest in livestock like chickens will expand our learning in a hands-on way.

Students will be able to learn not just about plants, but also about how to care for animals, our ecosystems, which help us apply knowledge of sustainability in real life.

This idea would both be both sustainable and reasonable because the animals could protect could provide resources like eggs and their ways could be used to fertilize the garden, creating a natural cycle.

It wouldn't require huge space or be too costly, just a well-organized area with animals that are easy to manage.

Overall, it would build on what our school already has and give students valuable real world experiences that connect directly to what we learn in our courses.

Thank you for investing in my education and my future, and I hope you will continue to prioritize opportunities that help students in the district learn, grow, and succeed.

Thank you, Mr.

Johnson.

Uh McKenzie Tut.

Good evening, Chairman Mendel and members of the DC Council.

My name is McKenzie Tight, and I am currently in 11th grader attending Friendship Collegiate Academy.

I've actually been a part of Friendship Public Charter School since I was about three years old, so for most of my life.

And being a friendship student has really shaped who I am today.

Our mission is to provide a world-class education that motivates students to reach high academic standards and enjoy learning.

And honestly, I can say that our mission is something I've experienced every day throughout my journey here.

One thing that has always stood out to me is the support system, whether it's teachers, staff, or even my peers.

I've always felt like I had people around me who genuinely wanted to see me succeed.

I remember when I was in third grade, I was really struggling with reading, and I had a teacher who noticed that and didn't ignore it.

She reached out to my mom, talked through her concerns, and really took the time to work with me.

Because of her, I improved not just in reading, but also in writing, and that's something that has stayed with me all the way up to now.

She really poured into me and I am so grateful for that.

Shout out to Mrs.

Samantha Thompson Milton, my former third grade teacher.

Moments like that make me realize that not every school builds those kinds of relationships with students.

But at Friendship, teachers don't just teach.

They connect with you, they support you, and they allow you to have a voice.

Beyond academics, I have also been able to grow through extracurricular activities.

Currently, I am a member of our color guard team.

I am also the president of our international club.

When I was younger, I was involved in school-based productions.

I acted, I sang, and through those experiences, they helped me build confidence and express myself.

And honestly, I don't think that I would be here where I am today without friendship.

It has pushed me and supported me and helped me grow in many ways beyond just the classroom.

Being a friendship student means being a part of a community that believes in you, even sometimes before you believe in yourself.

Thank you for your support.

And students like me, I hope that you will continue to prioritize opportunities that help all students in the district learn, grow, and succeed.

I appreciate the opportunity, and I am happy to take any questions you may have.

Thank you, Ms.

Tutt.

Uh Delana Sessions.

Good evening, Chairman Mendelson and members of the DC Council.

My name is Delana Session, and I am an 11th grader scholar at Friendship Collegiate Academy High School.

Over the past three years, Friendship Collegiate has helped shape who I am, not just as a student, but as a person.

When I first entered high school, I was quiet and shy.

I didn't speak up much and I stayed in my comfort zone.

Today I am more confident, I participate, I lead, and I use my voice.

And that changes because of the environment and support I've experienced at my school.

One of the biggest reasons for that growth is the strong sense of community at Friendship.

I've built meaningful relationships with my peers and teachers, and I feel supported, respected, and encouraged, encouraged to be myself.

Academically, I've been challenged in ways that have prepared me for my future.

As part of the Health Science Pathway, I've had hands-on experiences like labs, case studies, and group work that make learning real and engaging.

These experiences have helped me better understand what I'm learning and see how it connects to my goals.

I've also pushed myself by taking advanced placement in dual enrollment courses.

Being in classrooms with peers who bring different perspectives has helped me grow as a thinker and as a learner.

Outside the classroom, being involved in hosts of future health professionals, student government, and the international club has helped me build leadership skills, explore new interests, and stay connected to my school community.

Friendship Collegiate has pushed me to grow, supported me along the way, and helped me see what I'm capable of.

Because of these experiences, I feel more prepared and more confident about my future.

Students like me are growing and succeeding because of these opportunities, and I hope you will continue to support and expand them from for students across the district.

Thank you for your time, and I'm happy to answer any questions.

So thank you, each of you, for your testimony.

You all are excused.

Mason Symes or Sims, a student at Friendship Armstrong.

Who?

Mason.

And Athena Culver, a youth leader at Black Swan Academy.

Athena Culver here.

Santino Hebert, you're up.

Good evening, Chairman Mendoza and members of the council.

My name is Santino Hebert, and I am an eighth grade academician at Friendship Southeast Academy.

I have been a student at Friendship Southeast for 11 years since preschool, and I am truly a product of this school.

As my eighth grade year comes to a close, I reflect often on my growth and the hard work it took to get here.

At Friendship Southeast Academy, I am a basketball champion, a member of the National Junior Honor Society, a student advocate, and a leader in one world.

Through my classes and these experiences, I have developed my voice and become a role model at my school and in my community.

But none of this happened by accident.

Having strong teachers and role models in front of me has shaped me to be the young man I am today.

My mom often shares how proud she is of my growth because I have become more than just a student.

I have grown into someone who believes in himself, even while facing challenges in my community.

At the start of eighth grade, I had the opportunity to take algebra one.

In elementary school, math was not my strongest subject.

I struggled, I struggled and lacked confidence.

But when Mr.

Person became my teacher, he introduced a simple but powerful idea.

Try.

Through his teaching and after school tutoring, he pushed me to keep going.

Because of that, I am now succeeded in a class I never thought I could or would be successful in.

Another teacher who has a mad a major impact on me is Mr.

Franklin.

He has been the most consistent teacher in my journey, teaching me since fifth grade and continuing to be my teacher, even today.

Inside the classroom, he pushes my thinking beyond just a lesson and exposes me to a world beyond the community I live in.

Outside of the classroom, he supports my character development and helps me grow as a young man.

He is a positive role model in my school and community, and many students look up to him.

When I reflect on my success, the common denominator is clear.

Consistent teachers who push, support, and believe in their students over time.

At the same time, opportunities like One World, basketball, field trip experiences, and my classroom experiences have helped me build confidence, find my voice, and see a bigger future for myself.

That combination is what changed my life.

Because of my experiences, it is important that the council continues to invest in teacher pay and support so that strong teachers stay in schools like mine.

I want more students at Friendship Southeast to have a to have teachers like Mr.

Franklin and Mr.

Person.

Teachers who stay, who care, and push students to put to grow over time.

Students like me are successful, not because of one moment, but because of years of consistency, support, and opportunity.

Thank you for giving me the opportunity to share my voice.

Thank you, Mr.

Hubert.

Mackenzie House.

Hello, good afternoon, Chairman and members of the council.

My name is McKenzie House, and I am an eighth grade student at Friendship Southeast Academy.

This is my first year at Friendship Southeast.

In a short amount of time, I have really pushed myself to do my best.

At my previous school, I didn't feel very supported.

I didn't have the same kind of connection with my teachers that I have now.

But since coming to Friendship Southeast, that has completely changed.

At Friendship Southeast, my teachers push me to go beyond my limits.

They asked questions to make sure I understand and take their time to explain things instead of rushing.

The biggest change for me has been the environment.

The space, the work, and especially the teachers, have had a major impact on me.

I feel comfortable asking questions, talking about myself, and being open about my growth.

I feel more confident walking into class every day.

Teachers like Mr.

Franklin, Ms.

Logan, and Mr.

Person support me and encourage me to do my best.

Because of that, I've been able to take on more opportunities like community service, the Stanfair, and being able and becoming a member of the National Junior Honor Society.

All of this has helped build my confidence and helped me see myself as a strong student again.

This experience has changed how I see school and how I see myself.

In a short amount of time, I've gone from feeling unsupported to feeling motivated and capable.

I believe more students should have this kind of environment where teachers build real relationships, take time with students, and help them grow both academically and personally.

Thank you for your time.

Thank you, Ms.

House.

Mason Sims.

My name is Mason Symes.

I am nine years old, and I was born on December 4th, 2016 in Washington, DC.

I'm an elementary student that attends Friendship Armstrong, and I am taught by the best teachers ever, Mr.

Holmes and Mr.

Brown in the third grade.

First, let me tell you about why I love Armstrong.

The opportunities at my school are amazing.

The teachers are really cool, and I've made a lot of great friends since I started going there.

I love learning with my teachers, and I hope that younger students who come to Armstrong get great opportunities too and become strong role models for their schoolmates.

I really love math.

At first, math was really hard and challenging for me, but I didn't give up.

I kept practicing over and over again.

And I got better and better.

Now I love math because it challenged me and my reading skills helped me understand it even more.

Here's a fact about me.

I also wanted school-wise spelling B and went to the district spelling B and made it to the second round.

I have some really I've had some really fun opportunities, like playing dodgeball in the gym on Fridays and going to attendance parties because I come to school every day.

But my favorite opportunities are going to reading and celebration for tutoring with Coach Domo.

She is a great teacher and coach too.

I even get to celebrate fun Fridays with parties where we have fun snacks like chips and juice parties.

Those are really the best.

Let me teach you a word that you can use when you feel super happy and full of joy, like I do when I think about my school.

Super califragilistic expialidocious.

That means extremely happy, and that's how Armstrong makes me feel.

Because of my experience here, I believe my future is going to be amazing.

I want to be famous for my accomplishments and be a role model for the people in my community.

In closing, being at Armstrong has helped me demonstrate what my mom has taught me, and I hope you always remember it.

Remember it.

Be a positive leader, not a negative follower.

A good heart leads to a better life.

Thank you, City Council and my friendship family for this opportunity.

Thank you, Mr.

Sims.

Your testimony was impressive, and congratulations, even though you didn't get to the um top round, the final round, the second round is pretty impressive.

Better than I would do.

Athena Culver.

Um good evening.

My name is Athena Kova.

I am a youth leader with Black Swan Academy.

I'm a 10th grade student at H.D.

Wesley High School and I live in Ward 8.

Thank you for your time today.

I am here to talk about school sanitation and how it impacts students and our ability to learn.

It's clear to me that DC schools need more funding for repairs and regular maintenance.

At my school, at least half of the stalls in the girls' bathroom on my floor are not working properly.

Two stalls don't walk and two more don't even have doors.

That alone makes me feel uncomfortable because anyone can just walk in.

There have even been times when boys have come into the bathroom, which makes me feel even less safe.

And when the and when the few working stalls are full, I have to go to another floor, which makes me late to class.

There are also bigger issues throughout the school.

We have rats, mice, and roaches in classrooms and hallways.

And many of our water fountains don't work.

From what I've heard from friends at other schools, this isn't just happening at mine.

Not having working water fountains makes it hard to get through the day.

I have to go out of my way, sometimes across the school or downstairs just to get water, and that can make me late the class and get in trouble.

All of this makes it hard to focus.

It's difficult to learn when you feel uncomfortable, unsafe, or distracted by the conditions around you.

To be honest, it can feel like these issues are being ignored.

We hear that students are a priority, but when nothing changes in our schools, it's hard to believe that.

With more funding, I believe schools can fix these issues so students can feel safe, comfortable, and focused on learning.

I'm going through a lot of school, and these conditions make it worse.

They can they make me feel uncomfortable and sometimes even disgust it.

I want to leave you with this.

Why don't you come to our schools and see what it's really like today?

How can you fully understand our experience if you're not here with us?

And how would you feel if you were in our shoes?

Thank you.

Thank you, Ms.

Culver.

You're at Woodson.

And the drinking fountains aren't working.

Some of them don't work.

And as far as you know, that's been reported to the principal.

Huh?

As far as you know, that's been reported to the principal.

I don't know.

Have you reported it to the principal?

No.

I have not.

But I've talked to some staff members to see what they can do.

And I don't know.

Well, it's worth considering the I mean the burden is not on you, but sometimes if you want something done, do it yourself.

So you might mention it to the principal and ask the principal when will it get fixed?

He won't fix it, but he can ask the Department of General Services to fix it.

Okay.

So that would be helpful.

We will um we'll follow up and ask uh that department as well.

Um thank you each of you for your testimony.

I appreciate it.

Again, I would uh be asking more questions, but there's still a lot of witnesses to go.

So thank you all.

You're excused.

Isabella Toscano, youth ambassador with DC Action.

Uh Justin Jimenez.

Sariana Taylor.

Thank you.

Online.

Um I cannot pronounce this.

Oluacan.

I will just try Olo.

Olu.

Adivian.

Online.

Desiree Spiegel.

Online.

Ada Ba.

Isabella Gonzalez Amaya.

Denim Matthews.

In person.

Tayela Dawson.

Tayela Dawson.

Timur by student Carlos Rosario.

Cordero Joshua with Kip DC.

Online.

Gabrielle Suber.

Stephen Cook.

Your name is Sir.

Your name is.

And your name is Aimer Cabrera Lunares.

I'm told Tayala Dawson will stepped up for a minute.

Is that who?

Okay.

When Tayola Dawson comes in, they should go right to the table.

Let's see, where are we?

Um Isabella Toscano, I believe, is not here.

Justin Jimenez is virtual.

Justin Jimenez, you're up.

Good afternoon, Chairman and members of the council.

My name is Justin Menez, and I'm a general public service going to work for you for the opportunity to say the boss today.

We are fortunate to have staff members that recognize her potential long before we see it in ourselves.

Which is essential for building student confidence.

By pushing us beyond our comfort zones, they teach us resilience, responsibility, and the value of hard work.

Ultimately, they introduce new perspectives and problem solving skills that have completely shifted my entire worldview.

In DC, every student has a service, a teacher or advisor who pushes them beyond their comfort zone, regardless of the neighborhood they live in.

I believe our students need a foundation that helps shape their future.

This starts with access to dual enrollment, giving students a chance to learn to earn college credits while still in high school and programs like the SYEP that provide essential real world experience.

So build resilience and responsibility.

Students must be exposed to supportive environments.

This requires mental health resources, such as counselors and social workers in every building, along with extracurriculars like sports, arts, and clubs that keep us engaged and safe after the school buildings.

Most importantly, a global perspective should be a right, not a privilege for DC students.

Whether through traveling outside of DC or studying a curriculum that reflects our diverse cultures, every student should have the chance to see the world differently.

But today I'm here to talk about the funding that public charter schools receive.

Charter schools in Washington, D.C.

are fun are founded or funded very differently than DC public schools.

DCPS receives at least 88 million dollars outside of the standard school funding formula, which equals about $1,850 more per student.

Meanwhile, charter school receives none of the additional funding.

For a school like Paul, that funding gap can mean as much as 1.5 million dollars in funding for students and potentially as much as $5.6 million, depending on how facilities funding is handled.

That is money that could support tutoring, college preparation, extracurricular opportunities, and student services.

Students like me chose charter schools because we wanted opportunities, but opportunities should not come with fewer resources.

I am asking the council to make sure that charter school students are funded fairly because every student in Washington, D.C.

deserves the same chance to succeed.

Thank you.

Thank you, Mr.

Jimenez.

Sariana Taylor.

Good evening, Chairman Middles Middleseck and members of the council.

My name is Zariana Taylor, and I am a 10th grade student at Paul Public Charter International High School in Ward 4.

I've attended the school for four years.

Thank you for the opportunity to testify today.

One of the things that makes my school special is the opportunities that gives students through programs and leadership.

One program that impacted me is TSA, which stands for Technology Student Association.

Through TSA, I was able to challenge myself, learn new skills, and grow as a leader.

During my first year of high school, I became SGA president, which helped me discover my interest in leadership and representing others.

I enjoy speaking up for students, helping organize events and being someone other others could look up to.

Now, as a sophomore, I serve as Ms.

Paul International, which allows me to continue representing my school and building confidence as a leader.

These expectations help me realize I may want a future career in leadership advocacy or public service where I can help make a difference in my community.

So these experiences, I also learned things that I couldn't learn from a textbook.

I learned how to communicate with different people, lead a team, and step outside of my comfort zone.

I also learned how important it is to listen to others and work together to solve problems.

But right now, the opportunities and program uh programs I have had had at my school exist because charter schools like mine have the resources to support students.

I'm asking you to make sure funding is fair so that students like me can continue to have access to these opportunities.

But right now, there is a major funding gap between charter schools and DC public schools.

DCPS receives at least 88 million dollars in additional funding outside the standard formula, which is about 1,850 more per student.

For Paul, this can mean between 1.5 million dollars and $5.6 million less for our students, depending on how facilities funding gets handled in that.

The gap threatens the program leadership opportunities and support systems that make my school special.

I'm asking you to make sure charter school students are funded fairly.

So every student in Washington, D.C.

has the same chance to succeed.

Thank you for holding this hearing.

Thank you, Ms.

Taylor.

Um I'm gonna say hello, aloo, a doucheon.

I totally messed up your name.

I apologize for messing up your name.

It's fine.

Good evening, Chairman Mendelson and members of the council.

My name is Odua Korean Salami Ari Jan, and I'm a junior at Paul International High School in Word for.

I have attended Paul Public Charity School for about five years for my sixth grade to present time.

Thank you for the opportunity to testify today.

When I think of coming to school every day, I think of having a small but meaningful community around me that cares about me not only as a student but a human being first.

That's what makes Paul different from other public schools in the area.

Everyone knows each other, which gives the community a more home feeling rather than a performative educational setting.

The first time I actually felt like I belonged at school was my freshman year.

I won the first time title of Miss Paul International High School.

Through that title, I was given the opportunity to advocate and represent the student body, which expanded my interest in advocacy, which reflects my current roles as SGA president, junior class representative, and vice teacher counting.

I wouldn't have been able to achieve these accomplishments and even want to push for more without the support of my SAA advisor, Miss Gather Williams.

She makes it her mission that students like me not only survive their four years of high school, but truly leave a mark.

This goes to my next point of how important it is to have staff members who support and push students both inside and outside of the classroom.

In conclusion to everything I have spoken on, community support and family are three big reasons why I attend Paul International High School.

However, a community is not enough to continue the development of my school.

According to statistics, there is a huge funding gap in DC schools.

Charter schools like mine do not have the access to this extra assistance.

This put limitations to the amount of extracurricular activities and college preparatory programs Paul is able to provide.

With the help of the council to ensure my school is put into thought and receive fair funding.

Leadership can do their part in making sure programs are introduced or improved, and the community continues to be nourished for students, both during school and after school.

We all have a role to we all have role in making sure Paul International High School is a safe, fun, and welcoming place for everyone.

Regardless of public, charter or private school, students of today are the future of DC.

So let's all play our part in preserving the future, our future.

Thank you for holding us here.

Desiree Steagle.

Isn't she here?

She isn't accepted.

She hasn't accepted yet.

Um Aida Bar.

She's not sure if she's accepted.

Yes, I'm here.

Please proceed.

Good evening, Your Honor.

Thank you for giving the opportunity to testify.

My name is Ada Ba.

I'm in the student at Carlos Rosario Adult Public Charter School.

I'm also a single mom.

And I'm one of the thousands of adult learners in Washington, DC, whose life has been changed by an adult public charter school.

Before coming to the school, I was at the lowest point in my life.

I went from being independent to being alone with my baby daughter.

No support, no family, and no idea how I would survive.

I was depressed, lost, and hopeless.

Education felt like something I had lost forever.

Then I found Carlos Rosario.

I didn't just find a school.

I found the second chain.

I found the family.

The school supported me in way I never expected.

I received counseling, help again, health insurance and support unrolling my daughter in school.

For the first time in a long time, I felt help again.

I completed ESL 8 and I'm graduating with my GD this semester.

Now I'm studying IT and I'm also enrolled at UDC studying psychology, a dream I never thought possible.

Today I'm even becoming a business owner.

I'm opening my own dojo to give back to the community by teaching kids and adults fitness and self-defense and helping young people grow because they are the future.

Transportation support has been essential.

It allowed me to take my daughter to school and continue my education.

Without it, I would have to choose between her future and mine.

Even now, life is still a challenge.

Many students like me rule and program like a snap and medicate just to survive while studying without the support, continuing our education would not be possible.

Carlos Rosario changed me not only as a student but as a person.

It is the school that taught us to give back to the community.

And that is exactly what I'm doing today.

I volunteer by teaching martial art and fitness in my community, including a shelter.

As an immigrant, I'm proud to give back to the community that gave me the second change.

The school taught me to be confident, strong, and hopefully.

And I want to make them proud by helping others.

Just how they help me and my daughter.

I didn't reach out to school, serve students facing real challenge, trauma, language barrier, and responsibility, but they do not receive the same level of funding as we have school.

I ask you to believe in adult learning, increase funding, expense transportation, support and protect the social safety net.

I am standing here today because of Carlos Urizay.

Believe in me, one I did not believe in myself.

Carlos did not change my education.

It changed my life and my daughter's life.

Thank you so much for giving me the opportunity to testify for the school, Alice Rosario.

Thank you, Ms.

Pa.

Thank you.

Isabella Gonzalez Amaya, I believe, is not here.

Desiree Stiegel.

Good afternoon.

My name is Desiree Stigart, and I am a student at Capitol City Public Charter School in Ward 4.

I've attended this school for three years.

Thank you for the opportunity to testify today.

I appreciate all of the incredible teachers at Capitol City.

One of my favorite teachers happens to be my dad, Mr.

Stigal.

He works in the arts as our middle school music teacher, pushing us to our limits and beyond.

He's also funny.

Students like me need teachers like him.

Someone who's who encourages us to be creative and true to ourselves.

My friends are also important to me.

When I started at the school in the third grade, my friends immediately welcomed me.

Support plays a big part in Capitol City.

That's why everyone supports one another by encouraging, motivating, and showing up to help.

Another thing I love about CAP City is the extracurricular activities.

There are so many to choose from, such as soccer, track, volleyball, basketball, and more.

Currently, I am in the cast of our middle school production, Annie Jr.

Singing, dancing, and acting is so fun.

The things I told I just told you about, my dad, my teacher, dad, my supportive community, and my extracurricular activities exist because my teach my charter school is funded.

I am asking you to make sure that funding is fair and that charter school students like myself stay included and have a chance to become their best selves.

Thank you for your attention and holding this hearing.

Thank you, Mr.

Gaulle.

Uh Denham Matthews.

Hello, my name is Denner Matthews, and I'm 14 years old, and I go to Storehouse and Middle School.

I want to start by saying I've lost friends to suicide.

I have classmates that have been shot.

It's hard for DC youth.

I'm here today to talk about how we can make our school safer and better for future students and then the future.

Right now, safety doesn't always feel good.

There isn't enough supervision, and that can make students feel uncomfortable or distracted when rules aren't really enforced.

It can also lead to more problems during the day, the school day.

Academically, a lot of students don't always get the help they need in bigger classes.

It's harder for teachers to focus on everyone.

So if you're confused, it's easy to fall behind, and not everyone feels comfortable asking for help, especially if there isn't a clear system in place.

People get frustrated or act out more, and it makes the environment worse for everyone.

I think we can improve this by focusing on both safety and support at the same time.

For safety, we need more consistent rules and better supervision, especially in hallways and common areas.

Also fixing things like doors, bathrooms, and classrooms would make a big difference in how students feel about being there.

For academics, students need more built-in support during the school day, like time to get help in smaller groups or just more check-ins from teachers.

Tutoring should be easier to access and actually encourage so students use it.

At the end of the day, if students feel safe and supported, they'll do better in school and the whole environment will improve.

Thank you for this opportunity.

Thank you, Mr.

Matthews.

Tayala Dawson, I think is not here.

Oh, you are here.

Oh, great.

Please proceed.

Hello, my name is Tyler Dawson.

I'm a senior at Anna Costia High School, and today I am here representing Black Swan Academy.

Today I'm here to advise you about issues in DC that heavily affect performance and attendance for schools in War 7 and 8.

You can probably ask, why do so many schools face chronic absenteeism?

Some random statistic or an adult speaking for us who truly doesn't know how it feels won't help you understand why.

Imagine being a student, waking up every day, walking to school, and seeing stop signs with bullet holes in them.

A bunch of National Guards armed, and a phone call from a friend talking about how she's drained that she doesn't think that she can do it anymore.

That's what makes me not want to come to school.

Imagine to imagine trying to do your schoolwork when you and your family are struggling with housing.

You have no freshly washed clothes, and everyone says you stink at school.

That's what makes students not want to come to school.

Imagine crying your eyes out for weeks due to mental health issues.

And then when you go to school, you are only there to find that there are no counselors or school resources.

This is what leaves you feeling hopeless.

Like no one cares.

These are not statistics, these are real experiences.

So next time you ask, why aren't the youth going to school?

Remember, youth don't have enough mental health resources, school transportation services, or housing.

Right now, the youth in DC need more support than ever.

It's crucial that as the council you help stop this.

As youth, we want to attend school, graduate, and live life.

But we cannot do that at all if we're constantly reminded of the carelessness of adults when it comes to the youth.

Thank you, Ms.

Dawson.

Timur by I think it's not here.

Uh Cordero Joshua.

Good afternoon, Chairman Mendelson and the members of the committee.

My name is Cordero Joshua Jr., and I'm an eighth grade student at KIP DC Honor Academy in Southeast Washington, D.C.

I'm here to speak on DC charter school funding.

I didn't choose my school.

My mom did.

But I made the decision to stay.

I chose to stay because I realized that my school is a place where I'm supported, challenged, and encouraged to grow, not only academically, but as a person.

KIP DC is more than just a place where I go to class every day.

It is a community where students are pushed to discover who they are, build confidence, and strive to be their best.

You can see in the way teachers check in on us every morning, the way they stay after school to help, and the way they push us to keep going, even when the work gets hard.

I felt frustrated and began to doubt myself.

I didn't want to raise my hand, and I started to believe I wasn't good at it.

But my teacher, Miss Taylor, refused to let me give up.

She stayed after school with me every Monday and Wednesday for an entire month.

Sometimes, sometimes it just was the two of us going over the same passage again and again until I until it finally made sense.

She didn't just help me finish assignments.

She made sure I truly understood the material because of her.

Experiences like mine don't happen by accident.

They are made possible through funding.

Funding would allow schools to have teachers who can stay after school for extra help, provide tutoring and small group instruction, and give students access to books, materials, and programs that support our learning.

Without that support, moments like the one I have with my teacher won't be wouldn't be possible.

That is why I'm asking you to make school funding fair and equal.

Students like me and students all across the city deserve the same access to strong teachers, extra support, and opportunities to succeed, no matter what school they attend.

When you invest in our schools, you invest in students like me.

Students who are working hard, growing every day, and preparing for our future.

Thank you.

Thank you, Mr.

Thaush Roy.

Uh Abrail Suber, I think is not here, Stephen Cook.

Good evening, Council members.

My name is Stephen Cook.

I am a youth leader of Blasuan Academy, a ninth grader at H.G.

Wilson High School and a resident of Ward, a resident in Ward 7.

Today I'm here to talk about extracurricular opportunities for young people in DCPS.

My school does have some have some opportunities that I've been interested in for a while.

But honestly, a lot of them aren't strong or accessible to everyone.

We have programs like NAV and college success program, but many opportunities are limited by grade level.

For example, I'm interested in JROTC and a lot of other opportunities in sports, but I can't join those until my 10th grade year or my 11th.

From my experience, it feels like the opportunities that are there aren't really available to me, or they don't really suit my needs, but not really available when students actually need them.

In eighth grade at Cameron Middle School, we were told there will be robotics, an engineering program, and a Samsung program that would uh that would that were honestly supposed to award us a hundred and a hundred and hundred twenty thousand dollar scholarship to our college.

That's something I'm really passionate about.

But after that first announcement, we never got any updates.

The program never followed through, and they never followed us throughout the ch they never followed us, they never followed us like they said, and I never got the chance to explore something I really care about.

DCP has offered me one real opportunity to get to engineering through Gear Up program, and I didn't even get to participate.

That experience is really frustrating because I got my hopes up and then nothing came from it.

Now I'm still without access to engineering opportunities and nothing to help my and nothing to help my record coming up to college.

I believe DCPS and everybody in the government system that has a role that has a role of power should do more to make students to do more to make sure students can actually act access the opportun to opportunities they're interested in.

That could look like lowering grade restrictions or expanded hands-on programs so younger students can get involved earlier.

I just want the chance to explore my interest, especially engineering, and I have real consistent opportunities that don't disappear out of nowhere or never happened at all.

Thank you for your time today, and have a good rest of your night.

Thank you.

Uh Timur Bai, I believe has joined us.

Yes.

Please proceed.

Good evening, uh Chairperson and members council.

My name is Simur Baimukanov.

I am from Kazakhstan, and I am currently a student of Carlos Razaria School.

In my country, I work at uh 20 years.

I am a scientist and a professor of economics.

My research is about urban food system.

Uh how cities are supported by firms and food networks around them.

I come to the United States with uh 10 year research projects.

I am to study what I call a food wells around major America cities alike Washington DC, New York, and Los Angeles.

This work is important for the futures of economics and food policy.

But when I arrive, I face a big challenge.

I have advanced knowledge.

I'm life field, but I did not have the English skills.

I need to communicate for professionality to public research or the collaborate with the partners in the United States.

At Carlos Rosario, I am building my English step by step.

As professor, myself, I pay clothes, attend to the teaching methods.

What I see is the schools is very high quality instruction.

The features of the professional.

They use the small groups, practical exercise and real life situation to help us learn.

They make sure every student can participate, even if the share English is style developing.

This is very important for students like me.

People often they think the adult students, no one group, but we are very different.

Same of the are just beginning our education and same offs like me already have advanced degrees of the professional experience.

But I will need English to move forward.

Programs like Carlos Rosario make it possible for people like to contribute for knowledge and the skills here the United States.

Uh adult education programs, investing in the adult learns, helps people need them over the futures, and also Allah's contribute to this city and this country.

In the future, I hope they write and publish my research in the English and to work with the partners.

Here they improve urban food system.

I'm gonna have to cut you off.

You're over your time.

So thank you very much.

I don't have a copy of your statement if you could provide it.

And Imer Cabrera Lenares is not accepting.

Okay, they're not accepting.

I have one question.

No, don't get up.

Uh Ms.

Dawson, don't get up.

Because I actually had a question for you.

I've been generally avoiding questions, but you mentioned the National Guard.

So you know the government, the district government's not happy about the National Guard.

And in fact, uh there was a lawsuit that uh we won in the district court if I remember correctly, but it's on appeal or it's been stayed.

Um so I'm not very sympathetic to their being here, but I wanted since you brought them up.

Tell me why it is that students are reacting negatively to their presence.

So um typically I feel like it's kind of their relation with obviously.

Well, I do know that they don't have any relation with ice and stuff, but when it comes to officers, and you know, they are armed and things like that.

Seeing those things every day can make you feel uneasy because you don't ever know if they're gonna say anything to you, and it just leaves students with an anxiety feeling like it's not it's completely not normal for you know you to just wake up, especially in other states or cities, for you to just see national guards, and it just leaves them with the feeling like you know, confusion, a lot of different questions and anxiety, like it's just not good to wake up and see a bunch of people in uniforms all together, constantly watching you and their armed.

Do you know of any incidents where they've harassed students?

Um at Navy R.

I know like it's a big thing with the parties or I guess the others when it comes to the youth.

Um I've also seen them be pretty violent when it comes to the youth, especially when it comes to the areas like Navy Yard, Banneker, especially where a lot of youth are.

Um okay, and but that that's where there are large gatherings.

But the impression I had was that from what you said earlier was students going to school, they see National Guard, it makes them anxious.

I mean, I can I can understand that I just wanted to hear from you what what it is that you or other students are feeling about them.

Yeah, it's just I feel like it just kind of makes you feel criminalized, making it feel as if they did something, even if they really didn't.

Okay.

Oh, thank you.

Thank you, each of you, but don't get up yet.

Uh Councilmember Lewis George joined us.

Do you have any questions?

Yeah, I wanted to know.

Um, we hear, as you mentioned, you hear we hear a lot about the you know, uh different parties on the the the things that happen on U Street and AVR.

I wanted to know from the students what are some of the positive things that students can do after school um uh between you know three o'clock and uh eight o'clock, you know, you know, where what can the city do?

What spaces they can can they provide for you, what activities would um students be interested in um so that we make sure our students have positive spaces and places to have fun and do things that that students you know um want to do here in the city.

So it can be something as simple as recreational centers, like recreational centers are open, but some aren't open on weekends, and as far as that, maybe keeping them open later, because uh like big part of youth that are outside and stuff, there are hardly housing issues in DC, there are mental health issues in DC.

There are a lot of things that the youth face that make them not want to go home.

So having spaces for the youth are important.

So stuff like I say, keeping recreational centers open, giving more jobs for youth, not only during the summer and higher paying jobs, things like that can all help youth be successful and have places to go after school.

Thank you so much for that feedback.

Did anybody else on the panel want to answer?

Yeah, it's okay if not.

Okay.

Well, thank you so much.

There's a mom who's pushing her.

I also do want to use this as a space to introduce something.

Um Black Swan Academy and me and my other peers were also thinking about working on the youth advisory council.

I feel like that's another thing that um the youth that get chosen for that can't do after school, and it also is a way for you guys to hear from the youth more and for them to be incorporated into things that the council members do so you can directly hear from them, you know, not just the hearings.

I love that.

That's a great idea.

I was actually the ward for DC Youth Advisory Council representative way back when uh Anthony Williams was the mayor.

So I agree with you, we should bring this back.

Councilmember, did you have anything else?

Any other questions?

No, I just wanted to thank the students and the parents and educators uh who are in the room and who are testifying.

Uh thank you so much.

You all are excused, thank you.

And those of you online, thank you as well.

Yes.

Um Yonder Romero Navarro.

Devon Jones, Jermaine Ramirez, Isaiah Ramirez, Deaner Ramirez, Veronica Essewong Balika.

Hessler Mendoza, yes, Lakela Britain with the uh young women youth advocate with the young women's project, the Kayla Britain, Vivian Birch, Burtu I don't have this name right, Burtuan, Crystal Lewis with Black Swan Academy, Tiana Bratcher with the DC Girls Coalition.

If I call your name, you gotta come up.

Especially if you're the only one who's come up so far.

Umia Payne, Amira Payne, Ayuminde Miller.

Violet Zhang Roy.

So I've got three people to table.

I one of them is Ayana Brando, and you are paying Violet.

Tom Roy.

Oh, yeah, gotcha.

Who?

Eleanor.

The next person on the next page.

I'm not on the next page.

Give me a second.

Uh Eleanor Rhine Statler.

I'm told is online.

Wait.

I'm gonna stop there.

Uh Yonder Romero Navarro, you're up.

Uh good afternoon.

Uh Kerman Mendelson, a member of the council.

My name is Yander Romero.

I am a student at Calo Rosario International Public Child School.

Um I am originally from Colombia, and I have been living in the United States for eight years.

When I first came here, I had many dreams, but also faith many challenges, especially with the English language.

When I start at Carlo Rosario, I begin in EESL level three today.

I am ESL level seven, and I am also study for my citizenship at some.

My big goal is to improve my English because I know that languages is the keys to better opportunity, better growth, and better life.

I have my study, I also work in the Barista at the Color Modern Delhi.

Recently, I was removed to a coffee specialist, uh, where I will help training the staff across different locations, and I'm very proud of my opportunity.

Carlo Rosario played an important role in helping my get there.

The school supported with me, my resumes helped me in the preparing my interviews and continu to help me improve my community skill every day.

Because of this support, I feel more confident in myself and my future.

Carlos Rosario is not just a school, it's the community.

When I go there, I don't feel alone.

I feel supported by by my teacher, by my class uh classmates and the staff.

I also participate in the student government when I am building a leadership skill and participation in English even more.

Adult education program like Carlos Rosario give people like me a real opportunity to grow up, control, and set it.

But the student adult school often have many responsibilities.

We work, we support our families, and we are learning and new language at the same time.

That is why I ask you increasing the adult funding ways to increase targeted investment to the adult learners.

To those uh as rights, increasing funding will help ensuring to student like me continuing to succeed.

I am pro a pro for the final of Havcomb, but I still have goals.

I want to continue to improve my English, continue to grow my career, and one day I started my own business.

Thank you for giving me the opportunity to share my story and to support adults education to district of Colombia.

Thank you.

Thank you, Mr.

Navarro.

Ayana Brando.

Good evening, Chairman and DC Council members.

My name is Ayana Brandon.

I'm a high school youth leader with DC Girls Coalition.

I attend Dunbar High School.

I'm in the 10th grade and live in Ward 6.

Thank you for your time.

Today I'm here to talk about mental health access, especially in schools.

This is important to me because I've noticed that many students may feel as if they're struggling with their mental health, but are afraid to seek help because they feel like there isn't any help.

I believe that promoting mental health services such as counseling, interventions, wellness practices, and many more things can have a lasting impact on many students who suffer and struggle with mental health problems.

Mental health problems are not always visible, and that's why it is imperative to know how to locate and operate when on an occurring mental health issue.

My personal experience with mental health access in schools is having to see one of my friends go through a mental health issue, but not being able to get the help she needed or not knowing where to get the support she needed.

Because of this, she started to get behind in schoolwork and accumulated many absences affecting her school life and out-of-school life.

I encourage you to consider this message.

Thank you for hearing my testimony.

Thank you.

Is your last name Brandon?

Oh, we have Brando on the list.

Sorry about that.

Um Aliyah Payne.

Hello, Chairman and DC Council members.

I'm Aliyah Payne.

I go to Dunbar High School.

I'm in the 10th grade and I live in War 6.

Mental health access is extremely important to me among DC public high school students who reported feeling persistently sad, anxious, or hopeless.

Only 23% said they most of the time or always get the help they need, which only becomes a bigger issue as the pile of schoolwork and other societal pressures are weighted on the adolescents.

Another important issue I care to speak about is mandatory reporting in schools.

But it doesn't have the best system or procedures.

As someone who has been sent to the children's hospital because of manager, because of mandate mandatory reporting, the amendment reported process for me didn't feel the safest.

I expressed my concern with my own mental state.

It was asked about five questions and immediately sent off to the children's hospital.

I have once expressed wanting therapy or some sort of mental health support at the hospital and never gotten a follow-up.

I am here to ask you to invest in mental health more support for youth at school and in our communities.

I understand why the procedure is as it is.

As it took a lot just to get my concern out.

Thank you for your time.

Thank you.

Did you say you were a student at Dunbar?

Yes.

So I have my Dunbar mug right here.

Amira Payne.

Uh good evening.

My name is America Payne.

I'm a youth member at DC Girls Coalition.

I'm a 10th grader at Paul Lawrence Dunbar High School.

I noticed the growing issue that is beginning to affect not only the students, but also the teachers.

There is a lack of support, communication, and urgency within DCPS.

All of the computer cards at my school are broken, meaning the charges do not work.

Students are unable to complete their assignments.

Teachers cannot assign work effectively.

What started as a small issue has worsened over time.

Within CARTs, with more cards continuing to break.

Students are constantly going into other classrooms asking if asking if other classrooms have any computers to spare, but only to find out that there is no computers in those classrooms for the students inside that class already.

But only to find out that there is no computers in those classrooms for the students inside that class already.

Both teachers and students have tried emailing DCPS.

As a result, only one computer card has been fixed in a single classroom.

Thank you for listening.

And online we have Violet Zang Roy.

Good afternoon, Chairman Mendelsen and members of the council.

My name is Violet John Roy, and I am a student in fifth grade at Union Public Charter School in Ward 5.

I have attended this school for four years.

Thank you for the opportunity to testify today.

Through our PYP exhibition research, I learned that many students do not have access to X education because of technology and poverty.

During COVID 19, many students could not learn because they did not have internet or devices.

Please make sure funding is fair and that charter school students like me don't get left behind.

Thank you.

And Elinor Reinstattler.

Hi.

There you are.

Please proceed.

Hi, I'm Eleanor Rangstadler.

I am a fifth grade yearning student.

Today I will be talking about the uses of AI in school and why it is a problem and why it could be good for students too.

I am talking about AI because I have seen other kids cheat.

For example, I saw another kid in math looking up what's 12 times 9 and got the answer.

That's not fair.

AI is giving students the answers, and that doesn't help them learn to think for themselves.

But AI could be good too.

AI could act like a good teacher.

It could give you a question, then you think about it, come up with your own answer.

AI will check your answer and make sure you understand.

Now that you have heard what I think of the good and bad parts of AI, the problem is that AI isn't helping kids think for themselves.

But the good thing is that AI could be like a helpful teacher.

The solution is that you can make a law that requires every school to use AI to help students think for themselves.

Thank you for listening.

Somebody is there with you.

Is that your sister or another student at UYing?

It's another person that's going to be testifying later.

Oh, okay.

Well, they'll have to wait.

Um Councilmember Lewis Charge.

Do you have any questions?

No, no questions for this panel.

Thank you all so much for your testimony.

I do want to thank you all.

No disrespect to the older students, but the younger students.

I'm sure it's a little more nerve-wracking for them.

So thank you for your testimony.

Thank all of you.

We're going to keep going.

We have 185 who registered, and we're only at 102.

Frederica Milsom.

Brooke Tuet Mo Yugeta.

Madison Martin.

Naomi Banila.

Helen Albert.

Christian Rollinson.

With the young women's project.

Demi Narcisco.

Lauren Davis.

Hayden Coleman.

The young with the Youth Women's Project.

Elsewhere says young, this says youth.

Sophia Argueta.

Joda Borse.

Joseph.

Gomanzor.

Avery Dixon.

Janelle Edwards.

Serena Lynn.

Rebecca Vega.

Is online.

Sean Grady.

Oh no.

Harmony Kenny.

Miara Cancler.

Canceller C A N S L E R.

Kai Jagan.

Jugenneth.

Rohan Young.

We call this double dipping since I saw you at that table just what last week.

Zariana Taylor.

Ra Galloway Slick.

Jordan Bautista.

Anaya Jackson.

Eileen Hartzog, Academy of Hope.

I don't see.

Moses Jackson.

Lynn Lindsay Jenkins.

In person, I think.

Oh, online.

Lindsay Jackson at Jenkins is online.

Rain Torian.

Sharita Brand.

When she comes in, make sure she so Black Swan Academy is going to get an award, not that I have any to hand out for being in person.

Um consistently in person.

Where are we here?

Brook to wit Mole Geta is online, I believe.

Yeah.

They just need to accept it.

They need to accept.

They haven't done that yet.

Madison Martin.

Miss Martin, why don't you start?

Good afternoon, Chairman Mendelson and members of the council.

My name is Madison Martin, and I'm a student at fifth grade Uing Public Party School in Ward Five.

I've attended the school for eight years, and thank you for the opportunity to testify today.

I'm asking you to make sure that funding is fair and that charter school students like me don't get left behind.

Thank you for holding this hearing.

Throughout our PYP exhibition primary years program, or PYP primary years program exhibition research, I've learned that education can help end poverty, but millions of children, especially girls, are still not in school.

Some girls cannot go because of early marriage, violence, or because people think they're less important.

Because every student deserves a safe and equal education.

I believe that all ying students and DC students deserve the same opportunity in public charter schools.

Like Yu Ying are making a difference, but they need to they need continued funding to support students and teachers.

Thank you.

Thank you, Miss Martin.

Uh Ms.

Mojiogatta.

Excuse me for mispronouncing your name.

Please proceed.

Hello, Chairman and members of the council.

My name is Brick Twit Mulligata, and I am a student in fifth grade at Yu Gi Public Charter School in Ward 5.

I've I have attended this school for eight years.

Thank you for the opportunity to testify today.

Through our PYP exhibition research, I learned that education is very important because it helps students gain skills and succeed in the future.

But not all students, especially girls, have the chance to go to school.

When students have access to a good education, they are more engaged and can reach their goals.

Without it, they may not have the same opportunities.

At U Ying, I feel supported and happy.

My teachers help me help me when I need it, and they make learning meaningful and fun.

I think every student in DC should have this kind of experience.

Schools need enough funding to provide strong programs and support for students.

Public charter schools like Yu Ying are helping students grow and they should continue to be supported.

Please make sure funding is fair and that charter school students like me don't get left behind.

Thank you.

Um let me see.

Uh Naomi Banilla.

Dear council member, my name is Naomi Bonier.

I am a high school youth leader with Black Swan Academy and DC Girls Coalition.

I attend McKillings Technology High School and I am in the ninth grade.

I live in Ward 5.

Thank you for your time.

Today I'm here to talk about the sanitation in schools.

I care about this issue because the WRAS schools are keep kept affects how students feel and learn every day.

When bathrooms and classrooms are not clean, it becomes a real problem.

Students can feel uncomfortable, distracted, and even stressed.

From what I have seen, school bathrooms are not always clean or fully stocked.

This is not just inconvenient.

It can affect students' health and hygiene.

It can also make students avoid using the bathroom all day, which is not healthy.

A clean school environment is important because it shows students that they are cared for and respected.

When schools are clean, students feel more comfortable, more focused, and more ready to learn.

But when schools are dirty, it can make students feel like their needs don't matter, and that could lower motivation.

If sanitation is not improved, it could lead to more distractions and lower focus.

I'm asking you to support more funding for school sanitation.

School need enough cleaner staff and supplies to keep bathrooms and classrooms clean every day.

Students should always have access to safe and clean spaces.

All students deserve a clean and healthy space place to learn.

Thank you again for your time.

There are choices made within the school of how they're going to spend their money, and it could be that the responsibility there is with the principal or with the um sat that decides how money is going to be spent.

But thank you for your your testimony.

Yes.

Please proceed.

Okay.

Good evening, Carolina Nelson and members of the committee of the high.

Thank you for allowing me to speak for this.

My name is Rebecca Vega, and I'm a resident of Ward 5.

I'm currently a sophomore at Columbia Heights educational campus, often known as Czech, and I am working towards a career in medicine.

I am proud to be involved in the young women's project, a nonprofit organization dedicated to supporting local youth.

The young woman's problems and mission is to raise awareness of the many challenges DC youth face and to provide them with opportunities to advocate for a positive student.

Today I will address my concerns about DCPS phone ban policies in school.

While these systems aim to minimize distractions, they have frequently to cause uh new issues that negatively impact youth.

One of the most significant problems students face daily is a long tedious process it is to get your phone in and to get it back at the end of the day.

I checked students are expected to be in their classrooms by 8 45.

Each morning, however, the strict phone ban policy, which requires students to wait in long lines to turn their in, has contributed to overcrowding and challenges this full security entrances.

This creates a waste of valuable time and adds unnecessary stress to the beginning and the end of the day.

Earlier this year, a security entrance broke during a heavy uh heavy crowding concept of allowing for all the high school students to only have access to one entrance, which resulted in many students being late and losing valuable learning time.

Another example is when we had a the young and church inspiring foundations Hodel conference at CHAC.

This foundation was to connect many students, all women in DCPS who are currently in high school uh with mentors in DCP DC.

However, Czech students were not allowed to use our phones, unlike the other participants at this meeting.

Therefore, we were not able to make connections and not able to participate.

It is important that the school phone policies are changed in a way that still prevents phones from being a distraction in classroom while also addressing the negative outcomes of the current ban.

The policy that would ensure a right for everyone to have their phone on in their backpacks or pockets in case of emergencies or any for communication.

But a privilege for those who are on track to graduate to use them in classrooms so that they wouldn't need to do their college courses or any scholarship to graduate.

Thank you.

It was a pleasure.

Thank you, Ms.

Fagan.

Rohan Young.

Good evening, Chairman Mendelson and Council.

My name is Rohan Young, and I attend Benjamin Banneker Academic High School, and I am a new commissioner on OST Commission.

And today I'm here to discuss school lunches.

I would like you all to imagine that you are a student that you have just gone through the first half of the school day and you are starting to feel kind of tired.

So you hope that the school lunch will make you more energized and that it will be tasty.

Sadly, in my case, and many other students, when they get to the cafeteria after their first half of the school day, they remain exhausted and hungry because the school lunch is not a complete meal, nor does it taste good.

That leaves that leaves them with two choices.

They can either not eat and not be disgusted but hungry, or they can eat and still be hungry because of the lack of nutrients and be disgusted.

Some might say, why not pack your own lunch?

We believe questions like these and ideas like these are wrong.

Students like me should be able to get a complete lunch to get us through the school day when we are expected to be productive, good students.

The least the schools can do is provide a proper lunch.

We must keep schools accountable.

It is not the students' jobs to make sure they are fed, it is the schools.

By now you could probably figure out that my overall experience with school lunches are not good.

The worst part about this is that DCPS school system portrays their narrative that they provide healthy meals, but they don't.

They say a complete meal contains dairy, fruit, protein, vegetables, and grain.

Usually school lunches only contain one to two of those components.

For example, sometimes school lunches may just be a grilled cheese and a sliced apple.

This meal is obviously lacking protein, vegetables, and the sliced apple isn't even a whole apple.

It's only half, meaning that students aren't even getting a whole serving of fruit.

This is just one of the many examples of the incomplete lunches served throughout DCPS.

Recently, many DCPS students are now forced to pay for lunch.

It's usually $3.

You would think that means the quality of lunch will now be better, but it's not, meaning that at the expense of our own money, students are not fed and now are being ripped off.

I hope you all remember this for the sake of DC youth to ensure they are properly fed and can get through the academic school day.

Doing all that you can is a great investment in the future of DC use.

Okay to get it to us.

Thank you.

Um because it is a concern.

The meals are supposed to be nutritious and they're also supposed to be, I'll say delicious.

Maybe I don't want to overemphasize that, but the point is that you shouldn't feel disgusted.

You should be willing and wanting to eat to lunch.

Um Lindsay Jenkins is online.

Hello, yes, I'm here.

Okay.

Please proceed.

Oh, good afternoon.

Good afternoon.

My name is Lindsay Jenkins, and I'm a 12th grade student at Captive City Public Charter School in Board 4.

I have attended this school since fifth grade.

Thank you for the opportunity to testify today.

Capital City has truly grown with me.

I didn't just come here to learn.

I grew up here.

Over the years, I've become more confident, more independent, and more prepared for life after high school because of the people and opportunities this school had given me.

I remember a time when I dated myself and wasn't fully confident in what I could do or who I could become.

But I had teachers and staff who didn't let me stay in their mindset.

They pushed me, supported me, and reminded me of my potential until I started to believe it for myself.

That moment, those relationships changed how I see my future now.

Capital City has also helped me build real life skills like communication, leadership, and responsibility.

But one thing I strongly believe students need more is access to real job opportunities within school buildings.

Not every student has access to jobs or internships outside of school, and they can put us at a disadvantage.

If we have more opportunities to work within our school, we could gain experience, build confidence, and learn responsibility before we even graduate.

These opportunities will not only help students financially but also prepare us for the real world in a way that classes alone cannot.

What makes Capital City special is the community.

This is a place where people care about you as a whole person, not just your grades.

That support makes a difference.

It keeps students motivated, especially during difficult times.

But all of this, the teachers, the support and opportunities depends on funding.

Without fair and adequate funding, schools like mine risk losing the very things that help students succeed.

And we lose the chance to grow and create more opportunities like expanding job access for students who truly need it.

I'm asking you to make sure that funding is fair, so schools like MAC can continue to support students and also expand opportunities that prepare us for our futures.

Also see my classmate Moses Jackson is on his own and he needs to be elevated to a panelist.

Thank you.

What's his name again?

Moses Jackson.

Um have to figure out where he is on the list.

Um Frederica Milson.

Yes.

Good afternoon, Chairman Mendelson and members of the council.

My name is Frederica Milson, and I'm a student in fifth grade at U Yang Public Charter School in Ward 5.

I've attended this school for eight years.

Through our PYP exhibition research, I learned that not everyone has access to education.

That is a big problem.

Some students cannot go to school because of a discrimination and unsafe condition.

This can be especially hard for girls.

Without education, it is harder for people to build a stable future.

That is why education is important for everyone.

At U Yang, I feel safe and supported.

My teachers are always there to help me and feel encouraged to learn and grow.

Not every student in DC has the same experience.

Some schools do not have enough resources to support students.

I believe all students deserve a safe and fair education.

Public charter schools like UYNC believe all students deserve a create a creative, strong learning environment and continu and but we need continued funding.

Please make funding um fair and and for that each charter school like me, for each charter school that people are in like me not to be not to be left behind.

Thank you for your time.

Thank you for your testimony.

Um Helen Albert.

Hello.

Good evening, Chair Mendelson and members of the committee on the whole.

Um thank you for the opportunity to testify today.

Um my name is Helen.

I'm a ward for DC resident and a sophomore at school at Outwalls High School, where I serve as a youth justice advocate for the Young Women's Project, which is a nonprofit that empowers DC youth to solve community problems.

The first thing I would like to talk to about today is mental health in schools, and this issue is important to me because I've struggled with mental health throughout my life, and I want to make sure that my peers who haven't received the mental health treatment and family support that I have can get access to the mental health support as well.

The biggest barrier that prevents students from obtaining mental health resources at school is the lack of accessibility of mental health staff.

So, although my school is better equipped than many DCPS schools, our counselors are actually not usually available because they're overworked and overbooked with just the students that are actively in crisis.

And this is not a problem specific to my school.

Um most DC public schools lack enough mental health staff to adequately support their students.

According to a November 2025 Washington Post article, almost 40% of DC public schools have no licensed clinicians, and even the schools that have a clinician often can't meet the need for mental health services.

A July 2025 report by the Office of the DC auditor found that while 17% of DC high school students surveyed had seriously contemplated suicide, school-based mental health clinicians lack sufficient time and space to meet with suicidal students.

And because clinicians lack the time to meet even with the students who are actively suicidal, they struggle even more to meet the needs of their students who are not currently in crisis.

And our own mental health survey from this past year found similarly that 65% of DC teens surveyed had received no mental health support or information in schools, and 84% did not even know the name of their school's DBH clinician.

So it's clear that lack of access to mental health is a big problem.

And obviously the most effective way to increase access to the support is to increase funding.

But if this is not possible, the council should consider ensuring that available resources are more accessible.

Um for example, the council could take steps similar to the state of Virginia, which requires that counselors spend the majority of their time directly counseling students.

Or alternately, the council could shift counselor working hours to free up time after school to meet with students.

These are similar changes, could increase youth access to mental health without requiring much additional funding.

The second topic that I'd like to mention is um the declining physical condition of our schools.

My own school has had a lot of problems with facilities.

Like this past winter, our heating system was broken on and off from November until February.

So students were, you know, wearing coats and gloves and scarves inside.

Um and our elevator has often has also been broken on and off basically the entire time I've been at school, which causes accessibility issues for students and staff.

So although funding is limited, I would recommend that the council take steps to fix these infrastructure problems to protect students' education.

Thank you for your time, and I hope you'll take these recommendations into consideration.

Thank you, Ms.

Halbert.

Moses Jackson.

Uh good evening, all I'm Moses Jackson and the 11th grade student at Capital City Public Charter School in Ward 4, DC.

And I've been at my school for nearly seven years.

At Capital City, there are many programs that everyone can enjoy and feel safe and included.

Personally, I'm a part of physics or personally, I'm a part of extracurriculars such as physics club, where we work on topic discussed in class and also part of our basketball team here at Capital City.

While these clubs and face value teach us how to understand physics and how to play basketball, there are deeper teachings that can be found, such as leadership, creativity, and critical thinking, or just some of our school's core box.

Without proper funding, it becomes harder to continue to do these essential activities.

Thank you so much for holding this hearing.

Thank you for testifying.

Um Rain Torian.

Dear council members, could you speak closer to the microphone?

Dear council members, my name is Ray Torain.

I'm a high school youth leader with Black Swan Academy.

I attend H.

D.

Woodson High School and I'm in the ninth grade.

I live rewarding and thank you for your time.

Today I'm here to talk to you about youth mental health or health care.

This issue is important to me because many young people are not getting the outpatient care they need, often because of lack of funding and limited resources.

There are very few outpatient providers available in DC for youth, especially for certain services like substance use treatment.

That means a lot of young people don't get the follow-up care they need after experiencing a mental health crisis.

For my experience, that gap is that gap in support is real.

After I was hospitalized, I didn't have the support I needed once I was discharged.

I was left to deal with everything on my own without cost to help or guidance.

With that support, things didn't improve the way they could have.

It showed me how important it is for young people to have someone there for them in a crisis, not just during it.

I truly believe that if I had access to a strong outpatient support system after be after my discharge, my experience could have been a lot different.

That's why I'm asking you to invest more funding into outpatient mental health care resources for youth in DC.

Without it, young people are facing higher risks of falling back into crisis, struggling in school, and not getting a chance to fully recover.

We need constant reliable reliable accessible support, and not just in emergencies, but after them too.

My name is Warren Telrain, and thank you for your time.

Thank you for your testimony.

And Sharita Brand.

Good evening.

My name is Shirita Brennan, and I'm in middle school youth leader with Black Swan Academy.

I attend Susan Middle School.

I am in the seventh grade and I live in War Seven.

Thank you for your time.

I heard her talk about sanitation in school.

This is important because proper hygiene, including clean water, toilets, and hand washing stations boosts student health performance and reduces the chance of viruses and bacteria.

My personal experience with sanitation in school is that bathrooms, halls, classrooms, and more aren't usually clean.

I try to help by wiping things down and picking up big trash when I see it.

The state of my school really affects me each day because it reduces my focus due to discomfort, dirty surroundings, and unavailable restrooms.

Unsanitary host touch areas such as desk door handles and more can spread joint germs, viruses, and parasites.

Dirty fast male restaurants can make me at other schools avoid using them.

Students, avoid using them.

Leading to dehydration and physical discomfort.

Thank you for hearing my testimony today.

Well, thank you, Ms.

Brand.

I think you heard me say earlier.

Sometimes these issues with cleaning, maintenance, sanitation are issues of management in the school and uh not uh a result of policy or something that's going on with funding, lack of funding.

Uh in fact, the council's been pushing very hard to ensure the schools do not see that their funding is cut from one year to the next.

So it's then the responsibility of the school how they spend the money.

Um I'm trying to remember one of the um I think it was um Ms.

Albert testified about facility problems at school without walls.

I mean, I'm just amazed.

The uh that school was uh substantially renovated about 10 years ago.

And um there should not be elevator problems, there should not be heating problems, and even if there are, it's the responsibility of DGS to um maintain these buildings, those those uh infrastructure aspects.

Um but I suspect my colleague might want to add something to that.

So uh I want to thank you all.

Don't get up.

Councilmember Lewis, George, did you have any questions?

Yes.

Um thank you.

Um I think the students, a lot of the students online actually logged off, and there's my other student in the background.

Okay, my first question is for um rain.

I really appreciated your testimony.

Um, what would outpatient uh support and treatment look like um for students?

What what what did they provide inpatient that we need to have outpatient available?

I think some outpatient resources for students could be like setting them up with some form of psychiatrist or therapist or maybe just you know, someone to speak with because I think that's um that's kind of how it starts, really.

You're you know, you you get the help you need in the hospital, you leave the hospital, you're feeling fine, and then one thing can set you off, and not having anybody to talk to about it could cause you to spiral back into the back into the mental state you were before, and you could relapse or whatever and end up right back where you started.

Absolutely.

And would and you would love to see that type of support at in school, at recreation centers, at faith communities, what would be helpful for those type of services to be provided?

I believe those kind of services could be implemented at uh school because students are there often and different probably different recreational centers too to make it you know a bit easier to access outside of school because a lot of students probably don't have insurance or have the money to even afford you know, like a therapist or anything like that by themselves, or even with the help of a parent.

I thank you.

I really appreciate it.

Thank you for sharing your story, and thank you for advocating.

I agree with you.

This is a real serious uh mental health support, uh outpatient, inpatient, after school support.

We've heard from a number of students today.

I think uh Helen Albert also testified about uh mental health supports, but thank you for raising that, and that's something as a council we're gonna try to figure out how to fix.

Uh Rohan uh Young, it's so good to see you.

Um, and always doing some advocacy work.

Um, what would be helpful?

Or do you think that we need a new food provider?

Um I think that it may be a mix of both because there's also problems with like the quality of food as well, like or the lack of variety when it comes to like fruit options, vegetables.

So maybe a new food provider will be best.

But also, I do think there's great room for student input on school lunches and where we can kind of work together on that to have like a better system regarding school lunches.

Thank you so much.

Thank you for your testimony, and I think that's something we've been we've been exploring.

My son is excited to hear you speak.

Um, but thank you so much to our students.

Um, I know a number of our online students logged off, so I'll follow up with them via email.

Thank you.

Thank you, Councilmember.

Um, Mr.

Young, do you know who the uh vendor is at uh your school?

Um I see a lot of the cafeteria workers wear Sedexo on.

There are three, I think there are three different vendors.

Sedexo is one of them.

And then there are a few schools, like maybe two or three that do their own, have their own kitchen.

So thank you.

Uh, you all are excused.

Thank you very much for your testimony.

Uh continuing, we're now uh we have it looks like four from uh Jackanti International.

Did I forget something?

Okay, there's students are uh available.

One is six to one fifteen right here.

What's the I'll do it, I'll go there.

Uh Serge Chukan Chamo Chamo.

And my goodness, you all came before I even called Tyrell Pittman.

Well, let's try this.

Your name is and you are I only heard crew bell.

137.

Ah, got it.

And you are and you are.

Well, let's go with it.

Um, and then we have some online people.

I'll go to next.

Um how do you pronounce your last name?

Chama.

You're up.

Turn on your uh your microphone's on.

All right.

Good afternoon, Chairman Mendel Mendelssohn, and members of the Council of the District of Columbia.

My name is Serge Chama, and I am a senior at Benjamin Banneker High School in Ward 1.

I live in Ward 6, so I am attending a school of choice outside of my ward.

I am also an intern at Jakanta International that offers a rigorous work-based internship.

Thank you for the opportunity to speak today on the students' voices in education.

As a senior preparing for college, I have personally experienced a lack of consistent support when it comes to college guidance.

Many students like me are expected to figure out applications, financial aid, and career planning on our own.

Often without access to counselors or clear direction.

This creates stress and can limit opportunities for students who may not have a lot of outside help.

In my experiences, programs that provide mentorship and real world exposure, such as Jakanta International makes a big difference.

They help students build skills, gain confidence, and understand the pathways beyond high school.

However, not all students have access access to programs like this.

There's another issue.

That is not universal access to out-of-school time programs.

It may it may also not be equitable because low-income students live in other wards.

So we're where students live should not count against them if a student is trying to succeed and seek opportunities.

I believe the district should invest more in college and career guidance by increasing access to counselors, expanding internship opportunities, and funding programs that connect students to real world experiences.

Every student deserves support and guidance regardless of where of where they live, especially during such an important transition in their lives.

Thank you for your time and I welcome any questions.

Raissa.

Please.

Good evening, Chairman Mendelssohn and members of Council of District of Columbia.

My name is Janatulferdos Raisa.

I'm a junior at Theodore Roosevelt High School.

I'm an intern at Jackinte International.

I'm also a global service and diplomacy student at NAF Academy and a cybersecurity student at the Advanced Technical Center, where we get to explore careers in global politics and IT.

Students are constantly told to think about their future, what career they want, what path they will take, what kind of life they want to build.

But here's the problem.

We are expected to make these decisions without ever truly seeing what those careers look like.

Many students go through high school without access to internships, job shadowing, or real world experiences.

We learn in classrooms, we take tests, we earn grades, but we rarely get the chance to step outside of school and explore this real world.

So when it's time to make decisions about our future, we are not choosing based on our experiences.

We are choosing based on guesses.

This lack of peer exposure creates a serious gap.

Students may spend years working towards a path they don't fully understand, only to realize later that it's not right for them.

That leads to wasted time, lost motivation, and missed potential.

And for many students, especially those without personal connections or resources, these opportunities are even harder to find.

Success should not depend on who you know or what access you happen to have.

It should be something school actively help to build.

So what can be done?

First, school should create structured partnership with local businesses, organizations, and professionals to offer internships or and job shadowing opportunities for students.

Second, schools should provide guidance and support to help students find and apply for these opportunities, ensuring equitable access for everyone.

Students in DC are ambitious, capable, and ready to learn.

But learning shouldn't be limited to classroom.

If we want students to be prepared for the future, we need to give them real access to it.

Because we cannot fully prepare for a future we have never seen.

This is why I appreciate the opportunity as an intern at Jacente International.

I hope to continue in the 2026 to 2027 school year.

Third, career exposure should start earlier, not just in senior year, but throughout high school.

So students have time to explore, learn, and adjust to their goals.

Thank you for the opportunity to address the council on the issue I presented.

My colleagues and I look forward to engaging the DC Council.

Thank you again.

Thank you for your testimony.

Good evening, Chairman uh Mendelson and members of the committee.

My name is Eda Argueta.

I am a senior at Roosevelt High School and uh an intern educant international.

As a student in DC, I appreciate the opportunity to speak about my school experiences, and I feel it's important to highlight the inequalities that exist across schools.

Not all students are given the same opportunities, and uh one clear example of this is the lack of uh certain advanced placement classes in some schools.

Well, other schools offer a wide variety of AP courses.

Students at my school have limited options, which puts uh many of us at a disadvantage.

During my freshman year, going into my uh sophomore year, I was told I could take my first AP class, which was AP World History.

When the time came, I was told that that was no longer an option, and I could not access the opportunity because there would be no teacher available to teach the subject.

During my junior year, I was told I could take AP literature, English literature during my senior year, and yet again I was told I could not that could not happen because uh of the same reason.

AP classes are important because they help strengthen college applications.

Uh they help students challenge themselves academically, and they could give insight to students about their future career paths.

They also give students a chance to earn college credits through the AP test, which can uh significantly reduce future college costs through tuition.

Without access to these courses, students like me are missing both academic growth and financial benefits.

This inequality creates an uneven playing field in which students' success is determined not just by their effort, but also by the resources in their schools.

I believe every student in the district deserves equal access to rigorous coursework, supportive resources, and opportunities that prepare us for college and beyond.

Addressing these disparities would be a meaningful step towards ensuring that all students have a fair chance to succeed.

Thank you for the opportunity to address the DC Council.

Thank you.

And um Bell, please proceed.

Um good evening, Chairman uh Phil Medson and members of the DC Council.

Um my name is Krubel Geber Salasi, and I'm a ninth grader at school without Wallace High School.

I'm also an inter at Jah Kente International.

Today I wanted to bring attention to one issue that affects students all across the district the unfair college preparation.

My testimony is about college readiness for all.

Right now in DC, your chances of truly being college ready is heavily dependent on what school you go to and the resources your family has access to.

Some schools offer AP classes, dual enrollment, and strong counseling, while others don't.

This creates a gap for students who need the same chance in the same system.

Many students are encouraged to go to college but aren't given the tools to succeed once they're there.

I believe that we need consistent support that extends beyond academics to include real world skills like time management, networking, and communication.

I believe these factors decide whether a student is college ready.

Today I'm asking the council to help make college preparation equal and fair across all DC schools.

This means making s making sure every school has trained counselors, dual enrollment opportunities, and guidance on financial aid and career pathways.

I believe DC students are capable of doing great things, but what we need is a system that backs us up.

College prep shouldn't feel like a gamble, but rather a step we are prepared to take.

Thank you for your attention.

Thank you.

Um that's the four of you.

I uh one thing.

Um Mr.

Chamo.

Um you made a reference to the council prioritizes only certain wards with out of school time.

That's actually not correct.

What we do is uh we in the budget have funded the program of out of school time, which is actually a grants program, and then the deputy deputy mayor for education, he's the one who administers the program and issues the grants.

Uh I think they do try to uh make it um throughout the city.

I don't think they're uh prioritizing certain awards, but in any event, it's not the council.

What the council does is we fund the program.

We'll be getting the mayor's budget April 1st, and we will see what she proposes in terms of funding for out of school time.

We will have a hearing, I don't remember the date in April, where we will get hearing a lot of testimony about either restoring funding if the mayor proposes cutting it or increasing funding if the mayor maintains it.

We'll get a lot of testimony regarding it, and then we'll come up with the final number.

But we don't we don't pick the words.

And in fact, um when I've had hearings uh and I've had several hearings in the last uh several months, where there's been testimony and out-of-school time.

There's not been testimony about how it's favor favoring certain awards over others.

But if there was, then we would have an oversight hearing and ask why they're doing that, because um this uh uh out of school time should be available to uh as programming for youth uh throughout the city.

In fact, we just had a witness earlier who uh is on the uh commission, uh, but I think he's left the chamber.

Um a student member of the commission.

Uh Councilmember Lewis George, are you still here?

And do you have any questions?

I don't.

My helper is here helping me out.

Um, you know, a minute ago he was a student, but now he's a helper.

Yeah, you know, when he started getting loud, I had to demote him.

Um I don't have any questions for this panel.

Students, thank you all so much for coming to testify and making your voices heard.

Thank you.

Uh thank okay, thank you all.

You're excused.

Uh so that we have a number of folks who are online.

Hayden Coleman.

Why don't you why don't you start?

Okay.

Um good evening, Chair Filman, Nelson, and other council members.

Thank you for the opportunity to testify in front of you today.

My name is Ian Coleman, and I'm a Ward Ford resident and a freshman at DC International School.

I'm an extremely well member of the DCI community, from being on the JV Vogeball team to serving as vice president of Project Pink, which is our very own 501 C3 nonprofit dedicated to uplifting women.

I'm also active in student government, host that and robot mentorship.

My goal in the future is to attend Brown University and major in computer science.

I have the privilege to work as a youth justice advocate for the young women's project, which is an organization dedicated to empowering youth to create change within their own communities.

One issue I find extremely urgent is the lack of mental health resources during standardized testing.

Mental health wellness is an extremely important issue.

Especially in today's age, students have unlimited access to a wealth of information, which can be extremely stressful.

In my personal experience, standardized testing can be expressed especially overwhelming.

During testing, we are also required to change classrooms and sit facing walls in total silence for the duration of the day.

The worst part in my experience is the immediate aftermath where everyone asks about each other's scores.

Hearing everyone else's scores can be worsens my anxiety because on these specific days, the guidance counselors and resources that we usually rely on seem to disappear because the system is focused entirely on the exam.

As a mental health advocate, I learn about issues such as stretch, sleep, and maintaining healthy relationships.

Afterwards, we share the information with our peers through emails and presentations.

The information we share is vital because mental health is usually overlooked in the curriculum.

Students need quick solutions to respond to high levels of stress they are dealing with.

According to a 2025-2026 student mental health and wellness survey results, stress levels continue to be high.

19% of youth service takers reported extreme stress that is too much or overwhelming.

40% describe their stress as high but manageable, and 27% have high stress but bounce back.

Also, sleep continues to be a significant problem among teens.

The vast majority of survey takers have trouble sleeping and are not getting the required recommended eight to ten hours.

Forty four percent of youth said they have trouble sleeping and get fewer than six hours of sleep a night, and 14% said they have difficulty and wake up in the middle of the night.

Therefore, to bridge the gap between the support that we have on normal days and the isolation we feel during testing, I propose the implementation of a mandatory testing day wellness protocol across all DC public schools.

This protocol will require schools to designate a counselor specifically for testing environments.

Although most staff are tied up proctoring, this counselor would be exempt from proctoring duties to provide immediate support for students experiencing high anxiety during the exam.

Additionally, we should implement a quiet zone post-test degree.

So instead of going straight from a spectral exam into a hallway where everyone's comparing scores, which we know spikes anxiety, schools should provide a 15-minute supervised tech-free transition period for students to decompress.

For high schoolers in DC, the pressure standardized testing isn't just about a grade.

It's about college access and future opportunities.

By having a designated counselor and a mandatory no-score talk transition period, we stop the cycle of peer-to-peer anxiety and ensure that a single test doesn't lead to a mental health crisis.

Students should recognize mental health support as a testing accommodation not just for students with IEPs, but as a universal standard.

They should issue guidelines that forbid schools from using 100% of their mental health staff for proctoring.

I asked the council to provide the necessary oversight and funding to ensure schools are sufficiently staffed so that all hands on deck for testing doesn't mean zero hands available for student wellness.

In closing, mental health support cannot have an expiration date when testing season begins.

We are more than our test scores, and our access to mental health support should be guaranteed every day we are in the building.

Thank you, Council members, for your time, your attention, and for listening to the voices of DC students.

Thank you.

Uh Joder Borse.

Yeah, hello.

Hi.

Please proceed.

Okay.

Um good afternoon, Chairman Mendelssohn and other council members.

Thank you for giving me the chance to testify in front of you today.

My name is Judah Borsay, and I'm a freshman at the DC International School.

I'm award for a resident.

Um currently I'm having the opportunity to also be an advocate at the Young Women's Project, YWP, since spring of 2026.

YWP is a DC based nonprofit that helps build leadership skills and encourage youth.

I'm on the mental health team at YWP.

And I want to bring your attention to a topic that I believe needs more importance in our communities and schools.

The topic that I would like to discuss today is mental health resources within schools and specifically concerning counselors available at schools.

Specifically, uh personally, balancing both challenges in school as well as at home has been a source of mental health stress for me, similar to a lot of youth these days.

This is one reason I believe that it is important that there are resources available for us students when needed.

Though my school does have a mental health counselor whom we can talk to, I've noticed that they're more just to be a lending year as opposed to offering guidance and counseling.

As I don't disagree that, and I don't disagree that it's important to have someone like that, but it's also important to have someone who does more than just listen, but who can help you on the steps to improvement and fixing these causes of stress in your life.

According to a 2025-2026 student mental health and wellness survey, nearly half the students, 42%, are not comfortable talking to school counselors or clinicians.

Though in my life, after stress-causing events, it has been incredibly important to have someone to talk to about these issues without bias, which actually has been my counselor at school, and I've really appreciated that.

However, as I said earlier, it has just been primarily talking.

A lot of the time they don't have the ability to actually help me make these changes in my life.

It is important to have someone that not only listens, but who can help you towards these positive solutions.

This experience is what really got me focusing on mental health in schools.

Currently, in the Young Women's Project, we have been working on finding the main causes of stress within schools, including XSMS at homework, standardized testing, early start times, and more.

Overall, students have must have the resources to cope with stress and their specific situation.

To address this need at urgency counselor, the council is to support implementing school-based solutions like regular private or group counseling sessions, or easily accessible channels, such as a confidential online form for students seeking advice.

Ensuring every student has equitable access to meaningful mental health support will help promote healthy decision making, improve well-being, and help us drive academically.

I myself can make these changes within my school or my community, or at least help make them.

But it is vital that this issue is addressed in not only my school, but also and not only that, just some students get access to these resources.

We're in every school in DC.

And I especially asked the council today to prioritize and improve student mental health resources inside of school for the benefit of all DC students.

Thank you for your time, and I hope you take these considerations into account.

Thank you, Ms.

Borsane.

Joseph Menzor.

Yes, uh good evening, Charles Meldison and members of the community of the whole.

Thank you for giving me the chance to speak today.

My name is Joseph Mansor.

I live in World One, and I attend Columbia Heights Education Campus.

I'm here as a youth justice advocate with the Young Women's Project.

A DC nonprofit that trains high schoolers to serve as peer educators and advocates.

Being a part of this program has helped me realize how important it is for young people to speak up about issues that affects us.

A lot of times, decisions get made for students without really hearing from us, even though we are the ones dealing with those decisions every day.

Today I want to speak about school phone policies and how they affect students like me.

While these policies aim to reduce and to reduce distractions in classes, they have ended up creating new problems that negatively affect students.

Phones are important for a lot of students.

We use them to stay in contact with our families, especially before and after school, and sometimes during emergencies.

With the current with the current complete ban of phones in schools, I can no longer provide my family with important updates.

For example, there have been times when after school pro after school plans or rides have changed, and I wasn't able to quickly text my family.

I have also seen peers missed time-sensitive messages from jobs or after school programs like schedule changes or important reminders because they couldn't check their phones during the day.

We also use them to check assignments, look up information, or keep track of our schedules.

Taking that away completely can give us in the dark about our grades, remove an important tool to seek academic information and contributes to disorganization.

As a peer educator, the phone ban also affects my ability to support others.

There have been times where I couldn't quickly share important resources like clinic information or helpful links with other students when they needed it.

I'm not saying there should be no rules at all, but I think there should be a better balance.

Schools could create policies that limit distractions while still allowing students to use their phones when it's when it actually makes sense.

For example, a policy that allows students to keep their phones with them but put away in the backpack or pocket or disallow students from phone use in class to classes' rooms without teachers' permission could address safety and communication concerns of the current phone ban while still promoting and limit on youth phones uses during school.

Thank you for your time and for listening to my testimony.

Hello, yes.

Good afternoon, Chairman Melandosa and members of the committee of the whole.

Thank you for the opportunity to testify today.

My name is Janelle Edwards, and I'm a Ward 8 resident and I attend Eastern CN High School on Capitol Hill.

I've been a sexual health advocate at the one at the Young Women's Project since September 2025.

Helping to provide assistance in my school to help advocate for my peers' rights, whether that is giving out advice or helping my peers with standpoints like academics and their mental health.

Today I am here.

I am here to talk about the lack of support for teens within the DCPS school system, dealing with the rigorous workload on students.

Being a senior in high school now is the time where it's the time.

I think my computer is glitching.

Sorry.

Being a senior in high school now is the time where I have for the most burnt out.

Some people call it senior writers, but more, but it's more than that.

Having to pack on applying for colleges, scholarships, and that and that, being a full IB student, I have experienced a great level of academic stress and would like to spread more awareness and its impact on me and my classmates.

Well, these with DC have a low secondary education rate in previous years, the academic expectations amongst the youth now has doubled.

Students come to school every day, either burnt out from academics or don't come to school at all.

But me being on the road of secondary education, I just take on academic pressure, but it does have a big impact on my mental health.

Looking at my school environment, I have seen I have seen minor improvements like having days off to focus on mental health or teachers advocating for the mental health of students.

But that but the academic stress still has effect on my peers, especially within the IB program.

As academic funding has been threatened to be cut for academic platforms like Cognity and Quizlet that has helped students with their academics.

I have mainly two recommendations.

First, I would say it would be beneficial for DCPS and the committee to continue investing in more mental health days to allow students going through academic pressure to have a breather.

Secondly, to improve the workspace of students and in the school areas to have students feel more welcome and appreciated by staff.

Like investing more in the school's cleanliness or putting more effort into ceremonies like on the road to make students feel more appreciated.

Through these minor changes, change can be made.

Thank you for your time and have a blessed night.

Oh, thank you.

Avery Dixon.

Hi.

Good morning.

Um good evening, Chairman Midelson and members of the Committee on Health.

Thank you for the opportunity to testify today.

My name is Avery Dixon and I am 15 years old and I live in Ward 1.

I attend Columbia Heights Education Campus where I'm currently a 10th grader throughout high school.

I have maintained a GPA above 4.0 by taking college and AP classes.

I serve as a youth justice advocate at the Young Women's Project where teens attend DC schools, where teens attending DC schools are trained to become advocates to address problems that impact our peers and community.

Today I'm here to speak about the urgent need for mental health support for students in Washington DC, where high rates of stress, anxiety, and trauma are made worse by a shortage of trained counselors and social workers.

This is important to me because I have struggled with mental health for as long as I can remember, and at the time I didn't know school therapists could help me.

A friend noticed that I was struggling and encouraged me to talk to a therapist, and that support made a huge difference and practically and practically saved my life.

This experience showed me that how important it is for all students to have access to mental health support because this issue affects many students in my school and across the city.

Based on the National Alliance on Mental Illness, 4% of youth in Washington DC have experienced two or more traumatic events.

Due to these circumstances, youth are recommended to get professional help from social workers to improve their mental health.

As a result, there is a 1 in 613 ratio of school psychologists to students in Washington, DC, DC's public schools.

This is worse than the recommended ratio of one school psychologist for every 500 students.

Many students don't get the help they need, and short sessions aren't enough to support them.

One big and impactful solution is to hire new social workers and therapists for all DCPS schools to provide students with consistent mental health support and early intervention.

By increasing the number of trained professionals, students will have greater access to counseling and more individualized care.

With consistent support, students can better manage stress and emotional changes, improve academic performance, and lead to healthier communities overall.

After researching my solution, I found that on October 10th, 2023, Mayor Bowser and the Office of Stuart Superintendent of Education awarded 4.5 million to 12 local agents agencies to expand the mental health support in 34 schools.

This shows that my solution is achievable because schools in Washington DC have already received funding to support student mental health.

Every student deserves to feel supported and valued, and if we don't act, we risk more overdoses, suicides, and school dropouts, which affect students, families, and communities.

By investing in our youth mental health today, we can build healthier, safer, and stronger communities for the future.

Thank you for your time and for considering my recommendations.

Good evening, Chair Mendelson and members of the committee.

My name is Serena Lynn, and I'm a sophomore at Columbia Heights Education Campus, and I live in Ward 5.

I serve as class president, treasurer and secretary of FBLA, and I'm involved in Deeder Food Equity Club and more.

I also serve as a youth justice advocate with the Young Women's Project, where I work to uplift youth voices and address issues affecting our well-being.

I became a youth justice advocate because I believe there's a lack of accessible resources in schools to educate students on important topics.

This role has empowered me to advocate not only for myself, but for my community.

Today I'm here to speak about the current high school phone ban policy and propose a more balanced approach that can better support student needs.

At my school, all phones and electronic devices must be turned off and stored away during the day.

Students cannot carry them at all, not even in their pockets.

While this policy aims to reduce distractions, it creates challenges for students like me.

For me, my phone is an essential tool for communication.

I participate in multiple after-school programs, and I often receive last-minute updates on them.

Without access to my phone, it is really difficult to check my emails and manage my responsibilities.

It is also how I communicate with my parents.

Because I work and I participate in extracurriculars, my schedule is always constantly changing throughout the week, and not being able to see important messages during the day just creates stress for both of us.

I think phones are also valuable academic tools.

There's been times where school laptops block websites that I need for assignments or that I need for an extracurricular.

For example, while working on a drum club play bill, the website needed was blocked.

Since I got home late and I still have homework, I did not have enough time to complete the work outside of school.

This policy also affects my role as a peer educator.

Usually I share mental health resources, but without my phone, I cannot easily refer a student to a clinic, share QR codes, or provide immediate information.

There was one student that asked me for an STI testing resource, but they were all comfortable receiving that information through school email.

Because of this, they could not easily access the help that they needed.

My peers face similar challenges.

Many of us just rely on our phones for communication with family jobs and academic support.

Without access, students feel less prepared and less connected throughout the day.

I understand the importance of limitating distractions, but the current policy that removes a tool that supports student safety, communication, and learning.

A better solution would allow students to keep their phone on, silence and put away during class unless permitted by a teacher.

Phones could be used during passing periods, lunch, and emergencies, as well as for academic purposes when necessary.

This approach maintains focus in the classroom.

Thank you for your time and listening.

Thank you, Miss Lynn.

Harmony Kenny.

Hello, Terry Mendelson and members of the committee.

I'd like to thank you for the opportunity of me presenting this testimony to you.

My name is Harmony Kinney.

I'm an 11th grader at HD Woodson and award 7 resident.

I have been a youth justice advocate at the Young Women's Project since September of 2025.

The Young Women's Project helps to train high schoolers to be pure pure educators and advocates.

I am testifying today to raise awareness of DCPS's currently current ban policies and how they negatively impact students.

The phone ban policy forces students to either come to school without their phones or turn their phones to turn their phones in at the beginning of the day.

When you come to school before your first class, you wait in a long line to give your phone to administrators who put your phone into large bins with other students' phones.

However, if you are late to school, you have you have your phone put into a different bin and you cannot receive them until 4 o'clock or 4 15.

These policies have many negative outcomes.

We were told that if our phones are damaged in the bins or if another student takes your phone from the bin, that the school has no responsibility.

This is fair.

This is unfair as many students do not feel safe leaving their phones at home all day since we would have to travel to and from school and work without the ability to communicate with our parents.

So we essentially have to bring our phones to school and risk damage and theft.

Further, the lab policy has been has had an even worse impact.

If you are late to school, you have to wait an extra 30 to 45 minutes longer to receive your phone at the end of the day.

This directly impacts our ability to participate in jobs and after-school activities.

Since jobs and other activities are very important to youth development, student learning, college and career preparation, and more, schools shouldn't have this policy.

This policy is also means that students get home later, which can be unsafe, especially in DC.

And when it starts to get dark around four in the winter.

One of my peers even shared that he had got robbed on the way home from school after the leaving due to the late policy.

I think that it is unfair to keep a phone policy that decreases students' safety, disrespect our property, and makes it harder for us to participate in jobs after school activities.

Because of this, I'm asking for your support in changing this phone policy.

A better policy would be to allow you to have phones in their pockets, not allowing phones to be out or making sound during class.

This way, distractions are limited, but the negative impacts of the phone ban are addressed.

Thank you.

Thank you all for listening, and I hope you take this into consideration.

Thank you, Ms.

Kenny.

I don't have any questions for any of you, but thank you for your testimony.

And I have copies of I think all of it, so thank you.

Your excuse.

Grace DeWitt.

Caterina Bennett.

Sally Chappelle Hansen.

And Titan Hermaius.

You all get a gold star for being the first ones here, and it's four hours later, and you're still here.

Making me feel really bad that you've all been in the front row.

So you guys are up.

Ms.

DeWitt, we'll start with you.

Good after good evening, Mr.

Cheryl Marmandislin, members of the council.

My name is Grace Larwee, and I'm a seventh grade student at ITDS.

Where I proudly attended for the past nine years.

I currently serve as a treasurer of our student government association.

Thank you for giving me the opportunity to testify today.

I lived in Washington, D.C.

my entire life, and throughout my experience, I've come to understand I've come to understand how important access to opportunity truly is.

I strongly believe that every student, no matter their background or financial situation, deserves access to financial aid programs.

Opportunity should not be limited because by cost.

And no students should have to give up their goals because they cannot afford them.

At my school, I've grown through activities like class debates.

I started off nervous, but I gained confidence and discovered I enjoyed my ideas and thinking critically.

This experience even inspired me to consider future in leadership roles.

Something I may have I may not have discovered otherwise.

Beyond the classroom, being a part of school sports like soccer and track, I learned invaluable lessons.

Lady experiences taught me profound importance of teamwork, a lesson that could not be fully grasped by the test book.

Finally, I want to share that's crucial that Inspired Teaching School has the resources to continue supporting students like me.

Specifically, I urge you to fight to protect financial aid programs.

These programs are essential for ensuring that all students have a chance to pursue their dreams and opportunities, regardless of their financial situations.

Thank you for honoring the students' voices and providing me with this platform to speak today.

Thank you.

You spoke a little quickly, so I didn't get your grade or your school.

Seventh grade inspire.

All right.

Next is Caterina Bennett.

Good evening.

Oh.

Good evening, Chairman Mendelson and members of the council.

My name is Katerina Bennett, and I am in the seventh grade at Inspire Teaching School, a public charter school in Ward 5.

I've attended this school for nine years, and I am the spokesperson of our school of our school student government association.

Today I would like to talk about the positive impact my school has had on me.

Our school has four core values we refer to as the four eyes.

Integrity, the ability to be truthful and honest, intellect to understand and grasp ideas, imagination to form ideas outside of the box, and inquiry, the gift to be constantly curious and never stop asking questions.

These are the principles that our teachers constantly encourage us to live by.

Ever since I was trying to learn basic addition, still now when I'm learning inverse equations and negative exponents.

The teachers at my school show these values every day.

One in particular, her name is Miss Cater.

I can't remember a day when she didn't stay after school to help a student with their project, and when she's ever turned a kid down when they need support.

Teachers like her are the reason that come to school feeling supported in good spirits and ready to learn.

Another thing I admire about my school is that they strive to make the work so much more than just a memorization test, so much more than just right and wrong.

In social studies, we don't just read historical texts.

We debate them, we research all the different perspectives and connect them to real world events.

For example, a few weeks ago we were discussing the First Amendment and the right to protest peacefully.

And then we found ourselves talking about the events that taken place on January 6, 2021.

In science, we design experiments, make predictions, and test them out.

Even in math, our teachers encourage us to explain our thought process.

Learning and inspired teaching school is active, hands-on, and meaningful.

It teaches us students to think for ourselves, not just repeat information.

That's something I know not every student attending school experiences, and is something that I do not take for granted.

All of these things, the values we live by, the teachers who support us, the way we are taught to think differently, or it makes my school such a special place.

These things exist because of adults who believe in our potential and invest in our education.

This is why I'm asking you to continue to give the funding and resources needed, not just to my school, but to those all across the district.

So we may all have equal opportunities to succeed.

Thank you for providing me the opportunity to speak with you today.

Sally Chappelle Hanson.

Good afternoon, Chairman Mendelson and members of the council.

My name is Sally Chapel Hanson.

I'm a student in fifth grade at Inspired Teaching Demonstration School, a public charter school in Ward 5.

I've attended this school for two years.

I am the fifth I'm a fifth grade representative of our school's government, Student Government Association.

Thank you for the opportunity to testify today.

My school has helped me make the person I am today, because at my school, we have our school-wide play.

It includes kids from second, eighth grade to second grade to eighth.

However, when you are in second to fourth, it is highly recommended that you participate in it.

But once you get to middle school, you can.

It is optional.

You can if you want to, but you might not want to anymore.

Some things I learned while I was doing the play was self-confidence, being able to be put under pressure, and still being able to produce quality work in a specific amount of time and being able to learn from your mistakes.

Having someone at my school who supports my well-being means a lot to me because being able to have someone that you can trust and be comfortable around is very important.

Like before I came to the school that I am at now, I would probably not have had the confidence to run for the position that I am in now.

I also think that kids should get what they need and not what all the other kids are getting.

Some of the ways that our school helps kids are.

Most of the kids have a very close relationship with at least one of the teachers, because teachers know what does work for the students and what does not.

Some kids don't get all the opportunities my school offers to the students, and I think that all kids should get the same experiences so we can all have the same experiences.

Thank you for the opportunity to testify today.

Thank you for your testimony.

And is it Titan Armaias?